Click on the Terra Nova Skill to access web sites that contain lesson plans, practice and other helpful ideas in teaching these skills.
| Terra Nova Skill | Sub-skills | Objective(s) |
| Sentence Structure | Complete/Fragment/Run-on |
1. Distinguish between simple and compound sentences 2. Identify simple subjects and simple predicates in simple and compound sentences 3. Distinguish between simple and complete subjects and predicates 4. Identify the eight parts of speech and how they are used in sentences 5. Identify dependent and independent clauses |
| Sentence Structure/Combining |
1. Identify simple sentences along with the parts of speech that complete
them 2. Identify and learn types of conjunctions and how they connect simple sentences 3. Identify and learn relative pronouns and how they connect simple sentences 4. Identify and learn subordinate conjunctions and how they connect simple sentences 5. Identify correct use of commas and semicolons in connecting sentences |
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| Misplaced Modifiers | Use the correct form of adjectives that compare in sentences | |
| Mixed Structure Problems | Combine sentences and clauses | |
| Writing Strategies | Relevance |
1. Write comparisons 2. Write poetry, narratives, summaries, and plays 3. Write for a variety of audiences 4. Write business and friendly letters and address envelopes 5. Respond actively to a wide variety of reading selections |
| Sequences |
1. Produce a connected, sequential narration of events 2. Use recall, sequence, and order in expressing written and oral ideas |
|
| Topic Sentence |
1. Write descriptively about selected topics 2. Write a paragraph with a topic and supporting and concluding sentences |
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| Supporting Sentences |
1. Write descriptively about selected topics 2. Write a paragraph with a topic and supporting and concluding sentences |
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| Organize Information | Engage in prewriting activities such as idea webs and simple outlines | |
| Information Sources | Summarize and write brief reports using notes and data from research | |
| Connective/Transitional Words | Write sentences using connective/transitional words to show comparisons and contrast | |
| Editing Skills | Usage | Write complete sentences using capitalization and punctuation |
| Proofreading |
1. Proofread and self-correct using editing marks 2. Produce a neat, final draft after proofreading and revising |
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| Sentences, Phrases, Clauses | End Marks |
1. Determine correct end mark punctuation in a sentence (i.e., period,
question mark, and exclamation mark) 2. Identify the appropriate use of punctuation in sentences, phrases, and clauses 3. Identify the appropriate use of punctuation with quotations and dialogue |
| Commas |
1. Use commas between words, phrases, or clauses 2. Use commas in addresses, dates, friendly and business letters, and words in a series 3. Use commas to set off direct quotations in a sentence 4. Identify correct comma use to set off the exact words of a speaker and to separate a noun of direct address or explanatory phrase from rest of the sentence 5. Identify correct comma use between two independent clauses which are joined by coordinate conjunctions. 6. Identify correct comma use to separate an adverb phrase or clause from the independent clause 7. Use comma to separate city and state |
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| Quotation Marks |
1. Identify correct quotation mark use before and after direct quotations 2. Identify correct quotation mark use in titles of books, songs, poems, short stories, television programs, chapters of books, article in magazines, newspapers, and encyclopedias 3. Identify correct quotation mark use to indicate a word is slang or being used in a special way 4. Punctuate correctly with direct quotations within the context of phrases, sentences, clauses, or short paragraphs 5. Use a comma before a quotation when the speaker's name comes first 6. Use a comma, question mark, period, or an exclamation mark to end the quotation when the speaker's name comes last 7. Use a comma to separate the name from the quotation when a quotation is interrupted by the speaker's name 8. Use quotation marks around titles of poems, short stories, songs, articles and book chapters |
|
| Writing Conventions | Proper Nouns |
1. Capitalize the name of a particular person, pet, place, thing, or idea 2. Capitalize initials 3. Capitalize geographical names 4. Capitalize languages, races, nationalities, and religions 5. Capitalize titles used with names of persons 6. Capitalize definite regions not referring to direction 7. Capitalize first person pronoun "I" |
