* The Arts are not only a separate curriculum, they are also part of many of our other curriculum areas such as Language Arts, Social Studies, Science, etc. We were named for several years as a Model Visual Arts School District for our curriculum.
Faculty and Parent Advisory Council continue to make recommendations to the Governing Board relating to Aligning the Curriculum with the State Standards.
All standards are on file at the school/district office.
The District received a GOALS 2000 Grant to provide time for faculty members to complete an allignment of the district's Essential Skills to STATE STANDARDS for review by the Parent Advisory Council and recommendation to the Governing Board. You may see the District's standards by clicking on the subject area above.
All seven Morristown Teachers participated in this project. It was presented to the Parent Advisory Council for review and further recommendations to the Governing Board. The final approval came from the Governing Board. Input on this area and any other aspect of the curriculum is always welcome.
In the Morristown Elementary School District a first, second, or third grade student shall:
W-F3. Write a personal experience narrative or a creative story that has a beginning, middle and end and uses descriptive words or phrases to develop ideas and advance the characters, plot and setting
W-F4. Gather, organize and accurately, clearly and sequentially report information gained from personal observations and experiences such as science experiments, field trips and classroom visitors
W-F5. Locate, acknowledge and use several sources to write an informational report in their own words
W-F6. Write well-organized communications, such as friendly letters, memos and invitations, for a specific audience and with a clear purpose
STANDARD 3:. LISTENING AND SPEAKING
L-F1 Use effective vocabulary and logical organization to relate or summarize ideas, events and other information
L-F2 Give and follow multiple-step directions
L-F3 Prepare and deliver information by generating topics, identifying the audience, and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report
STANDARD 4: VIEWING AND PRESENTING
V-F1 Recognize different types of visual media
V-F2 Plan and present a report, using two or more visual media
V-F3 Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages
V-F4 Interpret visual clues in (cartoons, graphs, tables, charts)
In the Morristown Elementary School District a first, second, or third grade student shall:
SKILLS
1 2 3
STANDARD 1: NUMBER SENSE
1M-F1. Represent and use numbers in equivalent forms through the use of physical models, drawings, word names and symbols
1M-F1.1 Make a model to represent a given whole number
1M-F1.2 Identify a whole number represented by a model with a word name and symbol
1M-F1.3 Construct equivalent forms of whole numbers (e.g., 15 + 5 = 10 + 10)
1M-F1.4 Make a model to represent a given fraction (e.g. , geometric model-shading a picture, set model-part of an egg carton) (halves, thirds and fourths)
1M-F1.5 Identify the fraction represented by a model with a word name and symbol (halves, thirds and fourths)
1M-F1.6 Identify a given model that is divided into equal fractional parts (halves, thirds and fourths)
1M-F2. Relate counting, grouping and place-value concepts to whole numbers
1M-F2.1 Read whole numbers up to one thousand
1M-F2.2 Write whole numbers up to one thousand
1M-F2.3 Order whole numbers (e.g., smallest to largest, largest to smallest) up to one thousand
1M-F2.4 Construct a model to represent place value concepts
1M-F2.5 Write a whole number in expanded notation (e.g., 531 = 500 + 30 + 1)
1M-F2.6 Read aloud a whole number with correct place value words (e.g., a student will read 5 2 1 as "five hundred twenty-one")
1M-F2.7 Count money to $5.00 using bills and coins
1M-F3. Understand the meaning for and application of the operations of addition, subtraction, multiplication and division
1M-F3.1 Demonstrate with models to show the process used in addition (joins things together, increases)
1M-F3.2 Demonstrate with models to show the process used in subtraction (takes away, compares, finds the difference, decreases)
