Learning Domain: Engineering, Technology, & Applications of Science
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Learning Domain: Earth's Systems
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Learning Domain: Earth's Systems
Standard: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment.
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Learning Domain: Reading: Foundational Skills
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Domain: Reading for Literature
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)
Learning Domain: Writing
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Learning Domain: Reading: Foundational Skills
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Domain: Reading Literature
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1���3up to and including grade 5 on page 29.)
Learning Domain: Writing
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Cluster: Key Ideas and Details.
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Cluster: Fluency.
Standard: Read with sufficient accuracy and fluency to support comprehension.
Cluster: Fluency.
Standard: Read grade-level text with purpose and understanding.
Cluster: Fluency.
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Cluster: Fluency.
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Cluster: Text Types and Purposes.
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Cluster: Research to Build and Present Knowledge.
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.