| Capitalize Title | Capitalize first word of a title, last word and every word in between except articles, short prepositions, and short conjunctions (book, newspaper, poem, song, movie, book chapter, magazine, article, play, film work of art, and picture) | |
| Apostrophe |
1. Use an apostrophe to show that one or more letters have been left out of
a word to form a contraction or to show words spelled as they are actually
spoken 2. Identify and use an apostrophe to show that one or more numbers have been left out of numerals 3. Use an apostrophe to form the plural of a letter, number, sign, or word 4. Use an apostrophe to form possessive nouns |
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| City/State |
1. Capitalize name of a city 2. Capitalize name of a state |
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| Letter Parts |
1. Identify the parts of a business letter 2. Identify the parts of a friendly letter 3. Compare and contrast business and friendly letters |
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| Proper Adjectives | Identify adjectives that are capitalized because they are derived from proper nouns | |
| Vowels | Long Vowels | Identify the correct spelling of long vowel sounds in words presented in sentences and phrases |
| Short Vowels | Identify the correct spelling of short vowel sounds in words presented in sentences and phrases | |
| Schwa | Recognize the schwa sound | |
| r-controlled | Identify the correct spelling of vowel sounds and r in words presented in sentences and phrases | |
| Irregular Spelling | Use plural rules of nouns | |
| Consonants | Silent Letters |
1. Drop the final e before a suffix beginning with a vowel 2. Keep the final e before a suffix with a consonant |
| Variant Spelling | Recognize correct spelling of variant consonant sounds in words | |
| Double Letters | Double the final consonant before a suffix that begins with a vowel if both the following conditions exist | |
| Syllables |
1. The word has only one syllable or is accented on the last syllable. 2. The word ends in a single consonant preceded by a single vowel. |
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| Structural Units | Prefix | Identify and understand that when a prefix is added to a word the spelling of the word itself remains the same |
| Suffix | Identify and understand that when the suffixes -ness and -ly are added to a word the spelling of the word itself is not changed | |
| Similar Word Parts |
1. Write ie when the sound is e, except after c 2. Write ei when the sound is not e, especially when the sound is a |
|
| Compound |
1. Identify and form compound words 2. Recognize the compound words may be written as one word, a hyphenated word, or as a separate word |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Number & Number Relations | Compare/Order Whole Numbers | Compare and order whole numbers |
| Compare/Order Decimals | Compare and order decimals | |
| Compare/Order Fractions | Compare and order fractions | |
| Decimal & Fraction Equivalents | Determine equivalent forms of decimals and fractions | |
| Fraction & Percent Equivalents | Determine equivalent forms of fractions and percents | |
| Divisibility | Apply rules of divisibility for 2,3,5,6,9, and 10 | |
| Factors | Identify factors of a given number | |
| Multiples | Identify multiples of a given number | |
| Whole Number & Decimal Place Value | Recognize place value on a number line using whole numbers and decimals | |
| Fraction Place Value | Recognize place value on a number line using fractions | |
| Percent Place Value | Recognize place value on a number line using percents | |
| Estimation | Round whole numbers and decimals to estimate | |
| Numerical Sense | Demonstrate numerical sense/classroom connections | |
| Expanded Notation | Apply expanded notation | |
| Fractional Part | Determine the fractional part of a shaded region | |
| Ratio & Proportion | Solve problems involving ratios and proportions | |
| Computation & Numerical Estimation | Add & Subtract in Context | Solve word problems involving adding and subtracting whole numbers |
| Multiply & Divide in Context | Solve word problems involving multiplying and dividing whole numbers | |
| Add/Subtract Decimals in Context | Solve word problems involving adding and subtracting decimals | |
| Multiply Decimals in Context | Solve word problems involving multiplying decimals | |
| Divide Decimals in Context | Solve word problems involving dividing decimals | |
| Add/Subtract Fractions in Context | Solve word problems involving adding and subtracting fractions | |
| Multiply Fractions in Context | Solve word problems involving multiplying fractions | |
| Multi-Step Whole & Decimals | Solve multi-step problems in context with whole numbers and decimals | |
| Multi-Step Fractions | Solve multi-step problems in context with fractions | |
| Estimation | Estimate using different strategies | |