1M-F3.3 Demonstrate with models to show the process used in multiplication (uses repeated addition, counts by multiples, combines things that come in groups of equal size, makes arrays, uses area models)
1M-F3.4 Demonstrate with models to show the process used in division (puts things into groups of equal size, shares equally, uses repeated subtraction)
1M-F3.5 Demonstrate with models the operations of addition and subtraction up to two three-digit whole numbers
1M-F3.6 Select appropriate operations to solve word problems
1M-F3.7 Solve word problems using the appropriate operations
1M-F3.8 Apply mathematical operations in everyday situations
1M-F4. Demonstrate proficiency with the operations of addition and subtraction of whole numbers
1M-F4.1 Demonstrate proficiency with basic facts up to 20
1M-F4.2 Add and subtract two three-digit whole numbers
1M-F4.3 Solve problems using a variety of mental computations and estimation
1M-F5. Demonstrate proficiency with the operations of multiplication and division of single-digit numbers
1M-F5.1 Demonstrate proficiency with basic facts up to the fives
1M-F5.2 Solve problems using a variety of mental computations and estimation
1M-F6. Add and subtract commonly used fractions and decimals
1M-F6.1 Demonstrate with models addition and subtraction of fractions with common denominators (halves, thirds and fourths)
1M-F6.2 Add and subtract money up to $5.00
1M-F7. Select and use appropriate techniques to facilitate computation while solving problems and determining the reasonableness of results
1M-F7.1 Select a computational technique to solve a problem
1M-F7.2 Solve a problem using the appropriate computational techniques
1M-F7.3 Evaluate the reasonableness of results using a variety of mental computation and estimation techniques (e.g., compatible numbers, front-end, chunking)
Standard 2: Data Analysis And Probability
2M-F1. Collect and analyze data using the concepts of largest, smallest, most often, least often and middle
2M-F1.1 Collect and record data from surveys (e.g., favorite color or food, height, ages) or experiments
2M-F1.2 Organize (e.g., sorting, sequencing, tallying) information from surveys or experiments
2M-F1.3 Identify largest, smallest, most often recorded (i.e., mode), least often and middle (i.e., median) using sorted data
2M-F1.4 Formulate questions from organized data
2M-F2. Construct, read and interpret displays of data to make valid decisions, inferences and predictions
2M-F2.1 Make and label a graph (horizontal bar, vertical bar, picture graph or tally chart) from organized data
2M-F2.2 Answer questions about a circle graph (i.e., pie graph) divided into halves and fourths
2M-F2.3 Answer questions about a pictograph where each symbol represents multiple units
2M-F2.4 Write a title representing the main idea of a graph
2M-F2.5 Locate points on a line graph (grid) using ordered pairs
2M-F2.6 Draw conclusions (e.g., valid decisions, conjectures and predictions) from graphed data
2M-F2.7 Formulate questions from graphs, charts and tables
2M-F2.8 Solve problems using graphs, charts and tables
2M-F3. Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes
2M-F3.1 Collect and record data from a probability experiment
2M-F3.2 Organize data from a probability experiment
2M-F3.3 Name the possible outcomes of the probability
Standard 3: Patterns, Algebra And Functions
3M-F1. Create, describe and extend a variety of patterns using shapes, events, designs and numbers
3M-F1.1 Create a pattern using a model
3M-F1.2 Communicate orally or in written form the repetition of objects in a pattern
3M-F1.3 Communicate orally or in written form a given pattern occurring in a sequence of numbers
3M-F1.4 Extend patterns using a model
3M-F1.5 Extend a given pattern occurring in a sequence of numbers
3M-F2. Formulate generalizations about patterns to make predictions
3M-F2.1 Make predictions based on a given pattern
3M-F3. Represent and describe how changing the value of one variable results in a change in another
3M-F3.1 Describe in a given situation how a change in one variable results in the change of another
3M-F4. Represent and describe mathematical relationships such as order, grouping, etc.
