K - 12 Curriculum

WAWM Deeper Learning Virtual Academy
Learning That Works

Guaranteed And Viable Curriculum

“A guaranteed and viable curriculum (GVC) ensures that all students have an equal opportunity to learn. Each student will have access to an effective or highly effective teacher, and access to the same  content, knowledge and skills in each section or class (Marzano, 2003).  

The “I can” statements that you see by grade level are what is guaranteed at each school in the West Allis-West Milwaukee school district.  There will be many other areas included in instruction by class and by teacher based on the needs and interests of the student population.  Teachers will receive a guide by grade level to assist in planning for instruction, but there is also room for teachers to have flexibility to meet the needs of the learners in each class.  

4K

Curiosity, Engagement and Persistence
Language/Literacy
Mathematical Thinking
Fine Motor Skills
Self-Help Skills
Writing Application Skills

  • I can follow limits and expectations.

  • I can follow 3 step directions.

  • I can share and take turns with others.

  • I can cooperate with others in creative play and purposeful learning.

  • I can positively resolve conflict with others.

  • I can follow the group plan.

  • I can be curious about and willing to try new and unfamiliar experiences and activities.

  • I can use objects in pretend play as they are used in real life.

  • I can identify the parts of a book.

  • I can hold a book and turn the pages correctly.

  • I can recognize sounds that match and words that begin or end with the same sound.

  • I can recognize the difference between letters and other symbols.

  • I can recognize letters and their sounds in familiar words, especially in own name.

  • I can sequence a story or event.

  • I can recognize and repeat rhyming words and actions.

  • I can make some letter/sounds connections and identify some beginning sounds.

  • I can recognize and name some capital letters.

  • I can recognize and name some lower-case letters.

  • I can rote count to 20.

  • I can count 10 objects accurately.

  • I can identify quantities of “more”, “less” and “same/equal”.

  • I can identify basic 2D shapes.

  • I can identify the next number in a sequence of 1-10.

  • I combine sets of objects to 5.

  • I can identify all of my basic colors.

  • I can sort by one attribute.

  • I can make an AB pattern and extend a pattern.

  • I can use a proper pencil grasp.

  • I can cut using scissors appropriately.

  • I can draw a picture of myself with a head, body, arms, hands, legs, feet and facial details.

  • I can color in the lines.

  • I can string large and small beads/other small objects.

  • I can button, zip, buckle and lace.

  • I can take care of my own needs appropriately.

  • I can recognize my own first name.

  • I can state my first and last name.

  • I can tend to toileting needs independently.

  • I can tend to dressing needs independently.

  • I can form successful peer and adult relationships.

  • I can verbally advocate for myself.

  • I can use writing to represent thoughts or ideas (pictures and/or words.)

  • I can use writing tools to make marks.

  • I can write my first name correctly.

Kindergarten

Math
English/Language Arts
Science
Social Studies
Music
Art

  • I can identify and write numerals 0-20.

  • I can count to 100 by ones.

  • I can count to 100 by tens.

  • I can count to 100 starting at any given number.

  • I can represent a group of objects with a written numeral 0-20.

  • I can explain my counting strategy.

  • I can compare two numerals between 1-10 and say which numeral has the greater value, a lesser value or is equal to.

  • I can explain addition as putting together and adding to.

  • I can explain subtraction as taking apart and taking from.

  • I can add and subtract numbers within 10.

  • I can solve addition word problems within 10 using objects or drawings.

  • I can solve subtraction word problems within 10 using objects or drawings.

  • I can fluently add and subtract within 5.

  • I can compose numbers 11-19 using 10 and some ones using drawings or equations.

  • I can decompose numbers 11-19 using 10 and some ones using drawings or equations.

  • I can describe measurable attributes of objects. (length,height and weight)

  • I can find, name and describe two-dimensional shapes.

  • I can find, name, describe, and compare two-dimensional and three-dimensional shapes using math vocabulary.

  • I can name and write all upper and lower-case letters.

  • I can identify words that rhyme.

  • I can express thoughts, feelings, and ideas clearly.

  • I can read common words such as: the, of, you, are, she, and my.

  • I can use pictures in a text to help me understand it.

  • I can match letters to sounds and use other strategies to figure out unfamiliar words when reading and writing.

  • I can fluently read and understand text at a kindergarten level (F&P end of the year levels are D/E).

 

With Prompting and Support:

  • I can identify setting, characters, and main events in a story

  • I can take part in shared reading, writing, and research projects.

  • I can ask and answer questions about a story the teacher reads aloud (who, what where, when, why and how).

  • I can tell what happened first, next, and last in a story (in my own words)

  • I can learn new words and phrases through reading, listening, and talking

  • I can explain the main idea and key details are an important part a text

  • I can describe connections between two individuals, two events, and two ideas or pieces of information in a text.

  • I can use a combination of drawing, speaking, and writing to describe an event, give information about a topic, or share and opinion.

  • I can plan and show how pushes and pulls change the motion of an object.

  • I can change the speed or direction of an object when I push or pull it.

  • I can describe what plants and animals need to survive.

  • I can describe how plants and animals change their environment.

  • I can model the relationship between plants, animals, and the places they live.

  • I can explain ways to reduce, reuse, and recycle.

  • I can observe what the sun does to the Earth’s surface.

  • I can build and design a structure that will reduce sunlight warmth on an area.

  • I can observe local weather patterns over time.

  • I can collect data and prepare for severe weather.

  • ​​I can explain the rights and duties of being a good citizen in my class

  • I can recognize key American symbols

  • I can identify, explain and create a representation of the physical features of a familiar place

  • I can share my personal history sequentially

  • I can compare life today with life yesterday

  • I can explain the difference between a need and a want

  • I can classify different jobs people have and how these jobs help others.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

Creating

  • I can use “play” to make discoveries about art in my world

  • I can experiment with both 2D and 3D using a variety of materials

  • I can learn how to be safe using the materials and tools that make art.

Presenting

  • I can learn to write my name on my art

  • I can talk about my art

  • I can build on my interests

Responding

  • I can select my art to display

  • I can explain to my teacher what my art means to me

  • I can be actively involved in group discussions about art

Connecting

  • I can watch others use the internet, and understand it’s use to an artist

  • I can recognize the reasons that people make art

  • I can become involved with colors and how they make me feel

  • I can find art in the community

1st Grade

Math
English/Language Arts
Science
Social Studies
Music
Art

  • ​​I can solve addition and subtraction word problems using objects, drawings, and equations within 20

  • I can use addition facts to help me solve subtraction problems.

  • I can give an example and explain how subtraction can be written as an addition equation.

  • I can use properties of operations to add and subtract (commutative and associative).

  • I can add within 20 demonstrating fluency to 10.

  • I can subtract within 20 demonstrating fluency to 10.