| Estimation with Money | Estimate with money | |
| Operation Concepts | Problem Solving | Model and demonstrate problem solving |
| Operation Sense | Determine operations used in problem solving | |
| Operation Properties | Demonstrate understanding of properties of operations | |
| Represent Operations | Use appropriate numbers to represent an operation | |
| Measurement | Compare Standard Length | Compare units and lengths of distance in standard system |
| Compare Metric Length | Compare units and lengths of distance in metric system | |
| Time | Identify time relationships and perform conversion between units of time | |
| Temperature | Determine temperature changes on Celsius and Fahrenheit | |
| Area | Estimate and determine area of a solid | |
| Volume/Capacity | Determine the volume | |
| Appropriate Unit | Determine the appropriate unit for measuring | |
| Estimate Standard Measurement | Estimate units of measurement using standard system | |
| Estimate Metric Measurement | Estimate units of measurement using metric system | |
| Perimeter | Measure and determine perimeter | |
| Scale Draw, Map and Model | Draw to scale models and maps | |
| Convert Standard Measurement/Rate | Convert standard units of measurement | |
| Convert Metric Measurement/Rate | Convert metric units of measurement | |
| Accuracy/Precision | Demonstrate accuracy and precision in measurement | |
| Geometry & Spatial Sense | Congruence/Similarity | Identify and determine congruency and similarity |
| Symmetry | Demonstrate understanding of symmetry | |
| Geometric Pattern | Identify and predict special patterns; manipulate special area to solve problems | |
| Combine/Subdivide | Combine and subdivide shapes to solve equations | |
| Angles/Parallels/Perpendicular | Construct angles, perpendicular lines, and parallel lines | |
| Angles | Identify and classify angles | |
| Circle | Identify and label the parts of a circle | |
| Coordinate Geometry | Determine coordinates of a plane using ordered pairs | |
| Transformations | Show transformations through translations, rotations, and reflections | |
| Visualization & Spatial Reasoning | Solve problems using visual representation | |
| Triangles | Identify the 6 types of triangles | |
| 2-D and 3-D Figures | Recognize and compare two-dimensional and three-dimensional figures | |
| Data Analysis, Statistics & Probability | Interpret Data | Interpret data on a bar graph |
| Draw Conclusions from Data | Use data to solve problems | |
| Appropriate Graph | Select appropriate graph to display data | |
| Probability | Investigate probabilities through experiments with devices that generate random outcomes | |
| Construct graphs | Complete and construct graphs | |
| Make Inferences from Data | Make inferences from data | |
| Median, Mode, Range | Determine median, mode, and range of a set of data | |
| Mean | Determine mean of a set of data | |
| Patterns, Functions, Algebra | Geometric Pattern | Recognize and create a geometric pattern |
| Number Pattern | Recognize and complete number pattern | |
| Variable/Function | Find the unknown variable or function | |
| Inequality | Determine an inequality | |
| Expressions | Demonstrate understanding of an expression | |
| Algebra to Solve | Use algebra to solve problems | |
| Problem Solving & Reasoning | Non-routine | Use mathematical reasoning to solve non-routine problems |
| Proportion | Use reasoning to solve proportion problems | |
| Deductive/Inductive Reasoning | Solve problems using deductive/inductive reasoning | |
| Missing/Extra Information | Identify extra or missing information | |
| Develop & Explain Strategy | Use reasoning to develop and explain a strategy | |
| Adding Whole Numbers | Add w/Regrouping | Add whole numbers with regrouping |
| Multiplying Whole Numbers | Multiplying Whole Numbers without Regrouping | Multiply whole numbers without regrouping |
| Multiply Whole Numbers with Regrouping | Multiply whole numbers with regrouping | |
| Dividing Whole Numbers | Dividing Whole Numbers | Divide whole numbers without a remainder |
| Dividing with Remainders | Divide whole numbers with a remainder | |
| Decimals | Adding Decimals | Add decimals |
| Subtracting Decimals | Subtract decimals | |
| Multiplying Decimals | Multiply decimals | |
| Dividing Decimals | Divide decimals | |
| Fractions | Adding Fractions | Add fractions |
| Subtracting Fractions | Subtract fractions | |
| Multiplying Fractions | Multiply fractions | |
| Percents | Percents | Interpret and compute percents |
| Order of Operations | Order of Operations | Solve order of operations |
| Terra Nova Skills | Sub-skills | Objective |
| Basic Understanding | Vocabulary | Identify the meaning of vocabulary based on the current basal text |
| Stated Information | Recall facts and story details | |
| Sequence | Recognize, recall, and order events in a passage | |