3M-F4.1 Identify the pattern in skip counting
3M-F4.2 Determine the next number in a skip counting pattern
3M-F5. Recognize the symbols of equality and inequality
3M-F5.1 Use the symbols <, >, = to compare whole numbers
3M-F6. Find missing elements in number sentences
3M-F6.1 Find the missing number in addition and subtraction number sentences
Standard 4: Geometry
4M-F1. Relate geometric concepts to number and measurement ideas (e.g., dividing a rectangle into parts to represent multiplication)
4M-F1.1 Identify two-dimensional shapes by name and attribute
4M-F1.2 Draw two-dimensional shapes
4M-F1.3 Identify three-dimensional figures by name and/or attribute
4M-F1.4 Compare attributes of two-dimensional shapes
4M-F1.5 Compare attributes of three-dimensional figures
4M-F1.6 Use a rectangular array to represent a multiplication fact (e.g., put 12 tiles in a rectangular array; make a 3 x 4, 6 x 2, and 12 x 1 array)
4M-F2. Predict how shapes can be changed by combining or dividing them
4M-F2.1 Build geometric shapes with other common shapes (e.g., tangrams, pattern blocks, geoboards)
Standard 5: Measurement And Discrete Mathematics
5M-F1. Demonstrate that a single object has different attributes that can be measured in different ways
5M-F1.1 Determine the characteristics (attributes) of an object that are measurable
5M-F1.2 Identify the type of measure for each attribute
5M-F2. Explain the concepts related to units of measure and demonstrate the process of measurement with non-standard, U.S. customary and metric units
5M-F2.1 Select the appropriate unit of measure for a given characteristic of an object (length - inches, feet and yards; centimeters and meters, capacity/volume - cups, gallons and liters, mass/weight - ounces, pounds, grams and kilograms)
5M-F2.2 Select the appropriate tool to measure the given characteristic of an object
5M-F2.3 Measure a given characteristic of an object using non-standard units of measure
5M-F2.4 Measure a given characteristic of an object using standard units of measure
5M-F2.5 Tell time to the nearest minute on digital and traditional (analog) clocks
5M-F2.6 Determine the passage of time (i.e., units of days, months and years) using a calendar
5M-F2.7 Compare units of measure to determine more or less relationships (length - inches and feet, feet and yards, centimeters and meters, capacity - cups and gallons, mass - ounces and pounds, grams and kilograms, time - minutes and hours, hours and days, days and weeks, months and years, money - pennies, nickels, dimes; quarters and dollars)
5M-F2.8 Compare units of measure to determine equivalent relationships (length - inches to feet, time - minutes to hours, days to weeks, months to years, money - pennies, nickels, dimes, quarters to dollars)
5M-F2.9 Read a thermometer in Celsius and Fahrenheit to the nearest degree
5M-F3. Make estimates of measurement
5M-F3.1 Estimate a measurement
5M-F3.2 Compare the estimation to actual measure
5M-F3.3 Evaluate the reasonableness of the estimation
5M-F4. Use discrete mathematical models for graphs to represent everyday situations
5M-F4.1 Make a diagram to represent the number of combinations between two sets
Standard 6: Mathematical Structure/Logic
6M-F1. Recognize that numbers are used for different purposes in the world and a variety of mathematical notations represent these situations
6M-F1.1 Formulate mathematical problems from everyday situations
6M-F2. Draw inductive and deductive conclusions about mathematics
6M-F2.1 Extend a pattern using inductive reasoning (e.g., "What is the next number after 2, 4, 6, 8?")
6M-F2.2 Make a prediction based on existing information (e.g., "All the students in a 3rd grade class are under 10 years old. How old will the next new student probably be?")
6M-F3. Distinguish between relevant and irrelevant information
6M-F3.1 Select the information necessary to solve a given problem
6M-F4. Interpret statements made with precise language of logic (e.g., all, every, none, some, or, many)
6M-F4.1 Use words such as all, every, none, some and many to make reasonable conclusions about situations
In the Morristown Elementary School District a first, second or third grade student shall:
SKILLS
1 2 3
STANDARD 1: Students develop the essential technology skills for using and understanding conventional and current tools, materials and processes.