  • I can count to 120 starting at any number and read, write, and represent numerals to 120.

  • I can use the symbols (>, <, =) to compare two digit numbers.

  • I can mentally add 10 more or 10 less to a number.

  • I can solve addition word problems using objects, drawings and equations within 20.

  • I can solve subtraction word problems using objects, drawings and equations within 20.

  • I can organize, represent, and interpret data with up to three categories.

  • I can show how to measure the length of an object using non-standard units without gaps or overlaps.

  • I can tell and write time in hours and half-hours using analog and digital clocks.

  • I can fluently read and understand text at a first grade level (F&P end of the year levels are I/J/K).

  • I can ask and answer questions about the setting, characters, and major events of a story

  • I can compare and contrast the experiences of different characters

  • I can explain the differences between fiction and nonfiction texts

  • I can learn and use letter patterns to help me spell, read, and write

  • I can write to describe an event, provide information on a topic, or share an opinion with an introduction, supporting details, and a conclusion

  • I can participate in class discussions by listening, responding and asking questions

  • I can read stories and show I understand the lesson or moral of a story

  • I can identify the facts an author gives to support points in an informational text

  • I can identify key details in a text (who, what, where, when, and how)

  • I can describe a connection between two individuals, two events, or two pieces of information in a text

  • I can break words into beginning, middle, and ending sound segments

  • I can identify the characters, setting, and major events in a story

  • I can plan and show that vibrating objects make sound and that sound makes objects vibrate.

  • I can demonstrate how objects can only be seen when illuminated.

  • I can determine the effect light has on objects made of different materials.

  • I can communicate over a distance by creating a device that uses light or sound.

  • I can design a solution to a human problem by mimicking plant and animal survival characteristics.

  • I can read texts and use media to determine animal behaviors that help their young survive.

  • I can observe and share how young animals and plants are similar to their parents.

  • I can observe and describe predictable patterns made by the sun, moon, and stars.

  • I can observe how daylight changes throughout the year.

  • I can explain the rights and duties of being a good citizen in my school/district

  • I can identify groups within my school/community and compare their rights and responsibilities.

  • I can identify, explain and create a representation of the physical features of a familiar place

  • I can compare my perspective to those of people in the past

  • I can identify patterns of change through time

  • I can explain the difference between a good and a service.

  • I can explain how and why money is used.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

Creating

  • I can use “play” to make discoveries about art in my world

  • I can experiment with both 2D and 3D using a variety of materials

  • I can learn how to be safe using the materials and tools that make art.

Presenting

  • I can learn to write my name on my art

  • I can talk about my art

  • I can build on my interests

Responding

  • I can select my art to display

  • I can explain to my teacher what my art means to me

  • I can be actively involved in group discussions about art

Connecting

  • I can watch others use the internet, and understand it’s use to an artist

  • I can recognize the reasons that people make art

  • I can become involved with colors and how they make me feel

  • I can find art in the community

2nd Grade

Math
English/Language Arts
Science
Social Studies
Music
Art

  • I can use mental strategies (count on, make ten) to add or subtract numbers within 20 with ease

  • I can choose when to use addition and/or subtraction in a word problem.

  • I can represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions.

  • I can identify a group of objects as being even or odd using different strategies.

  • I can represent addition word problems using objects, drawings, and equations with unknowns in all positions.

  • I can represent subtraction word problems using objects, drawings, and equations with unknowns in all positions.

  • I can explain the value of each digit in a three digit number (place value).

  • I can read and write numbers using expanded form (e.g., 200 + 30 +4).

  • I can determine when a three-digit number is greater than, less than, or equal to another three-digit number and cord the comparison using the symbols >, <, =.

  • I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I added or subtracted to 1000.

  • I can identify and give the value of dollar bills, quarters, dimes, nickels, and pennies.

  • I can solve addition and subtraction problems using data from a picture or bar graph.

  • I can look at the time on an analog clock (when the hour hand is pointing to any numbers 1-12), say what time it is, and write the time as it would appear on a digital clock.

  • I can select an appropriate tool (e.g., ruler, yardstick, meter stick, measuring tape) to measure an object.

  • I can find the difference in length between two objects using standard units.

  • I can draw a given shape when given defining attributes.

  • I can fluently read and understand text at a second grade level (F&P end of the year level is M)

  • I can read stories and identify the lesson or moral of the story

  • I can answer who, what, where, when, why, and how questions about stories and books

  • I can learn and use word patterns to help me read, spell, and write words

  • I can learn the rules of spoken and written English

  • I can participate in class discussions by listening and building on what others are saying

  • I can describe in my own words information learned from articles or books read aloud

  • I can work together with others to gather facts and information on a topic

  • I can ask and answer questions before, during, and after reading a text

  • I can use reading strategies to help me understand text

  • I can write opinion, informational, and narrative pieces of writing including an introduction, supporting details, and a conclusion

  • I can identify parts an informational text

  • I can compare and contrast texts

  • I can investigate different objects and group them by their observable properties

  • I can analyze different materials, and identify the properties that make it the right choice for a specific purpose.

  • I can observe how an object made of a small set of pieces can be taken apart and made into a new object.

  • I can prove that some changes caused by heating or cooling can be reversed and some cannot.

  • I can use information to give evidence that Earth events can happen quickly or slowly.

  • I can compare ways that are meant to slow or prevent wind or water from changing the shape of the land.

  • I can develop a model to represent the shapes and kinds of land and bodies of water in the area.

  • I can gain information to identify where water is found on Earth and that it can be solid or liquid.

  • I can design an investigation and collect data to determine if plants need sunlight and water to grow.

  • I can use drawings or simple models to show the relationship between plants and animals, and give evidence of how plants depend on animals for pollination.

  • I can use observations and data to compare and contrast plant and animal diversity in different habitats.

  • I can explain the rights and duties of being a good citizen in my community.

  • I can develop an opinion about an issue in my community and identify solutions.

  • I can identify and explain the physical features of my community

  • I can identify, explain and create a variety of representations of physical characteristics of a place

  • I can describe how a person or event from the past has impacted my life

  • I can identify patterns of change through time

  • I can explain the difference between a producer and consumer.

  • I can explain the relationship between supply and demand.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

 Creating

  • I can use “play” to make discoveries about art in my world

  • I can experiment with both 2D and 3D using a variety of materials

  • I can learn how to be safe using the materials and tools that make art.

Presenting

  • I can learn to write my name on my art

  • I can talk about my art

  • I can build on my interests

Responding

  • I can select my art to display

  • I can explain to my teacher what my art means to me

  • I can be actively involved in group discussions about art

Connecting

  • I can watch others use the internet, and understand it’s use to an artist

  • I can recognize the reasons that people make art

  • I can become involved with colors and how they make me feel

  • I can find art in the community

3rd Grade

Math
English/Language Arts
Science
Social Studies
Music
Art

  • I can round whole numbers to the nearest 10.

