FAMILY AND CONSUMER SCIENCE - Rockwood Curriculum Child Development I (AC).pdf · The Family and...

ROCKWOOD SCHOOL DISTRICT

FAMILY AND CONSUMER SCIENCE

CHILD DEVELOPMENT I (AC)

9-12 HIGH SCHOOL CURRICULUM

BOE Approved 2008

Reviewed October 2009

Revised September, 2007 3

ACKNOWLEDGEMENTS

The writing team gratefully acknowledges the parents, patrons, students, teachers, and

administrators who provided direction and feedback to the 6-12 Family and Consumer Science

document at every stage of its development.

Writing Committee Members

Carrie Becker Rockwood Summit

Diane Boschert Marquette

Dianne Brady Wildwood

Diane Lucas Eureka

Robin Drury Marquette

Debbie Odlum LaSalle Springs

Sara Butler Selvidge

Deanna Easton Eureka

Mandy Glenn Lafayette

Becky Lawrence Lafayette

Michelle Peifer Rockwood Valley

Marion Dennis Marquette

Jill Kehlenbrink Marquette

Susie Hamlin Crestview

Kelly Vogt Selvidge

Carolyn Johnston Rockwood South

La Dona O’nan Eureka

Maria Wombacher Rockwood Summit

Juliann Spina Lafayette

Kathryn Marsh Crestview

Sharon Hammerich Marquette

Kirti Mehrotra Lafayette

Jennifer Kupfer Rockwood Summit

Debbie Powell Eureka

Lori Sanders Lafayette

John Lewis Rockwood Parent

Dawn Taylor Rockwood Parent

Kathy Peckron Deputy Superintendent of Rockwood Steve Ayotte Coordinator for Practical Arts


ROCKWOOD SCHOOL DISTRICT MISSION

STATEMENT

All students, with support from the community, parents, and staff,

will be provided a dynamic curriculum within a safe and caring

environment so they will develop the skills, abilities, and attitudes to

be lifelong learners and citizens of good character who are prepared

to contribute to an ever-changing, global society.

Rockwood School District Beliefs

o Education provides the opportunity for each student to achieve his

or her potential.

o Students have the responsibility to be active participants in their

learning.

o Employees have the responsibility to ensure the maximum

achievement of all children and adults with whom they work.

o Parents/Guardians have the responsibility to support and

participate in the education of their child.

o Community Members have the responsibility to support and

participate in the educational process.



MISSOURI VISION AND MISSION STATEMENTS

Vision Statement: To empower individuals and families across the life span to manage the challenges of living and

working in a diverse, global society. Our unique focus is on families, work, and their

interrelationships.

Mission Statement: To prepare students for family life, work life, and careers in family and consumer sciences by

providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for:

• Strengthening the well-being of individuals and families across the life span

• Becoming responsible citizens and leaders of family, community, and work settings

• Promoting optimal nutrition and wellness across the life span

• Balancing personal, home, family, and work lives

• Using critical and creative thinking skills to address problems in diverse family, community,

and work environments

• Functioning as providers and consumers of goods and services

• Appreciating human worth and accepting responsibility for one’s actions and success in

family and work life, and

• Successful life management, employment, and career development

Family and Consumer Science education focuses on coordinating work and family, management

of resources, technology, and application of academic skills. The classes provide students with

the opportunity to apply thinking, learning, and creating abilities. Students use the basic skills of

critical thinking and problem solving which they will need as workers, citizens, and consumers.


RATIONALE STATEMENT

Family and Consumer Science education describes an educational program that

assists individuals and families in obtaining knowledge and skills required to meet

the challenges of everyday life. Family and Consumer Science education prepares

students to be critically reflective of social influences regarding families. Students

are prepared to become proactive community leaders in the economic, social,

political, and technological arenas.

Family and Consumer Science strengthens families and empowers individuals to

take action for the well being of self and others in the home, workplace,

community and world. Using an integrated, systemic approach to the relationships

among individuals, their families, their communities and the environments in

which they function, this course of study will enable students to discover and apply

vocational and personal life skills in authentic modes of inquiry. The discipline

integrates character development, scholarship, and citizenship as it strives to

develop competent, functional individuals and families.

With its unique focus on the relationship between family and careers, Family and

Consumer Science supports individuals and families across the life span to manage

the challenges of living and working in a diverse, global society.



GRADUATE GOALS

As a result of their education throughout the Family and Consumer Science

program, graduates will:

1. Develop and practice positive and appropriate family and personal

relationships.