TS-F1.1 Use basic technological vocabulary when referring to computers (e.g., cursor, software, memory, disk drive, hard drive, CD)
TS-F1.2 Produce prototypes that represent solutions to real-life local or personal technology-based problems (e.g. ,structures, home floor plans, planning city streets, creative inventions, transporting objects)
TS-F1.3 Develop basic keyboard skills
TS-F1.4 Operate peripheral devices
TS-F1.5 Compare various computer processing, storage, retrieval and transmission techniques
TS-F1.6 Define technology as associated with solving problems and extend one's potential in terms relative to the student education experiences
TS-F1.7 Select and use technology appropriate to tasks in the classroom
TS-F1.8 Use electronic encyclopedias, almanacs, indexes, catalogs, and local and wide-area networks and modem-delivered services to access information from electronic databases
TS-F1.9 Employ search strategies to retrieve electronic information using databases, CD-ROMs, videodisks and telecommunications
TS-F1.10 Describe advantages and disadvantages of various computer processing, storage, retrieval and transmission techniques
TS-F1.11 Measure differences in time, speed or distance required to perform various tasks in time, weight and distance problems using motion sensors (e.g., stopwatch, linear measuring tools, pendulum apparatus, wheel mounted vehicle, incline plane)
TS-F1.12 Read and follow directions in technology instruction manual to construct a model or product
TS-F1.13 Write, test and revise directions for the use of some technology devices (e.g., programming a VCR, using a hair dryer, tape player, CD-ROM player, electronic games, clock radio, microwave oven)
TS-F1.14 Demonstrate a basic understanding of computer theory, including bits, bytes and binary logic
TS-F1.15 Use organizational features of electronic mail (e.g., passwords, entry menu features, pulldown menus, icons, key word search)
TS-F1.16 Participate in a student think tank simulation to solve a technology-based problem
STANDARD 2: Students know how to solve problems by conducting research, analyzing solutions and presenting results using current technologies.
TS-F2.1 Select and use appropriate technology for tasks (e.g., tools for cutting, shaping, assembling, handling information, preparing visuals)
TS-F2.2 Create simple databases and spreadsheets to manage information and create reports
TS-F2.3 Reproduce, extend, create, and describe patterns and sequences using calculators and other technologies
TS-F2.4 Select and use appropriate methods for computing with whole numbers in problem-solving situations with calculators and computer methods
TS-F2.5 Create documents using word processing skills and writing process steps
TS-F2.6 Use publishing programs and simple computer graphics to produce documents (flyers, banners, calendars)
TS-F2.7 Present an oral report with visual aids which include electronic media
TS-F2.8 Use local networks and communication systems to access information and send messages
TS-F2.9 Use electronic information sources such as encyclopedias, indexes, databases, and CD-ROMs
STANDARD 3: Students evaluate the impact of technology (e.g., benefits, costs, risks) on individuals, society and the environment.
TS-F3.1 Identify technologies to reduce air pollution, clean water, reduce noise pollution and purify food
TS-F3.2 Describe the impact of various classroom technology applications on learning and the classroom environment
TS-F3.3 Understand the technological factors that have led to the rapid increase and dominance of the human population, its density and distribution
TS-F3.4 Explain how physical environments are changed by human activity (e.g., irrigation, building of dams and levees, offshore drilling)
STANDARD 4: Students understand the interrelationships of knowledge and how they are used to solve technology problems in school, the workplace and society.
TS-F4.1 Produce a simple product to solve a problem
TS-F4.2 Organize the class seating, responsible and/or learning environment for a specific purpose
TS-F4.3 Explore how social and economic forces (e.g., air pollution, auto emissions) influence the uses of technology (e.g., communication satellites, instant access to world news events) and the determination of which technologies will be undertaken, paid attention to, invested in and used
TS-F4.4 Describe careers that use science and technology
In the Morristown Elementary School District a first, second or third grade student shall:
Standard 1: Science As Inquiry
S-F1.1 Plan, design, conduct and report on the conclusions of basic experiments
S-F1.2 Construct models (e.g., a volcano, a paper airplane, a solar system) that illustrate simple concepts and compare those models to what they represent
S -F1.3 Identify and record changes and patterns of changes in a familiar system
S-F1.4 Describe relationships among parts of a familiar system (e.g., a bicycle, a park, a clock)
Standard 2: History and Nature of Science