  • I can round whole numbers to the nearest 100.

  • I can add within 1000 with ease by using an algorithm or strategy based on place value.

  • I can subtract within 1000 with ease by using an algorithm or strategy based on place value.

  • I can explain the relationship between multiplication and division.

  • I can determine when to multiply and divide in word problems.

  • I can represent multiplication and division word problems using drawings, and equations with unknowns in all positions.

  • I can instantly recall from memory the product of any two-digit numbers.

  • I can decide if my answers are reasonable using mental math and estimation strategies including rounding.

  • I can explain any unit fraction (1/x) as one part of a whole.

  • I can use models to show and explain equivalent fractions.

  • I can estimate liquid volumes and masses of objects using standard units of measure (gram, kilograms, and liters).

  • I can use a ruler to measure lengths in whole, half, and quarter inches.

  • I can find the perimeter of polygons when given the lengths of all sides.

  • I can use attributes to identify shapes.

  • I can independently read, for a period of thirty minutes continuously, and understand text at a 3rd grade level. (F&P end of year level P)

  • I can retell and ask and answer questions about a text.

  • I can describe characters and how their actions affect events in the text.

  • I can determine the meaning of literal and figurative language in a text.

  • I can use the text to identify key details, the main idea and ask and answer questions about key details in an informational text.

  • I can understand academic vocabulary in 3rd grade science and social studies texts.

  • I can read multiple texts about science or social studies and answer questions about what I have read.

  • I can use what I learn from text features (specifically maps, illustrations and photographs) to understand the text.

  • I can write an opinion piece that includes an introduction that states an opinion, reasons that support the opinion, transition words between paragraphs and an ending section or statement.

  • I can write an informational piece that introduces a topic, includes illustrations, vocabulary words, transition words between informational sections and an ending statement or section.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, uses time order transitions, includes dialogue and provides a sense of closure at the end.

  • I can plan, draft, revise and edit my writing to include punctuation, capitalization and proper sentence structure.

  • I can conduct research and present a report about a topic.

  • I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, and building on the ideas of others.

  • I can write independently for a period of twenty minutes.

  • I can investigate the effects of balanced and unbalanced forces on the motion of an object.

  • I can measure and observe an object’s motion to identify a pattern that can be used to predict future motion.

  • I can determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

  • I can define a simple design problem that can be solved by applying scientific ideas about magnets.

  • I can construct an argument that some animals form groups that help members survive.

  • I can analyze fossil data that supports the existence of organisms and the environments in which they lived long ago.

  • I can construct an argument with evidence that some organisms thrive, some survive, and some cannot survive in a particular habitat.

  • I can analyze solutions to environmental changes that may cause changes in plant and animal life.

  • I can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

  • I can analyze and interpret data to show that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

  • I can use evidence to support the explanation that traits can be influenced by the environment.

  • I can use evidence to explain how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

  • I can represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

  • I can obtain and combine information to describe climates in different regions of the world.

  • I can make a claim about the merit of a design solution that reduces the impacts of a weather related hazard.

  • I can explain the rights and duties of being a citizen in Wisconsin

  • I can analyze the roles civic institutions play in my life

  • I can identify and explain the physical features of Wisconsin

  • I can analyze where and why people live where they do in Wisconsin

  • I can compare various cultures

  • I can explain the cause and effect of a specific historical event or person in Wisconsin

  • I can describe the role of money, banking, and savings in everyday life.

  • I can investigate how the cost of things change over time.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

Creating

  • I can demonstrate knowledge of color theory

  • I can apply knowledge of tools and materials

  • I can analyze components of visual imagery that convey messages

 

Presenting

  • I can explain my artwork or portfolio of work

  • I can identify good application of design principles

  • I can utilize technology to present artwork

 

Responding

  • I can compare and contrast with the interpretation of others

  • I can speculate about processes an artist uses to create a work of art

 

Connecting

  • I can create artworks that reflect community, tradition, and cultural influences

  • I can identify art concepts in the world around me

  • I can interpret art to learn more about the beliefs of others, as well as, a means to express my own beliefs

4th Grade

Math
English/Language Arts
Science
Social Studies
Music
Art

  • I can multiply or divide to solve equations and word problems involving multiplicative comparisons

  • I can solve and represent multi-step word problems with whole numbers by representing these problems using equations with a letter standing for the unknown quanitity

  • I can list all the factor pairs for any whole number within 100.

  • I can determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number and whether the given whole number is prime or composite.

  • I can generate a number or shape pattern that follows a given rule and identify apparent features of the pattern that were not explicit in the rule itself.

  • I can round a multi-digit number to any given place.

  • I can add multi-digit whole numbers using the standard algorithm.

  • I can subtract multi-digit whole numbers using the standard algorithm.

  • I can read, write and compare multi-digit whole numbers using base-ten numerals, number names, and expanded form.

  • I can multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.

  • I can determine whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

  • I can use visual fraction models to recognize and generate equivalent fractions.

  • I can compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction

  • I can add and subtract fractions and mixed numbers with like denominators using a variety of strategies and models.

  • I can multiply a fraction by a whole number using visual fraction models and equations to represent the problem.

  • I can write a fraction with denominator 10 as an equivalent fraction with denominator 100 in order to add fractions with denominators of 10 and 100.

  • I can use decimal notation for fractions with denominators 10 or 100.

  • I can compare two decimals to hundredths by reasoning about their size.

  • I can recognize angles and understand concepts of angle measurement, like an angle is measured with reference to a circle, explaining angle measures as additive, and using a protractor to measure angles.

  • I can apply the area and perimeter formulas for rectangles in real world and mathematical problems.

  • I can convert from one unit of measure to another using km, m, cm, mm; kg, g; lb, oz; l, ml, hr, sec; in, ft, yd while solving problems.

  • I can draw and identify two-dimensional figures like points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

  • I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, the presence or absence of angles of a specified size, or the presence or absence of lines of symmetry.

  • I can independently read, for a period of forty minutes continuously, and understand text at a 4th grade level. (F&P end S)

  • I can determine a text’s theme, give a detailed description of story elements and give a summary.

  • I can draw inferences from a text.

  • I can compare and contrast characters’ point of view.

  • I can determine meaning of words in a text, including words related to Greek mythology.

  • I can refer to details and examples in a text when explaining what an informational text says explicitly.

  • I can determine the main idea and key details in an informational text, and summarize the text.

  • I can understand academic vocabulary in 4th grade science and social studies texts.

  • I can describe an informational text’s structure (compare and contrast, cause and effect, chronological).

  • I can compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

  • I can use text features (charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) to better understand an informational text.

  • I can write an opinion piece that includes an introduction that states an opinion, support the opinion with facts, transition words between paragraphs and an ending section or statement that relates to the opinion.