| Initial Understanding | Demonstrate an understanding of a passage | |
| Stated Information Graphics | Derive meaning from pictures, charts, and graphs | |
| Analyze Text | Main Idea/Theme | Distinguish the central or pervasive theme of a passage from supporting details and choose the most appropriate title |
| Supporting Evidence | Find details in a selection to support a statement | |
| Conclusions | Make inferences using information and story clues given in a written passage to make a decision | |
| Cause/Effect | Determine how an event produces a result | |
| Compare/Contrast | Analyze similarities and differences in characters or events | |
| Story Elements/Plot | Identify the important events in the beginning, middle, and end of a story | |
| Story Elements/Character | Analyze characters and characters' actions, traits, and feelings | |
| Story Elements/Setting | Identify details in order to conclude when and where a story takes place | |
| Literary Techniques/Strategies | Compare and formulate questions to explore deeper meaning | |
| Non-Fiction Elements | Recognize prose writing that presents and explains ideas that tell about real people, places, objects, or events by reading biographies, essays, newspaper articles, etc. | |
| Evaluate & Extend Meaning | Generalize | Make inferences and recognize unstated assumptions |
| Fact/Opinion | Distinguish between statements which can be proven or statements that reflect personal beliefs that can be debated | |
| Author/Purpose | Identify the reason an author wrote a story: to entertain, to persuade, to inform, or to express feelings or beliefs | |
| Author/Point of View | Recognize the perspective from which the story is told and how the author feels about the topic | |
| Author/Tone | Determine the author's attitude and how the reader felt after reading the selection | |
| Author/Bias | Determine the side of an issue that the author favors | |
| Predict/Hypothesize | Use information to speculate what will happen next in a given selection | |
| Extend/Apply Meaning | Apply and transfer what has been learned to evaluate new situations and go beyond the information given | |
| Reality/Fantasy | Discern things that could happen in real life from things that could not really happen | |
| Critical Assessment | Use prior knowledge to assess and analyze information | |
| Identify Reading Strategies | Make Connections | Make connections between the text, graphic representations of textual concepts, and other situations |
| Apply Genre Criteria | Determine the characteristics of types of literature (i.e., poetry, prose, and drama) | |
| Utilize Structure | Recognize the way information in a story or article is organized | |
| Vocabulary Strategies | Derive word meaning using structural or context clues as the word is used in a sentence | |
| Self-Monitor | Check understanding of a selection by questioning, predicting, clarifying, etc. | |
| Summarize | Construct a brief statement that contains the main idea of a passage using own words | |
| Synthesize Across Text | Bring together various types of information from different source | |
| Graphic Strategies | Translate visual information to determine meaning of a passage | |
| Formulate Questions |
1. Engage in a thinking process while reading in an effort to understand
characters and events 2. Recognize a question that could be asked to find out more about the topic |
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| Word Meanings | Synonyms | Identify words with similar or equal meanings |
| Antonyms | Identify words with opposite meanings | |
| Appropriate Words | Select the word that fits a sentence and gives the desired connotation | |
| Multimeaning Words | Multimeaning Words | Evaluate the appropriateness of words when their meanings shift |
| Words in Context | Words in Context | Use context clues to determine words missing from passages and unfamiliar words within passages |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Science Inquiry | Abilities |
1. Plan and conduct a simple investigation by using appropriate tools,
technology, and math to gather, analyze, and interpret data 2. Develop explanations using observations, predictions, and what he or she already knows about the world/scientific knowledge, thereby making sound conclusions based on evidence from investigations 3. Communicate the results of the investigation and express the information to to others 4. Understand that different kinds of questions suggest different investigations 5. Understand that good explanations are based on good investigations 6. Understand that results are made public after much research 7. Understand that repeated experiments with varying results mean something is wrong with the design of the experiment 8. Understand that appropriate tools are used to gather information, analyze, and interpret data |
| Physical Science | Properties |