S-F2.1 Recognize that scientific contributions have been made by all kinds of people everywhere in the world
S-F2.2 Understand that scientific inquiry has produced much knowledge about the world, that much is still unknown, and that some things will always be unknown
S-F2.3 Understand that science involves asking and answering questions and comparing the results to what is already known
Standard 3: Personal and Social Perspectives in Science And Technology
S-F3.1 Identify occupations that require the application of science and technology
S-F3.2 Use scientific findings to propose and evaluate solutions to problems (e.g., water pollution, malnutrition, fire hazards)
S-F3.3 Describe and explain the interrelationship of populations, resources and environments
S-F3.4 Identify and describe how technology contributes to solving problems
Standard 4: Life Science
S-F4.1 Describe and explain cause-and-effect relationships in living systems
S-F4.2 Trace the life cycles of various organisms
S-F4.3 Identify the basic structures and functions of plants and animals
S-F4.4 Identify characteristics of plants and animals (including extinct organisms) that allow them to live in specific environments
S-F4.5 Recognize that component parts make up the human body systems (e.g., digestive, muscular, skeletal)
S-F4.6 Recognize that offspring within families have both similarities and differences
S-F4.7 Explain the interaction of living and non-living components within ecosystems
Standard 5 : Physical Science
S-F5.1 Create mixtures (e.g., salt and sand, iron filings and soil) and separate them based on differences in properties
S-F5.2 Demonstrate that light, heat, motion, magnetism and sound can cause changes
S-F5.3 Demonstrate and explain that materials exist in different states (solid, liquid and gas) and can change from one to another
S-F5.4 Recognize that light travels in a straight line and can be reflected, refracted or absorbed
Standard 6: Earth And Space Science
S-F6.1 Describe the basic earth materials (rocks, soils, water and gases) and their physical properties
S-F6.2 Identify the planets and their relationship to the sun
S-F6.3 Identify the seasons and their characteristics
S-F6.4 Identify and describe the patterns of movement of objects in the sky
S-F6.5 Identify major features of natural processes and forces that shape the earth's surface, including weathering and volcanic activity
S-F6.6 Describe natural events and how humans are affected by them
S-F6.7 Measure and record changes in weather conditions
STANDARD 1: Students comprehend concepts related to health promotion and disease prevention.
CH-F1.1 Describe relationships between personal health behaviors (e.g., sleep, diet, fitness and personal hygiene) and individual well-being
CH-F1.2 Identify indicators of mental, emotional, social and physical health during childhood
CH-F1.3 Describe the basic structure and functions of the human body systems
CH-F1.4 Describe how heredity, family life and individual lifestyle affect personal health
CH-F1.5 Describe how environmental health and personal health are related
CH-F1.6 Identify health problems that should be detected and treated early and the reasons why
CH-F1.7 Identify the characteristics, causes, prevention and treatment of common childhood injuries and illnesses
STANDARD 2: Students demonstrate the ability to access accurate health information.
CH-F2.1 Identify characteristics of accurate health information (e.g., research based, current) and health-promoting products (e.g., weight scales, thermometers, eye glasses) and services (e.g., school meal program, school nurse, after-school activities)
CH-F2.2 Demonstrate the ability to locate resources from home, school and community that provide accurate health information
CH-F2.3 Explain how media influences the selection and use of health information, products and services
CH-F2.4 Demonstrate the ability to locate home and school health helpers
CH-F2.5 Locate and describe the roles of resources (health workers and organizations) from the school and community
CH-F2.6 Understand the consequences of appropriate and inappropriate use of drugs and medicine
CH-F2.7 Identify when and how to seek emergency medical assistance and shelter
STANDARD 3: Students demonstrate the ability to practice health-enhancing behaviors and reduce risks.
CH-F3.1 Identify responsible health behaviors and compare them to risky/harmful behaviors (e.g., responsible: tooth brushing, exercise, sleep, nutrition; risky: the use of tobacco, alcohol and other drugs)
CH-F3.2 Identify personal health needs and strategies to maintain or improve one's well-being
CH-F3.3 Identify hazards found in the home, school and community and demonstrate ways to avoid or reduce the threats
CH-F3.4 Apply skills to manage stress
CH-F3.5 Demonstrate first-aid procedures and appropriate responses to common emergencies in the home, school and community
STANDARD 4: Students analyze the influence of culture, media, technology and other factors on health.