  • I can write an informational piece that introduces a topic with information grouped into paragraphs that includes text features (e.g. illustrations, headings), precise vocabulary words, facts, definitions and quotes transition words between informational sections and an ending statement or section that relates to the information in the writing.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialogue and precise literary language, and provides a sense of closure at the end.

  • I can write about reading (either literary or informational text).

  • I can conduct research and present a report about a topic.

  • I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, and building on the ideas of others.

  • I can write independently for a period of thirty minutes.

  • I can explain the relationship between the speed and the energy of an object.

  • I can make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.

  • I can explore how energy changes when objects collide.

  • I can design a device that shows ways in which energy can be transferred.

  • I can gather information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

  • I can develop a model of waves to show patterns of amplitude and wavelength.

  • I can explore ways that information can be transmitted using patterns of waves.

  • I can describe and model how light enters the eye.

  • I can construct an argument that plants and animals have internal and external structures to help them survive, grow, react to stimuli and reproduce.

  • I can model how animals sense the world around them and respond to information from their environment.

  • I can understand how rock formations and fossils provide evidence for the changes in landscapes over time.

  • I can make observations and measurements that provide information about the effects of weathering and erosion on the Earth’s surface.

  • I can analyze and interpret data from models and maps to describe the patterns of Earth’s features.

  • I can generate and compare solutions to reduce the impacts of natural Earth processes due to humans.

  • I can explain the rights and duties of being a citizen in the United States

  • I can classify basic structures and functions of government and summarize their basic powers

  • I can identify and explain the physical features of the United States

  • I can analyze where and why people live where they do in the United States

  • I can explain the cause and effect of a specific historical event or person in the US from 1600 to 1799

  • I can explain the role of financial institutions and how they affect my life.

  • I can develop an example of the factors of production for a given product.

  • I can compare product markets.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

Creating

  • I can demonstrate knowledge of color theory

  • I can apply knowledge of tools and materials

  • I can analyze components of visual imagery that convey messages

 

Presenting

  • I can explain my artwork or portfolio of work

  • I can identify good application of design principles

  • I can utilize technology to present artwork

 

Responding

  • I can compare and contrast with the interpretation of others

  • I can speculate about processes an artist uses to create a work of art

 

Connecting

  • I can create artworks that reflect community, tradition, and cultural influences

  • I can identify art concepts in the world around me

  • I can interpret art to learn more about the beliefs of others, as well as, a means to express my own beliefs

5th Grade

Math
English/Language Arts
Science
Social Studies
Music
Art

  • I can recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right.

  • I can recognize that in a multi-digit number, a digit in one place represents 1/10 of what it represents in the place to its left.

  • I can read, write, and compare decimals to the thousandths using word form, base ten numerals, and expanded form.

  • I can write and evaluate multi-step expressions using parentheses, brackets, or braces.

  • I can fluently multiply multi-digit whole numbers using a variety of strategies.

  • I can determine whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors using a variety of strategies.

  • I can add decimals to hundredths using concrete models, drawings, or other strategies.

  • I can subtract decimals to hundredths using concrete models, drawings, or other strategies.

  • I can multiply decimals to hundredths using concrete models, drawings, or other strategies.

  • I can divide decimals to hundredths using concrete models, drawings, or other strategies.

  • I can form ordered pairs from patterns and graph them on a coordinate plane.

  • I can use equivalent fractions as a strategy to add and subtract fractions (including mixed numbers).

  • I can multiply a fraction or mixed number by a fraction or mixed number.

  • I can use equivalent fractions to write fractions as decimals and compare fractions.

  • I can divide unit fractions by whole numbers and whole numbers by unit fractions.

  • I can convert between units of measure for length, weight, and capacity.

  • I can solve multi-step problems using measurement conversions.

  • I can solve problems by making and analyzing a line plot with a data set of measurements in fractions of a unit.

  • I can classify two-dimensional figures in a hierarchy based on properties.

  • I can measure volume of rectangular prisms by counting unit cubes, packing unit cubes, and applying a formula.

  • I can find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts.

  • I can independently read, for a period of forty minutes continuously, and understand text at a 5th grade level. (F&P end of year level V)

  • I can use direct quotes to support ideas about the text’s theme and when comparing and contrasting two or more story elements.

  • I can draw inferences from a text.

  • I can describe how a narrator’s or character’s point of view influences how a story is told.

  • I can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

  • I can quote accurately when explaining what an informational text says explicitly or when making an inference.

  • I can determine two or more main ideas and key details in an informational text that support them, and summarize the text.

  • I can understand academic vocabulary in 5th grade science and social studies texts.

  • I can compare and contrast two or more informational texts’ structures (compare and contrast, cause and effect, chronological).

  • I can analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

  • I can write an opinion piece that includes an introduction that states an opinion, support the opinion with facts, transition words between paragraphs and an ending section or statement that relates to the opinion.

  • I can write an informational piece that introduces a topic with information grouped into paragraphs that includes text features (e.g. illustrations, headings), precise vocabulary words, facts, definitions and quotes transition words between informational sections and an ending statement or section that relates to the information in the writing.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialogue and precise literary language, and provides a sense of closure at the end.

  • I can write about reading (either literary or informational text).

  • I can conduct research and present a report about a topic.

  • I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, and building on the ideas of others.

  • I can develop a model to show that matter is made of particles too small to be seen.

  • I can provide evidence that matter is conserved even though it changes state.

  • I can compare and contrast different materials based on their properties.

  • I can design an experiment that will identify various material properties.

  • I can conduct an experiment to discover if new substances are created when two or more substances are mixed together.

  • I can use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

  • I can support an argument that plants get the materials they need for growth chiefly from air and water.

  • I can develop a model to describe the movement of matter among plants, animals, decomposers & the environment.

  • I can build a model to show ways that the geosphere, the biosphere, the hydrosphere, and/ or the atmosphere interact.

  • I can describe and graph the amounts of water in various places on Earth.

  • I can find and use information about how communities protect the Earth’s resources and environment.

  • I can represent how objects in different locations would be drawn to the earth’s center by gravitational forces.

  • I can explain why some stars, including the sun, appear brighter than others.

  • I can evaluate data that reveals patterns of daily changes in shadows, day and night, and the seasonal appearance of stars in the night sky.

  • I can explain and compare the rights and duties of being a citizen across the world

  • I can compare major forms of governments in the world.

  • I can identify and explain the physical features of the world

  • I can analyze where and why people live where they do in the World

  • I can explain the cause and effect of a specific historical event or person in the US from 1800 to the present

  • I can explain the relationship between profit and sales.

  • I can explain how scarcity and competition influence decision making.

  • I can use my singing voice.

  • I can read, notate, and use music vocabulary accurately.

  • I can move accurately with a variety of music.