1. Observe and measure characteristic properties such as boiling and melting
points, density, and simple chemical changes 2. Recognize mass is neither created nor destroyed 3. Understand and measure properties in metric units - mass, volume, density, and temperature 4. Distinguish between elements, compounds, and mixtures 5. Understand the connections between atoms and molecules 6. Be introduced to the arrangement of the periodic table 7. Be introduced to the concept of pH 8. Understand the basic characteristics of mixtures and the basic processes used for separation 9. Understand the difference between chemical and physical changes |
| Light, Heat, Electricity |
1. Recognize heat moves in predictable ways, flowing from warmer objects to
cooler ones, until both reach the same temperature 2. Recognize that light interacts with matter through transmission including refraction, reflection, and scattering processes 3. Understand electricity as the flow of electrons 4. Understand the transfer of heat as conduction, convection, and radiation 5. Understand the difference in conductors and insulators of heat and electricity 6. Demonstrate open, closed, series, and parallel circuits as a means to transfer electrical energy 7. Understand how electricity is generated using fossil fuels, hydroelectric power, and wind 8. Understand that electricity and magnetism are related |
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| Motion & Forces |
1. Identify and recognize the three laws of motion 2. Recognize that the motion of an object can be described by the position, direction, and speed of an object; motion can be measured and represented on a graph 3. Recognize if more than one force acts on an object, along a straight line, then the forces will reinforce or cancel one another 4. Differentiate between mass and height 5. Understand gravity as a force between objects 6. Distinguish between speed and velocity 7. Understand each type of simple machine and its purpose |
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| Energy |
1. Recognize in most chemical and nuclear reactions energy is transferred
into or out of a system; the sun is a major source of energy for changes 2. Understand that energy is never lost 3. Be introduced to the electromagnetic spectrum and understand that visible light is only one part of this spectrum 4. Understand the characteristics of a wave including amplitude, wavelength, frequency, trough, and crest |
|
| Life Science | Characteristics of Organisms |
1. Recognize that all organisms are composed of cells (the fundamental units
of life) 2. Recognize plants and animals have various structures used for survival 3. Understand that organisms are divided nto groups based on certain traits 4. Understand that characteristics of organisms are passed from parents to offspring 5. Be introduced to the concepts of sexual and asexual reproduction, dominant and recessive genes, and DNA in regard to reproduction |
| Diversity & Adaptations |
1. Recognize that all species acquire many unique characteristics through
biological adaptations, which include changes in structures and behaviors 2. Recognize the extinction of a species occurs when environment changes and the adaptations of a species are insufficient to allow for survival 3. Understand life cycles and terms complete and incomplete metamorphosis 4. Understand endangered and extinct and how environmental changes may contribute 5. Understand the formation of fossils and the relationship of age to location/relationship of past organisms to present organisms 6. Understand that organisms are divided into major groups according to characteristics 7. Identify the major biomes of the world realizing that organisms living in these biomes can be impacted by environmental changes 8. Realize that fossils are a link to organisms of the past and biological adaptations have occurred throughout history |
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| Structure & Functions |
1. Recognize that specialized cells perform specialized functions in
multi-cellular organisms including tissues, organs, and body systems 2. Distinguish between plant and animal cells 3. Understand the basic cell structure - nucleus, cell wall, cytoplasm, etc. 4. Be introduced to the fact that cell division occurs in stages- meiosis and mitosis 5. Identify the major body systems and the major organs and functions of each system 6. Understand the movement of substances in and out of cells such as carbon dioxide and oxygen 7. Understand that special cells have special functions (i.e., nerve cells are used to carry impulses) |
|
| Organisms & Environments |
1. Recognize that all organisms cause changes in the environment where they
live knowing some changes are detrimental to themselves or other organisms