CH-F4.1 Describe personal health behaviors (e.g., nutrition, exercise) in a variety of cultures
CH-4.2 Explain how media influences health behaviors
CH-F4.3 Describe ways technology can influence personal health
CH-F4.4 Explain how information from school and family influences health
CH-F4.5 Describe how the five senses are used in communication
STANDARD 5: Students demonstrate the ability to use interpersonal skills to enhance health.
CH-F5.1 Distinguish between verbal and non-verbal communication
CH-F5.2 Describe characteristics needed to be a responsible friend and family member
CH-F5.3 Describe ways to communicate care, consideration, and respect of self and others
CH-F5.4 Demonstrate healthy ways to express needs, wants, and feelings and identify a variety of ways to deal with them constructively and appropriately
CH-F5.5 Demonstrate attentive listening skills to build and maintain healthy relationships
CH-F5.6 Understand refusal skills to enhance mental, emotional and physical health
CH-F5.7 Identify negative and positive behaviors exhibited in conflict situations and strategies for mediating and resolving the conflict
STANDARD 6: Students demonstrate the ability to use goal-setting and decision-making skills to enhance health.
CH-F6.1 Apply a sound decision-making process to resolve health issues and problems
CH-F6.2 Explain the effects of personal health care choices. Set a personal health goal and track progress toward its achievement
STANDARD 7: Students demonstrate the ability to advocate for personal, family and community health.
CH-F7.1 Describe a variety of methods to convey accurate health information and ideas
CH-F7.2 Express information about health issues
CH-F7.3 List a variety of ways to support others in making positive health choices (e.g., exercising, making healthy food choices, hand washing)
SS-RF.1 Describe how various cultures have contributed to the development of the United States
SS-RF.2 Name and explain the significance of national holidays, feasts, and festivals
SS-RF.3 Participate in school clubs and community improvement projects
SS-RF.4 Describe and compare land and water masses in their environment
SS-RF.5 Identify and explain ways people adapt to their environment in different climates of the world
SS-RF.6 Name and describe technological advances which help people adapt to their own and other environments
SS-RF.7 Locate and compare the relative size of places on a simple map
SS-RF.8 Tell how a globe represents the (spherical) shape of the earth
SS-RF.9 Identify natural and man-made features represented by symbols and colors on a map and globe
SS-RF.10 Use directions to identify locations of objects and places on a map and globe
SS-RF.11 Name and classify goods and services and give examples of how the community depends on each other for goods and services
SS-RF.12 Observe and predict causes and results of land, water, and air pollution
SS-RF.13 Describe similarities and differences in family customs, traditions, and religions, and the multicultural/multiethnic nature of the America people
SS-RF.14 Explain how family, community, and school experiences affect each individual in the group
SS-RF.15 Identify groups that make up a community and describe how individual and group needs are met through cooperation of people in the community
SS-RF.16 Name and describe the location of their community and of other communities on a city and state map
SS-RF.17 Identify school and community laws and rules that protects the right and property of individuals and groups
SS-RF.18 Demonstrate group participation skills
SS-RF.19 Research and organize, either orally, visually, or in writing a social studies presentation
SS-R.20 Share in the planning of classroom activities, specifying the goals and alternatives, and choosing the best course of action to take
SS-R.21 Identify changing aspects of the school and community and describe the effects they have on personal decisions
SS-F.22 Address a specific problem by specifying their goals, devising alternative solutions, considering the risks of each and choosing the best course of action
*
SS-F.23 Identify methods for initiating change
*
SS-F.24 Define a variety of creative thinking skills
*
SS-F.25 Practice a variety of creative thinking skills to identify potential solutions to workplace issues
*
SS-F.26 Identify the need for data, obtaining it from existing sources such as the library, on-line databases or field research
*
SS-F.27 Describe possible solutions to a variety of problems
*
SS-R.28 Interact positively with other students and work cooperatively as a team member on class projects
SS-R.29 Demonstrate politeness and adaptability in their relations with other people