2. Manage resources to meet physical, emotional, financial, and social needs.

3. Develop critical problem solving techniques to meet personal, family, and

social problems.

4. Demonstrate and implement skills as providers and consumers of goods and

services.

5. Communicate effectively with peers, family members, and/or coworkers.

6. Develop and demonstrate leadership skills needed to participate as a

responsible member of a family and community.

7. Utilize technology in personal and professional life.

8. Investigate career and employment opportunities.


TECHNOLOGY STATEMENT

Technology is an integral component of the life skills that Rockwood students are

developing through the Family and Consumer Science Curriculum. Students have access to

various types of tools and equipment while completing projects in the foods and sewing labs. It

is recommended that the ratio of students to technology/equipment in the FACS labs be 1:1.

Examples of use of technology in the Family and Consumer Science curriculum include:

• preparation of food

• evaluation of nutritional intake

• computerized embroidery machines

• exploration of careers

• consumer education


ROCKWOOD SCHOOL DISTRICT

EXPECTATIONS

As a result of their experience in the Rockwood Schools, students will become

persons:

• Who demonstrate verbal,

quantitative, cultural, and

technical literacy

• Who can utilize community

resources to foster continual

growth and development

• With skills and attitudes

necessary to become self-

directed, life-long learners

• Who understand the value of

effort in realizing their full

educational, vocational, civic,

and personal potential

• Who understand the

principles of physical and

emotional health and the

importance of maintaining

them

• With effective skills in

written and oral

communication

• With positive self-worth

• Who demonstrate critical thinking

and problem-solving skills in all

areas

• Who demonstrate the adaptability

necessary for life in a changing

world

• Who think and express

themselves creatively and

appreciate the creativity of others

• Who have a broad familiarity with

the world of work to develop and

enhance their career potentials

and opportunities

• Who understand and demonstrate

individual, social, and civic

responsibility, including a global

concern, tolerance, and respect for

others

• Who understand and appreciate

the elements and principles of the

arts and their influence on all

areas of life

• Who demonstrate individual and

social ethic

L

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E

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P

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T

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DIFFERENTIATION

The Family and Consumer Science Department in the Rockwood School District

recognizes that differentiation is an important process that teachers use to enhance the

learning of all students, building on their individual strengths and level of knowledge.

The Family and Consumer Science Curriculum was written to facilitate the incorporation

of Differentiation strategies to enhance student learning. The Facilitating Activities of

each course provide flexibility to address the individual learning needs of all students.

The chart below provides a comparison between the traditional classroom and the

Differentiated Classroom. Traditional Classroom Differentiated Classroom

• Student differences are masked or acted

upon when problematic

• Assessment is most common at the end of

learning to see “who got it”

• A relatively narrow sense of intelligence

prevails

• A single definition of excellence exists

• Student interest is infrequently tapped

• Relatively few learning profile options are

taken into account

• Whole-class instruction dominates

• Coverage of texts and curriculum guides

are the focus of learning

• Mastery of facts and skills out-of-context

are the focus of learning

• Single option assignments are the norm

• Time is relatively inflexible

• A single text prevails

• Single interpretations of ideas and events

may be sought

• The teacher directs student behavior

• The teacher solves problems

• The teacher provides whole-class standards

for grading

• A single form of assessment is often used

• Student differences are studied as a basis

for planning

• Assessment is ongoing and diagnostic to

understand how to make instruction more

responsive to learner need

• Focus on multiple forms of intelligence is

evident

• Excellence is defined in large measure by

individual growth from a starting point

• Students are frequently guided in making

interest-based learning choices

• Many learning profile options are provided

for

• Many instructional arrangements are used

• Student readiness, interest, and learning

profile shape instruction

• Use of essential skills to make sense of and

understand key concepts and principles is

the focus of learning

• Multi-option assignments are frequently

used

• Time is used flexibly in accordance with

student need

• Multiple materials are provided

• Multiple perspectives on ideas and events

are routinely sought

• The teacher facilitates students’ skills at

becoming more self-reliant learners

• Students help other students and the

teacher solve problems

• Students work with the teacher to establish

both whole-class and individual learning

goals

• Students are assessed in multiple ways

NOTE: An asterisk by each Facilitating Activity indicates it is designed to be

differentiated to address individual needs. (See the Facilitating Activities for each CCO.)