  • I can play a variety of instruments with correct technique

  • I can participate and contribute positively in music.

Creating

  • I can demonstrate knowledge of color theory

  • I can apply knowledge of tools and materials

  • I can analyze components of visual imagery that convey messages

 

Presenting

  • I can explain my artwork or portfolio of work

  • I can identify good application of design principles

  • I can utilize technology to present artwork

 

Responding

  • I can compare and contrast with the interpretation of others

  • I can speculate about processes an artist uses to create a work of art

 

Connecting

  • I can create artworks that reflect community, tradition, and cultural influences

  • I can identify art concepts in the world around me

  • I can interpret art to learn more about the beliefs of others, as well as, a means to express my own beliefs

6th Grade

Math
English/Language Arts
Science
Social Studies

  • I can use ratio reasoning to solve problems.

  • I can divide fractions by fractions.

  • I can compute fluently with multi-digit numbers and find common factors and multiples.

  • I can apply what I know about numbers to the system of rational numbers.

  • I can apply what I know about arithmetic to algebraic expressions.

  • I can reason about and solve one-variable equations and inequalities.

  • I can represent and analyze quantitative relationships between dependent and independent variables.

  • I can solve problems involving area, surface area, and volume.

  • I can recognize a statistical question as one that has variability and can be represented by a distribution.

  • I can summarize and describe numerical data and distributions about a population.

  • I can independently read and understand text at a 6th  grade level

  • I can use evidence from text to support ideas about the text’s theme and when comparing two or more story elements.

  • I can make inferences from a text

  • I can explain how a narrator’s or character’s point of view influences how a story is told.

  • I can analyze how an individual, event, or idea is introduced and progresses through an informational text.

  • I can determine the meaning of words and phrases as they are used in a text, including figurative language such as similes and metaphors.

  • I can analyze multiple accounts of the same event or topic, noting important similarities, differences and points of view.

  • I can understand and use 6th  grade academic vocabulary.

  • I can write an opinion piece that includes an introduction that states an opinion, support that opinion with facts, transition words between paragraphs and an ending section or statement that relates to the opinion.

  • I can write an informational or explanatory piece that introduces a topic with information grouped into paragraphs that include text features, precise vocabulary, facts, definitions and quotes transition words between sections, and ending with a statement or section that relates to the information in the writing.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialog and precise literary language, and provides a sense of closure at the end.

  • I can write about reading

  • I can conduct research and present a report about a topic.

  • I can demonstrate a command of the conventions of standard English grammar when writing or speaking.

  • I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, using evidence from text, and building on the ideas of others.

  • I can describe the differences in molecule movement in each state of matter.

  • I can describe how an atom is arranged.

  • I can read the Periodic Table of elements.

  • I can differentiate between matter and non-matter.

  • I can describe how the sun creates weather.

  • I can describe possible pathways through the water cycle.

  • I can collaborate throughout the model and design process.

  • I can describe how energy is measured and transferred between organisms.

  • I can describe how traits are passed from parent to offspring.

  • I can describe why where I live has effects on how I live.

  • I can analyze how the geographic location, availability of natural resources (water, food, climate, etc), and inventions determine a civilization’s location, development, and culture.

  • I can compare and contrast factors (trade, location, etc) that contribute to a civilization’s rise and fall.

  • I can demonstrate an understanding of the social hierarchy of ancient civilizations.

  • I can analyze connections among historical events/developments in larger historical contexts.

  • I can organize evidence and provide reasoning into an argument about the past.

  • I can explain how the wants/needs of a society create an economy.

  • I can determine how political leaders can influence a civilization’s power.

  • I can describe the cause and effect relationship of how trade and exploration influence civilizations, expansion, and tendency to rise/fall.

  • I can identify, analyze, and interpret primary and secondary documents to make generalizations about historical events.

  • I can describe how culture influences the way people modify and adapt to their environments.

  • I can analyze multiple historical perspectives that influence the way that people act in a civilization in different historical eras.

  • I can analyze secondary sources to develop an argument on why civilizations are successful/unsuccessful and support with relevant evidence.

  • I can describe why a civilization has lasting impacts on history even after it falls.

 

  • I can tell and write time in hours and half-hours using analog and digital clocks.

7th Grade

Math
English/Language Arts
Science
Social Studies

  • I can use proportional reasoning to solve problems.

  • I can add, subtract, multiply and divide rational numbers.I can use properties of operations to generate equivalent expressions.

  • I can solve problems using numerical and algebraic expressions and equations.

  • I can draw, construct and describe geometrical figures and describe the relationships between them.

  • I can solve problems involving angle measure, area, surface area and volume.

  • I can use random sampling to draw inferences about a population.

  • I can draw informal comparative inferences about two populations.

  • I can investigate chance processes and develop, use, and evaluate probability models.

  • I can independently read and understand text at a 7th grade level

  • I can use several pieces of evidence from text to support ideas about the text’s theme and when comparing two or more story elements.

  • I can make inferences from a text

  • I can analyze how story elements interact (e.g. how setting shapes the plot or characters).

  • I can analyze how an individual, event, or idea is introduced and progresses through an informational text.

  • I can determine the meaning of words and phrases as they are used in a text, including figurative language.

  • I can analyze multiple accounts of the same event or topic, noting important similarities, differences and points of view, and reflect on how medium (text, written story, poetry, film) of the account impacts the portrayal of the subject.

  • I can understand and use 7th grade academic vocabulary.

  • I can write an opinion piece that includes an introduction that states a clear opinion, support that opinion (claim) with relevant facts, an alternate opinion (counterclaim), transition words between paragraphs and an ending section or statement that relates to the opinion.

  • I can write an informational or explanatory piece that introduces a topic with information grouped into paragraphs that include text features, precise vocabulary, facts, definitions and quotes transition words between sections, and ending with a statement or section that relates to the information in the writing.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialog and precise literary language, a natural or logical sequence of events and a sense of closure at the end.

  • I can write about reading

  • I can conduct research and present a report about a topic.

  • I can demonstrate a command of the conventions of standard English grammar when writing or speaking.

  • I can participate in class discussions and small collaborative groups by listening, asking questions, sharing ideas, using evidence from text, and building on the ideas of others

  • I can conduct experiments safely using science tools

  • I can identify and use the steps of the scientific method

  • I can use the metric system to measure volume, area, length, mass, density, and temperature of matter

  • I can identify the characteristics of organisms,

  • I can conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells

  • I can construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms

  • I can identify/apply laws of motion in real life

  • I can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass and speed of an object

  • I can develop and use a model of the earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses, and seasons

  • I can develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

  • I can analyze how the geographic location, availability of natural resources (water, food, climate, etc), and inventions determine a civilization’s location, development, and culture.

  • I can demonstrate an understanding of the social hierarchy of ancient civilizations.