SS-F.30 Understand and demonstrate the importance of dependability, trustworthiness, productivity and initiative in all areas of life and when interacting with others
*
SS-F.31 Identify the difference between decisions and accomplishments made by individuals and groups
*
SS-F.32 Demonstrate teamwork skills by contributing ideas, suggestions and effort, resolving conflicts, and handling peer pressure
*
SS-F.33 Recognize and participate in leadership roles
*
SS-R.34 Describe examples of where people work and what they do
SS-R.35 Describe how work relates to obtaining food, clothing and shelter
SS-R.36 Describe appropriate behavior for different settings (e.g., in a classroom, on a bus, in an audience)
SS-R.37 Define the importance of the basic academic skills (reading, writing listening, speaking and mathematics) in being successful at home and at school
SS-F.38 Explore areas of interests and possible work choices
*
SS-F.39 Demonstrate ability to make decisions which contribute to a productive school and work ethic
*
SS-R.40 Understand the components of family and school systems in their daily life
SS-F.41 Identify the components of family and school systems and how they fit together in community and social systems
*
SS-R.42 Operate developmentally appropriate technologies (e.g., a telephone, VCR)
SS-F.43 Identify the many uses of technology
*
SS-F.44 Use technology to access information, demonstrating basic computer skills (e.g., pull-down menus, icons, passwords, key word searches)
*
SS-R.45 Set short-term goals
SS-R.46 Allocate the time, space and materials needed to accomplish classroom activities
SS-F.47 Understand the relationship between the goal-setting process and the allocation of time, money, material and human resources
*
SS-F.48 Plan class time to accomplish schoolwork goals
STANDARD 1: Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills.
1
2
3
PE-F1.1 Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills
PE-F1.2 Adapt a skill area (e.g., dribbling, passing, dance sequence) to the demands of a game-like situation
PE-F1.3 Acquire beginning skills of a few specialized movement forms
PE-F1.4 Combine movement skills in applied settings
PE-F1.5 Apply critical elements to improve personal performance in fundamental and selected specialized movement skills
PE-F1.6 Use critical elements of fundamental and specialized movement skills to provide feedback to others
PE-F1.7 Recognize and apply concepts that impact the quality of increasingly complex movement performance (e.g., maintaining a wide base of support in a balance activity)
STANDARD 2: Students comprehend basic physical activity principles and concepts that enable them to make decisions, solve problems and to become self-directed lifelong learners who are informed physical activity consumers.
PE-F2.1 Identify several activities related to each component of physical fitness
PE-F2.2 Understand that muscles produce movement and begin to identify muscles
PE-F2.2 Demonstrate how to perform physical fitness tests
STANDARD 3: Exhibit a physically active lifestyle.
PE-F3.1 Select and participate regularly in physical activities for the purpose of improving skills and health
PE-F3.2 Identify the benefits derived from regular physical activity
PE-F3.3 Identify several moderate to vigorous physical activities that provide personal pleasure
STANDARD 4: Students achieve and maintain a health-enhancing level of physical fitness.
PE-F4.1 Accomplish the health-related fitness standards as defined by Fitnessgram
PE-F4.2 Participate regularly in physical activity for the purpose of improving physical fitness (goal setting)
STANDARD 5: Students develop self-initiated behaviors that promote effective personal and social interactions in physical activity settings.
PE-F5.1 Follow, with few reminders, activity-specific rules, procedures and etiquette
PE-F5.2 Utilize safety principles in activity situations
PE-F5.3 Work cooperatively and productively with a partner or small group
PE-F5.4 Work independently and on-task for short periods of time
PE-F5.5 Interact with peers while participating in group activities
STANDARD 6: Students demonstrate understanding and respect for differences among people in physical activity settings.
PE-F6.1 Participate in multicultural physical activities
PE-F6.2 Recognize the attributes that individuals with differences can bring to group activities
PE-F6.3 Describe differences and similarities among the activities of a variety of national, cultural and ethnic backgrounds
STANDARD 7: Students develop behavioral skills (self-management skills) essential to maintaining a physically active lifestyle.
PE-F7.1 Practice activities to increase skill and fitness competence (goal setting)
PE-F7.2 Associate results of fitness testing to personal health status and ability to perform various activities