FAMILY AND CONSUMER SCIENCE, GRADES 9-12 EQUITY STATEMENT

The Rockwood School District believes that it is the right of every student to receive

equal opportunities in all educational programs and activities conducted by the district. It

is the policy of the Board to accord equal considerations and impartial treatment

regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex,

age or disability. In keeping with this policy, the district strives to ensure equitable

programs, course offerings, services, facilities, and educational materials. In addition, the

district promotes equal opportunities for educational development by equipping all

students with technology, research/information processing, and job-preparedness skills.

In order to promote equity, the Rockwood Department of Curriculum and School

Leadership use the following codes* to identify equity and readiness in all curriculum

documents:

GE= Gender Equity

RE= Racial/ Ethnic Equity

D= Disability Equity

T= Technology Skills

R= Research/ Information Processing

W= Workplace/ Job Preparedness

A resource selection committee for each content area will evaluate educational material

based on specific criteria including equity and readiness. The criteria checklist for this

curriculum adoption is included in the Appendix.

*Codes in this document will appear in the Facilitating Activities.


BASIC AND ESSENTIAL SKILLS

BASIC SKILLS

Those skills with lay the basis/foundation for all future learning:

� Reading

� Writing

� Math

� Problem solving

� Working with others

� Analytical skills

� Effective communication

ESSENTIAL SKILLS

Those skills which are vital to future learning (specific to each content area):

� Specific skills listed by grade level/course

� Scope/sequence

� Critical to mastery of the course

All content and skills of a curriculum document are classified as either

BASIC or ESSENTIAL according to the definitions set forth by the Rockwood

Curriculum and Instruction Department.



SCOPE AND SEQUENCE

6 7 8 9 10 11 12

6th

Grade Exploring FACS Life Skills

(quarter elective)

7th

& 8th

Grade FACS Life Skills I

(semester elective)

8th

Grade FACS Life Skills II

(semester elective)

Foods and Nutrition I

Foods and Nutrition II

Foods and Nutrition III

Culinary Arts I

Culinary Arts II

Fashion Construction I

Fashion Construction II

Fashion Construction III

Fashion Design and Merchandising

Child Development I

Child Development II

Family Relations

Housing and Interior Design

Personal Finance

Life After High School

6 7 8 9 10 11 12


Depth of Knowledge

Definition: Measurement of the degree to which the knowledge and skills elicited

from students on assessments are as complex as what students are expected to

know and do as stated in the curriculum/GLEs/Show-Me Standards.

Bloom’s to DOK Conversion Chart


Level One Activities Level Two Activities Level Three Activities Level Four Activities

Define cooking terms

Identify the basic parts

of a conventional sewing

machine

Research a career related

to the fashion industry

Relate the life cycle to

housing needs

Analyze the pros and

cons of renting verses

buying

Compare and contrast

guidance techniques

Distinguish between

situations in which

contamination and

cross contamination

occur

Critique various

resumes, determine

employability, and

write an essay

defending position

Investigate the different

patterns of conflict

resolution and decide

which would fit his/her

own style

Address body flaws by

designing and creating

a flattering fashion

Note: All facilitating activities are coded with a 1-4 for DOK

level.


Depth of Knowledge

Level One

Recall requires recall of information, such as a fact, definition, term, or

simple procedure, as well as performing a simple process or procedure.

Level 1 problems involve only one step. A student answering a Level 1 item

either knows the answer or does not: that is, the answer does not need to be

“figured out” or “solved.” The answer to the question is found verbatim in

the text.

Content Examples of Level 1 Depth of Knowledge

• Recall elements and details of story structure, such as sequence of

events, character, plot and setting

• Conduct basic mathematics calculations

• Label locations on a map

• Represent in words or diagrams a scientific concept or relationship

• Perform routine procedures like measuring length or using

punctuations marks correctly

• Describe the features of a place or people


Depth of Knowledge

Level Two

Skills and Concepts includes the engagement of some mental processing

beyond recalling or reproducing a response. The content knowledge or

process involved is more complex. These actions imply more than one

step. Level 2 activities include making observations and collecting data.

Content examples of Level 2 Depth of Knowledge

• Identify and summarize the major events in a narrative

• Use context clues to identify the meaning of unfamiliar words

• Solve routine multiple-step problems

• Describe the cause/effect of a particular event

• Identify patterns in events or behavior

• Formulate a routine problem given data and conditions

• Organize, represent and interpret data


Depth of Knowledge

Level Three

Strategic Thinking requires deep knowledge using reasoning,

planning, using evidence, and a higher level of thinking than the

previous two levels. The cognitive demands at Level 3 are more

complex and abstract than at Level 2. The multi-step task requires

more demanding reasoning skills. In most instances, requiring student

to explain their thinking is at Level 3. Other Level 3 activities include

drawing conclusions from observations; citing evidence and

developing a logical argument for concepts; explaining phenomena in

terms of concepts; and using concepts to solve non-routine problems.