  • I can analyze connections among historical events/developments in larger historical contexts.

  • I can organize evidence and provide reasoning into an argument about the past.

  • I can determine how political leaders can influence a civilization’s power.

  • I can identify, analyze, and interpret primary and secondary documents to make generalizations about historical events.

  • I can describe how culture influences the way people modify and adapt to their environments.

  • I can analyze multiple historical perspectives that influence the way that people act in a civilization in different historical eras.

  • I can analyze secondary sources to develop an argument on why civilizations are successful/unsuccessful and support with relevant evidence.

  • I can identify necessary reasons for exploration, what qualities made explorers successful, and the cause/effect on voyages to new lands.

  • I can demonstrate what the role of political, civil, and economic organizations have in shaping people’s lives.

  • I can explain how economic decisions affect people, businesses, and society.

  • I can analyze events and causes that would lead to a conflict or war’s end.

  • I can examine the significance of how constitutions/laws/treaties have an impact on countries and it’s people.

  • I can compare and contrast governmental structures (monarchy, democracy, etc) used throughout history including leadership positions (king, president, etc).

8th Grade

Math
English/Language Arts
Science
Social Studies

  • I can approximate irrational numbers with rational numbers.

  • I can work with radicals and integer exponents.

  • I can understand the connection between proportional relationships, lines, and linear equations.

  • I can analyze and solve linear equations and pairs of simultaneous linear equations.

  • I can define, evaluate, and compare functions.

  • I can use functions to model relationships between quantities.

  • I can understand congruence and similarity using physical models, transparencies, or geometry software.

  • I can understand and apply the Pythagorean Theorem.

  • I can solve problems involving volume of cylinders, cones and spheres.

  • I can investigate patterns of association in bivariate data.

  • I can independently read and understand text at an 8th grade level

  • I can use strong evidence from text to support ideas about the text’s theme and when comparing two or more story elements.

  • I can make inferences from a text

  • I can analyze how dialogue and incidents in a story move the plot forward, reveal character traits and bring about decisions.

  • I can determine the meaning of words and phrases as they are used in a text, including figurative and technical language.

  • I can analyze multiple accounts of the same event or topic, noting important similarities, differences and points of view, and reflect on how medium (text, written story, poetry, film) of the account impacts the portrayal of the subject.

  • I can understand and use 8th grade academic vocabulary.

  • I can write an opinion piece that includes an introduction that states a clear opinion, support that opinion (claim) with relevant facts, an alternate opinion (counterclaim), transition words between paragraphs and an ending section or statement that relates to the opinion.

  • I can write an informational or explanatory piece that introduces a topic with information grouped into paragraphs that include text features, precise vocabulary, facts, definitions and quotes transition words between sections, and ending with a statement or section that relates to the information in the writing.

  • I can write a narrative (either fictional or personal) that establishes a character or narrator, includes how the character reacts to events, uses time order transitions, includes dialog and precise literary language, a natural or logical sequence of events and a sense of closure at the end.

  • I can write about reading

  • I can conduct research on a self-selected or teacher generated topic and present a report about the topic.

  • I can demonstrate a command of the conventions of standard English grammar when writing or speaking.

  • I can participate in class discussions and small collaborative groups by listening, asking relevant questions, sharing ideas, using evidence from text, and building on the ideas of others

  • I can interpret data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object

  • I can develop a model to illustrate that changing the distance of interacting objects affects the amount of potential energy that is stored in the system

  • I can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer

  • I can plan an investigation using temperature to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles

  • I can develop and present arguments to support the claim that when kinetic energy changes, energy is transferred to or from the object

  • I can apply and plan an investigation using Newton’s third law to design a solution to a problem involving the motion of two colliding objects involving sum of forces and different accelerations

  • I can ask questions about data to determine the factors that affect the strength of electric and magnetic forces

  • I can apply the scientific research process to support the claim that gravitational interactions are attractive and depend on the masses of the interacting objects whether they are in contact or not

  • I can use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to energy

  • I can model how waves are reflected, absorbed, or transmitted through various materials

  • I can construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales

  • I can analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions

  • I can collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions

  • I can develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of implications on climate

  • I can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons

  • I can develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

  • I can demonstrate an understanding of how government affects how people live.

  • I can evaluate multiple types of sources and take into consideration several points of view in order to answer questions.

  • I can analyze connections among historical events/developments in larger historical contexts.

  • I can organize evidence and provide reasoning into an argument about the past.

  • I can examine the origins, purposes, and impacts of how constitutions/laws/treaties have an impact on countries and it’s people.

  • I can use close reading strategies to analyze primary documents.

  • I can compare and contrast multiple forms of government using sources as evidence and support.

  • I can describe how political, civil, and economic organization have affected my life in the past, present, and future.

  • I can analyze and make connections between historical events into a broader historical context.

  • I can evaluate the credibility of a source (either primary or secondary) by determining its relevance and intended use.

  • I can distinguish the powers/responsibilities of citizens, political parties, interest groups, and the media in a variety of contexts.

  • I can identify the purpose that governmental rules and laws serve for addressing public problems or issues.

  • I can identify cultural, political, and geographical difference that may lead to conflict within a country or between countries.

Career and Technical Education: 6th - 12th Grade

  • I can think and work creatively to develop innovative solutions to problems and opportunities.

  • I can formulate and defend judgments and decisions by employing critical thinking skills.

  • I can communicate and collaborate with others to accomplish tasks and develop solutions to problems and opportunities.

  • I can consider, analyze and apply an awareness of self, identity and culture to identify skills and talents.

  • I can identify the connection between educational achievement and work opportunities in order to reach personal and career goals.

  • I can create and manage a flexible and responsive individualized learning plan to meet my career goal.

  • I can identify and apply employability skills.

  • I can assess the benefits and challenges of working in diverse settings and on diverse teams.

  • I can access, interpret and evaluate information from a variety of sources in order to inform and support premises, arguments, decisions, ideas and initiatives.

  • I can use available information and communication technology to improve productivity, solve problems and create opportunities.

  • I can apply leadership skills in real-world, family, community and business and industry applications. 

English/Language Arts: 9th - 12th Grade

  • I can independently read and comprehend complex literature, literary non-fiction, and informational texts that are in or beyond my grade level complexity band.

  • I can identify and cite strong textual evidence that supports an analysis of what the text says and inferences it makes.

  • I can determine two or more themes of a text and analyze their development, including how they interact with and build on one another to produce a complex account or analysis.

  • I can determine the meaning of words and phrases based on how they are used in a text, including words with multiple meaning.

  • I can identify and evaluate the effectiveness of the structure an author uses in his or her exposition or argument

  • I can determine the author’s point of view or purpose in a text in which the rhetoric is particularly effective

  • I can evaluate multiple sources of information in order to address a question or solve a problem.