and others are beneficial 2. Understand that populations make up communities, and communities make up ecosystems 3. Understand the processes that occur within an ecosystem such as photosynthesis and respiration 4. Understand the basic cycles within the environment-carbon dioxide and the oxygen cycle 5. Understand basic relationships of commensalisms, parasitism, and mutualism that exist between organisms |
|
| Regulation & Behavior |
1. Recognize an organism's behavior evolves through adaptation to its
environment especially in movement, obtaining food, response to danger, and
reproduction 2. Recognize individual organism's behavior is influenced by various stimuli both internal and external 3. Recognize all organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions in a changing environment 4. Understand the relationship of organisms within a food chain such as producers, consumers, and decomposers 5. Understand the difference between instinctive and learned behavior |
|
| Populations & Ecosystems |
1. Recognize a population consists of all individuals of a species together
at a given place in time, how they interact, and how they are categorized by
the function they serve in an ecosystem producers, consumers, and
decomposers 2. Recognize the major source of energy is sunlight, which is transferred by producers into chemical energy by producers passing from organism to organism in food webs 3. Recognize the number of organisms of an ecosystem can support depending on available resources 4. Be introduced to various relationships such as mutualism, communalism, parasitism, etc. 5. Understand the relationship between plant and animals and the oxygen and carbon dioxide cycle 6. Understand the process of photosynthesis and respiration |
|
| Earth & Space Science | Properties of Earth Materials |
1. Recognize the solid Earth is layered having crust, mantle, and core;
three-fourths of Earth's surface is covered by water and the entire planet
is surrounded by air 2. Recognize the composition and structure of the Earth's atmosphere with oxygen and nitrogen being the primary gases 3. Classify soil samples by color and texture 4. Analyze ways that energy and natural resources can be conserved 5. Investigate minerals that make up rocks 6. Understand the concepts of renewable and nonrenewable and the impact this has on our Earth's resources 7. Be familiar with various types of energy resources such as geothermal, fossil fuels, and biomes 8. Be introduced to the steps of the rock cycle 9. Understand that our atmosphere is made of a mixture of gases with nitrogen being the primary gas |
| Earth in the Solar System |
1. Recognize the Earth's position in the solar system while realizing the
sun, a star, is the central and largest body in the system 2. Recognize most objects in the solar system are in regular and predictable motion, which causes the day, the year, moon phases, and eclipses 3. Recognize gravity is a force keeping planets in orbit and explains the phenomenon of tides 4. Understand that the sun is a major source of energy and is the center of the solar system 5. Realize the seasons are the result of the Earth's tilt 6. Recognize basic components of the universe such as galaxies, comets, and solar systems 7. Realize distances in the solar system are relative in the position from the sun 8. Realize various stars are measured in light years from the Earth because the distances are so great 9. Understand the difference between solar and lunar eclipses 10. Understand the relationship between the moon's gravity and the Earth's tides |
|
| Earth History |
1. Understand fossils provide important evidence of how life and
environmental conditions have changed 2. Recognize the Earth processes including erosion, movement of plates, and changes in atmospheric conditions are similar to those in the past 3. Recognize that the Earth's geological features change 4. Analyze the characteristics of the earth's layers 5. Understand that major catastrophic atmospheric events can impact climate |
|
| Earth System |
1. Recognize the solid Earth is layered with a lithosphere, hot mantle, and
dense metallic core 2. Recognize the lithosphere plates are constantly responding to movements in the mantle creating major geological events such as earthquakes, volcanoes, and mountain building 3. Recognize water circulates through the crust, oceans, and atmosphere; this water cycle includes condensation, precipitation, and evaporation 4. Recognize that water is the universal solvent 5. Communicate how human activities affect the Earth's land, oceans, and atmosphere 6. Investigate minerals and uses 7. Investigate the rock cycle and soil formation 8. Understand how fossils form in sedimentary layers 9. Explore how changes in atmospheric conditions or ocean currents affect climate 10. Investigate the collection of weather data and interpretation using correct instruments (i.e., barometer, thermometer, anemometer, etc.) |