• Support student thinking/ reasoning with details and examples

• Use voice appropriate to the purpose and audience

• Identify research questions and design investigations for a

scientific problem

• Develop a scientific model for complex situation

• Determine the author’s purpose and describe how it affects the

interpretation of a reading selection

• Apply a concept in other context


Depth of Knowledge

Level Four

Extended Thinking/Reasoning requires high cognitive demand and is

very complex. Students are required to make several connections- relate

ideas within the content area or among content areas – and have to select

or devise one approach among many alternatives on how the situation

can be solved. Performance assessments are open-ended / constructed

response type assessment activities requiring significant thought will be

Level 4.


• Conduct a project that requires specifying a problem, designing

and conducting an experiment, analyzing its data, and reporting

results/ solutions

• Apply mathematical model to illuminate a problem or situation

• Analyze and synthesize information from multiple sources

• Describe and illustrate how common themes are found across texts

from different cultures

• Design a mathematical model to inform and solve a practical or

abstract situation


CHILD DEVELOPMENT I

Semester Course ½ unit credit Grades 10-12

Prerequisite: None

Course Description: This course prepares students to examine issues that surround parenting. Units of study

include: responsibilities of parenthood, financial considerations, the reproductive

process, sexually transmitted diseases, family planning, birth defects, pregnancy,

childbirth and postpartum experiences. Students will also learn about the child’s growth

and development during newborn, infancy and toddler stages. Students are given the

opportunity to observe and interact through limited laboratory experiences.

Rationale: The state of children and the family structure in America give justification for teaching

child development to all secondary school students. The ability for people to effectively

parent is improved by their knowledge of child growth and development (Bigner, 1998).

Preparation for parenthood is enhanced through educational experiences for the mother

and father to-be. Research describes the positive effects knowledge of children’s needs

and development has on reducing the incidence of child abuse and neglect.

� Students who successfully complete Child Development I and Child Development II

with a grade of 80% or better in each class are eligible to receive three (3) hours of

college credit through the St. Louis Community College Tech Prep Program.

CCO #1 Students will formulate characteristics of positive parenting: identify parental

responsibilities and evaluate the impact of children on family resources.

(CA6, SS6, 1.2, 1.4, 1.8, 2.1, 2.3, 2.5, 3.1, 3.8, 4.7)

CCO #2 Students will examine parenting styles, guidance, discipline, and communication skills

with children that promote positive self-esteem and socially acceptable behavior. (HP2,

HP5, 1.5, 1.8, 2.1, 2.5, 3.2, 4.7)

CCO #3 Students will analyze health concerns of the mother and child during pre-pregnancy,

pregnancy, labor and delivery, and post-pregnancy. (HP1, HP5, SS6, 1.2, 1.4, 1.8, 2.1,

2.5, 3.2, 4.7) (HP1, HP5, SS6, 1.2, 1.4, 1.8, 2.1, 2.5, 3.2, 4.7)

CCO #4 Students will describe ways to guide physical, emotional, social, intellectual, and moral

development of children ages birth through three. (CA5, CA6, H/P2, SC3, SS6, 1.4, 1.6,

1.8, 2.3, 3.2, 3.3, 3.5, 4.1)


Child Development I CCO #1: Students will formulate characteristics of positive parenting: identify parental

responsibilities and evaluate the impact of children on family resources.

Child Development I CCO #1 Essential Content and Skills: Students will:

1. Discuss the importance of childhood and the study of Child Development.

a. Theorists

b. Areas of Development

c. Patterns of Development

d. Importance of play

e. Influences on development

2. Identify issues couples should consider before deciding on parenthood.

a. New responsibilities

b. Changes in lifestyle

c. Emotional adjustments

d. Changes in relationships

e. Rewards of parenthood

f. Desire for parenthood

g. Health considerations

h. Financial considerations

i. Substitute Care

3. Discuss societal trends that affect families

Child Development I CCO #1 Facilitating Activities: Students may:

1. Create personal theory of parenting. (3)

2. Observe play and determine its effects on various types of development. (3, 4)

3. Create a presentation depicting various changes people go when adjusting to

parenthood, including social and economic considerations. (3)

4. Brainstorm parental responsibilities. (1)

5. Interview new and experienced parents on their roles and responsibilities. (3)

Child Development I CCO #1 Application Level Assessment: Research the financial costs associated with child rearing and parenting.