  • I can write an argument using strong and relevant textual evidence and reasoning.

  • I can write an informational or explanatory piece that conveys complex ideas or information through effective organization.

  • I can write a narrative piece (either fictional or personal) using effective techniques (elements of prose, narration, and plot), relevant descriptive details (transitional words, precise grade level vocabulary, figurative language) and well-structured sequence of events.

  • I can conduct research on a self-selected or teacher provided topic and present my findings orally or in writing.

  • I can demonstrate a command of the conventions of standard English grammar when writing or speaking.

  • I can understand and use grade level academic vocabulary.

  • I can participate in class discussions and collaborative groups by listening, asking relevant questions, and responding using evidence or reasoning.

Math: 9th - 12th Grade

Number and Quantity

  • I can apply what I know about the properties of exponents to rational exponents.

  • I can use the properties of rational and irrational numbers.

  • I can reason quantitatively and use units to solve problems.

  • I can solve quadratic equations with real coefficients that have complex solutions.

Algebra

  • I can interpret the structure of expressions and write expressions in equivalent forms to solve problems.

  • I can do arithmetic with polynomials and rational expressions.

  • I can create equations that describe numbers or relationships.

  • I can explain the reasoning process involved in solving equations.

  • I can solve and graph equations and inequalities in one variable.

  • I can solve systems of equations and inequalities.

Functions

  • I can build a function that models a relationship between two quantities and build new functions from existing functions.

  • I can construct and compare linear, quadratic, and exponential models and solve problems.

  • I can define trigonometric ratios and solve problems involving right triangles. I can extend the domain of trigonometric functions using the unit circle.

Geometry

  • I can understand congruence in terms of rigid motions and understand similarity in terms of dilations.

  • I can prove geometric theorems involving congruence and similarity.

  • I can make geometric constructions.

  • I can understand and apply theorems about circles and find arc lengths and areas of sectors of circles.

  • I can translate between the geometric description and the equation for a conic section.

  • I can use coordinates to prove simple geometric theorems algebraically.

  • I can explain volume formulas and use them to solve problems.

  • I can visualize relationships between two-dimensional and three-dimensional objects.

Statistics and Probability

  • I can interpret categorical and quantitative data using linear models.

  • I can make inferences and justify conclusions using statistical experiments.

  • I can understand conditional probability and the rules of probability.

  • I can use probability to make decisions. 

Physical Education: K - 12th Grade

K - 8th Grade
9th - 12 Grade

Healthy Active Lifestyle

  • I can identify and apply basic principles of physical fitness

  • I can identify health risk factors that contribute to poor health

  • I can list the benefits of being fit

  • I can distinguish between aerobic and anaerobic exercise

  • I can utilize the principles of fitness

  • I can identify/apply principles of cardiovascular fitness to determine their impact on total fitness

  • I can apply heart rates to fitness programs

  • I can identify/apply principles of nutrition and weight management and its impact on total wellness

  • I can explain how exercise and nutrition affect the body

  • I can identify parts of the food pyramid

  • I can discuss and analyze the types, causes and effects of stress on health

  • I can participate regularly in physical activities for the purpose of improving skill and maintaining good health

  • I can describe healthful benefits that result from regular physical activity

Team and Lifetime Sports

  • I can understand the benefits and what being physically fit means

  • I can identify, demonstrate and apply (fill in sport skill name, ex. basketball) skills and strategies

  • I can identify the rules, scoring and terminology of _________________

  • I can describe offensive and defensive strategies

  • I can practice  various ______________skills needed to participate

  • I can do cardiovascular work weekly to enhance fitness

  • I can apply the rules of ___________________

  • I can evaluate the application of rules

  • I can practice various ____________ drills in individual and small groups to enhance skills

  • I can practice and demonstrate offensive and defensive strategies used in the game

  • I can apply and understand the rules, scoring and terminology for _____________________

  • I can identify the rules, scoring and terminology for _____________

Skill Development

  • I can demonstrate progress toward the mature form of all locomotor (movement) patterns

  • I can demonstrate control when performing loco motor (hop, skip, gallop, run, jump, slide) skills.

  • I can demonstrate control when performing non-loco motor (bending, stretching, balancing on one foot) skills.

  • I can demonstrate control when performing manipulative skills (kicking, throwing, striking).

  • I can demonstrate ways, (forward, sideways directions, fast and slow speeds, straight and curved pathways, over, under, behind,next to, and through), to travel through space without making contact with objects (cones, hoops, etc) or other students.

  • I can adapt a physical skill to the demands of a dynamic, unpredictable environment such as balancing with control on a variety of objects (balance board, large apparatus, skates)

  • I can demonstrate and describe the principles of movement, absorption and application of force (catching, throwing, goaltending).

Learning Skills

  • I can work on improving personal performance in fundamental and selected specialized motor skills such as throwing, catching, running

  • I can use critical elements of fundamental and specialized movement skills to provide feedback to others such as accurately recognizing the critical elements of a throw made by a fellow student and providing positive feedback to that student

  • I can identify and apply characteristics and critical elements of highly skilled perform­ance to develop movement competence or proficiency such as using internal and external information to modify movement during performance.

  • I can identify a health-related goal.

Understanding Physical Activity and Well Being

  • I can experience the opportunity for enjoyment while participating in physical activity

  • I can learn to enjoy practicing activities to increase skill competence

  • I can celebrate personal successes and achievements as well as those of others

  • I can use physical activity as a means of self-expression

  • I can enjoy learning new activities

Health Enhancing Fitness

  • I can identify several activities related to each component of physical fitness such as development of muscular strength

  • I can associate results of fitness testing to personal health status and the ability to perform various activities such as maintaining continuous aerobic activity for a specific time and/or activity and supporting, lifting, and controlling body weight in a variety of activities

  • I can assess physiological indicators of exercise such as pulse rate during and after physical activity

  • I can meet health-related fitness standards

  • I can describe the effects (1-3 effect) that physical activity have on the body, (e.g. faster heartbeat, increased pulse rate,increased breathing rate).

  • I can describe the benefits and exercises for maintaining a health-enhancing level of fitness.

  • I can identify the benefits of fitness programs.

Skill Development and Application

  • I can demonstrate proper mechanics needed for success in target sports such as archery, casting/fishing, golf, and Frisbee golf.

  • I can demonstrate balance and body control while moving at different speeds while manipulating a ball of different sizes.

  • I can demonstrate mature form while striking objects in a variety of racquet sports.

  • I can operate a bike, kayak, or canoe safely and skillfully in a natural environment.

  • I can demonstrate proficiency in two movement forms in individual and lifetime activities.

  • I can demonstrate skills for starting, stopping, falling, and turning while participating in lifetime activities such as inline skating, cross-country skiing, biking, etc.