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| Science & Technology | Understanding Science/Technology | Recognize many different people in different cultures have made contributions to science and technology |
| Abilities of Technological Design | Recognize an appropriate problem by identifying a specific need and then offering a solution by comparing different proposals by organizing materials and planning work in order to choose a design | |
| Natural/Synthetic | Give examples of things that are natural and those that are man-made | |
| Personal & Social Perspectives in Science | Natural Resources | Recognize when an area becomes overpopulated |
| Environmental Quality |
1. Recognize human activities can induce hazards through urban growth, land
use decisions, and waste disposal 2. Recognize natural hazards can change or destroy habitats or property |
|
| Personal/Community Health |
1. Recognize exercise is important to personal health including healthy
weight, strength and muscle tone, and improved mental health 2. Recognize healthy and safe living would include use of safety precautions; risk of using tobacco, alcohol and drugs; proper nutrition. |
|
| Nature & History of Science | Science as a Human Endeavor |
1. Recognize that men and women have made contributions throughout the
history of science and technology 2. Recognize that science is ongoing; many events and phenomena in nature remain to be understood |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Geographic Perspectives | Location, Place, Regions |
1. Demonstrate the use of maps, charts, and globes 2. Locate continents, oceans, hemispheres, equator, and prime meridian 3. Define environment and list key features 4. Distinguish between weather and climate 5. Identify different types of natural resources 6. Distinguish between renewable and nonrenewable resources 7. Find points on a map using latitude and longitude |
| Movement | Explain how geography of the region influences why people settle in a particular area | |
| Human Environment Interaction | Describe how environment influenced the development of civilizations | |
| Process/Investigation |
1. Understand and demonstrate the use of an atlas, gazetteer, geographic
dictionary, glossary, biographical dictionary, and index 2. Interpret symbols in map keys, use map scales, and find cardinal and intermediate directions 3. Differentiate and use physical, political, landform, and distribution maps 4. Demonstrate use of circle, line, and bar graphs |
|
| Historical & Cultural Perspectives | Time, Continuity, Change |
1. Recognize the rise and decline of ancient civilizations 2. Identify the role of laws from ancient civilizations 3. Recognize the influence of religion on the development of cultures of ancient civilizations |
| People, Places, Events |
1. Recognize important events and leaders in the growth of ancient
civilizations 2. Know the effect of a social (caste) system upon people and nations |
|
| Process/Investigation |
1. Interpret timelines 2. Compare/contrast changes in the development of civilizations |
|
| Cultures/Cultural Diversity |
1. Identify and describe the features of a culture 2. List characteristics of ancient civilizations |
|
| Civics & Government Perspectives | Basic Concepts |
1. Recognize basic differences between democracy and other forms of
government 2. Recognize how problems have arisen in determining national boundaries |
| American Ideals, Citizenship |
1. Identify the role of government to regulate the rights of citizenship 2. Draw conclusions about the common purpose of ancient and modern laws (i.e., Roman Law to Bill of Rights) |
|
| Democratic Processes/Structures |
1. Explain the necessity of societies establishing and enforcing rules and
laws 2. Explain the purposes and structure of government |
|
| Process/Investigation | Learn how citizens can interact with and influence local government | |
| Economic Perspectives | Basic Concepts |
1. Understand fundamental economic concepts and their application to
economic systems 2. Instigate trade, food production, economic changes due to feudalism, and effects of exploration and colonization on a nation's economy |
| Production, Distribution, Consumption |
1. Describe the role of specialization and exchange in the economic process 2. Gain an understanding of costs and benefits of economic choices in a market economy 3. Gain an understanding of the roles of individuals, businesses, and government in a market economy |
|
| Science/Technology/Society | Gain knowledge, skills, and attitudes to function effectively in a technologically expanding global economy | |
| Process/Investigation |
1. Evaluate interdependence of economics of the world 2. Explain economic impact of improved communication and transportation |
|
| Global Connections | Use the Internet, library, and other sources for research |
Objectives courtesy of Bristol City Schools