  • I can play modified team sports using all the basic skills and strategies of the sport and some advanced skills.

  • I can acquire skills to participate in a lifetime activity outside of school.

  • I can demonstrate proficient skills to participate in advanced play of some activities.I can pass and catch a variety of objects with a partner while stationary and moving.

  • I can execute a variety of shots while participating in racquet sports.

  • I can manipulate a ball at moderate to fast speeds, while maintaining control of the ball in drills & game play.

  • I can demonstrate and describes offensive, defensive, and transitional skills and strategies in team and individual sports.

  • I can identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in a variety of physical activities.

  • I can support teammates by movement and spacing in invasion, net, and field games.

  • I can combine and apply movement patterns simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

Understanding Physical Activity

  • I can develop an appropriate conditioning program for a sport or lifetime fitness activity.

  • I can plan a summer or afterschool personal conditioning program.

  • I can examine the physical, emotional, cognitive, and scientific factors that affect performance and explains the relationship between those factors.

  • I can identify the differences and benefits of both functional fitness training and traditional weight training.

  • I can identify biomechanical principles related to striking, throwing, catching, and kicking skills.

  • I can identify a new skill to be learned and lists a scientific principle that can be applied to improved performance.

  • I can recognize advanced skill performance in others.

  • I can describe the impact of new skills and tactics.

  • I can explain appropriate tactical decisions in a competitive activity.

  • I can self-assess performance and makes appropriate corrections.

  • I can apply pre-existing skills and knowledge to the acquisition of new skills.

  • I can explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy)

  • I can apply and evaluates biomechanical principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities.

Participate in Physical Activity

  • I can participate willingly in a variety of physical activities appropriate for maintaining or enhancing a healthy, active lifestyle.

  • I can accumulate a recommended number of minutes of moderate to vigorous physical activity outside of physical education on five or more days per week.

  • I can participate in health-enhancing lifetime activities that can be pursued in the community as well as the school.

  • I can monitor physical activity through the use of available technology: pedometers, heart rate monitors, activity logs.

  • I can recognize and adjust my personal effort level to achieve health-enhancing benefits during a variety of activities.

  • I can establish goals by identifying strengths and weaknesses using personal fitness assessments.

  • I can compare health and fitness benefits derived from various physical activities.

  • I can identify the effects of age, gender, socioeconomic status, genetics, and culture in relation to individual health and current trends and issues.

  • I can describe the ways in which personal characteristics, performance styles, and activity preferences will change over the life span.

Personal Health

  • I can develop an appropriate health-related physical fitness exercise program based on fitness assessment results and classroom activities.

  • I can apply the principles of exercise (FITT, overload, specificity, and progression) in implementing a personal fitness program.

  • I can achieve personal fitness goals after a period of training.

  • I can demonstrate the ability to monitor and adjust a personal fitness program to meet needs and goals.

  • I can self-assesses the five health-related fitness components (aerobic capacity, muscular endurance, muscular strength, flexibility, and body composition).

  • I can meet the age- and gender-specific health-related fitness standards defined by evidence-based assessments (e.g., FitnessGram).

  • I can identify a variety of activities and how often they should be done to improve all health-related fitness components.

  • I can identify major muscle groups of the body and correctly identifies and performs at least two weight training exercises for each muscle group.

  • I can participate in fitness activities based on resources available in the local community.

  • I can self-assess heart rate before, during, and after various physical activities.

  • I can maintain appropriate levels of aerobic capacity, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life.

Healthy Lifestyle

  • I can participate in activity outside of school for self-enjoyment.

  • I can identify reasons to participate in physical activity in the local community.

  • I can display a willingness to experiment with new activities and sports of our and other cultures.

  • I can demonstrate strategies for including people of diverse backgrounds and abilities in physical activity.

  • I can describe the correlation that being physically active leads to a higher quality of life.

  • I can demonstrate, through verbal and nonverbal behavior, cooperation with peers of different gender, race, and ethnicity in a physical setting.

  • I can recognize the value of all individuals involved in the activity.

  • I can describe the positive feelings that result from physical activity participation alone and with others.

  • I can participate as a volunteer in promoting physical activity within the school setting and also in the community.

Science: 9th - 12th Grade

Laboratory Skills

  • I can read and interpret a variety of charts and graphs.

  • I can understand the role of the scientific method in experimental design by thinking like a scientist.

  • I can follow lab safety rules and can perform basic lab techniques.

  • I can read metric measurements and can perform measurement conversions.

Life Sciences

  • I can explain the role science plays in the study of life.

  • I can describe how all living things are interconnected.

  • I can explain how human activity affects the biosphere.

  • I can describe how organisms obtain and use energy.

  • I can explain how DNA contributes to life processes.

  • I can explain how systems and processes work together to support life.

  • I can explain how information is passed through generations.

  • I can describe how genetic information can be used to make predictions.

  • I can describe how life has changed over time.

  • I can describe how structure and function are related in living things. 

Physical Sciences

  • I can identify the difference in physical and chemical properties and changes.

  • I can identify the difference between elements, compounds, and mixtures.

  • I can understand atoms, including the location, charge, mass, and function of protons, electrons, and neutrons with respect to the nucleus and energy level.

  • I can understand the periodic table and its arrangement and trends.

  • I can understand different types of solutions and how to separate them.

  • I can describe the motion of an object in terms of position, time, and velocity.

  • I can analyze the motion of an object in terms of velocity, time, and acceleration.

  • I can relate the motion of objects to a frame of reference.

  • I can use Newton’s first law to explain the motion of an object.

  • I can use Newton’s second law to relate the force, mass, and acceleration of an object.

  • I can explain that forces act in pairs as described by Newton’s third law, and determine the kinetic and potential energy in a system

  • I can relate the motion of objects to a frame of reference.

  • I can relate the strength of the gravitational force to the distance between two objects and the mass of the objects.

  • I can describe the factors that affect the electric force.

  • I can determine kinetic and potential energy in a system.

  • I can describe conservation of energy in terms of systems.

  • I can demonstrate an understanding of mechanical waves in terms of general wave properties.

  • I can describe the nature of electromagnetic radiation and visible light.

Social Studies: 9th - 12th Grade

  • I can explain how a question reflects an enduring issue in the field.

  • I can explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts.

  • I can explain points of agreement and disagreement an issue with a supporting question.

  • I can determine the kinds of sources that will be helpful in answering questions, taking into account multiple points of view represented in the sources and  the types of sources available.

  • I can gather relevant information from multiple sources representing a wide range of views.

  • I can evaluate the credibility of a source by examining how experts value the source.

  • I can refine claims and counterclaims while pointing out the strengths and limitations of both.

  • I can construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

  • I can construct explanations using sound reasoning, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose.

  • I can present arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies and digital technologies.

  • I can critique the use of claims and evidence in arguments for credibility.