Child Development I CCO #1 Application Level Assessment: Scoring Guide Research the financial costs associated with child rearing and parenting.

CATEGORY 4 3 2 1

Accuracy of

Cost

Cost of items is

realistic and accurate

Cost is fairly close to

what would be

realistic, may have

1-2 errors

Cost is somewhat

realistic, may have 3-5

errors.

Cost is not realistic and

has more than 5 errors.

Items Selected Items selected are

appropriate, all

essential items

included.

Items selected are

appropriate, 1-2

items missing.

Items selected may not

be appropriate, 3-5

items are missing.

Items selected are not

appropriate, more than

5 items are missing.

Reflection Excellent information

and easily followed,

thoroughly answered

questions with many

details

Acceptable

information given,

but somewhat

difficult to follow,

answered questions

with some detail

Some information

given, difficult to

follow, answered

questions with few

details

No explanation given

and impossible to

follow, no questions

answered


Child Development I CCO #2: Students will examine parenting styles, guidance, discipline, and communication skills

with children that promote positive self-esteem and socially acceptable behavior.

Child Development I CCO #2 Essential Content and Skills: Students will learn about:

1. Parenting Styles

2. Parenting Skills (including providing positive discipline)

3. Encouraging appropriate behavior

4. Communicating positively

5. Handling conflict

6. Child Abuse, Neglect, and Prevention

7. Consistency in dealing with inappropriate behavior

8. Developing self-esteem

9. Incorporate FCCLA components-leadership, teamwork, problem solving, and

community service.


1. Analyze how discipline has changed over time in relationship to the focus of

current parenting philosophies. (4)

2. Observe various guidance, discipline and communication techniques. (1)

3. Discuss the importance of consistency. (2)

4. Discuss the effects of parenting styles on developing self-esteem of children. (2)

5. Exhibit communications skills that promote positive self-esteem. (2)

6. Self evaluate using pre and post child abuse test. (4)

7. Explain types and signs of abuse and neglect. (1)

8. Investigate community resources for violence prevention, reporting, and

counseling. (3) (R)

Child Development I CCO #2 Application Level Assessment: Students will analyze, determine, and apply appropriate guidance techniques and/or

discipline through various presentation modes.


Child Development I CCO #2 Application Level Assessment: Scoring Guide Students will analyze, determine, and apply appropriate guidance techniques and/or

discipline through various presentation modes.

CATEGORY 4 3 2 1

Student

Assessment of

Problem

All

recommendations are

correct.

Some

recommendations are

correct.

Few recommendations

are correct.

None of the

recommendations are

correct.

Accuracy of

Interpretation

Well organized

thoughts with no

errors.

Generally organized

with few errors.

Somewhat organized

with some errors.

Unorganized content,

not appropriate.

Demonstration

of Knowledge

Demonstrates in-

depth understanding

of topic.

Demonstrates adequate

understanding of topic.

Demonstrates a fair

understanding of topic.

Lacks understanding of

topic.

Presentation of

Material

Excellent, all ideas

are clearly presented.

Very good, most ideas

are clearly presented.

Some ideas are clearly

presented.

Ideas are not clearly

presented.


Child Development I CCO #3: Students will analyze health concerns of the mother and child during pre-pregnancy,

pregnancy, labor and delivery, and post-pregnancy.

Child Development I CCO #3 Essential Skills and Content: Students will learn about:

1. Physiology of human reproduction

2. Sexually transmitted diseases

3. Abstinence

4. Teen Pregnancy

5. Family Planning

6. Infertility Options

7. Medical Care during Pregnancy

8. Development from conception through birth

9. Genetic and environment factors

10. Labor and delivery methods

11. Postnatal care


1. Evaluate guest speakers on STD’s, family planning and abstinence. (3)

2. Examine the physiology of the human reproductive system and the reproductive

process. (2)

3. Investigate and analyze the causes/effects of irresponsible sexual behavior. (3, 4)

4. Determine and analyze the implications and long-term effects of teenage

pregnancy. (3, 4)

5. Evaluate the correlation between proper prenatal care and fetal development. (2)

6. Research and prepare a birth defect project. (1, 2) (R)

7. Identify and explain the various stages of labor. (1)

8. Examine methods of delivery. (1)

9. Determine appropriate postnatal care and treatment. (2)

10. Evaluate guest speakers on prenatal development, labor and delivery, and

postnatal care. (3)

Child Development I CCO #3 Application Level Assessment: Research and prepare a written and/or oral presentation project related to the medical

needs of pregnancy.


Child Development I CCO #3 Application Level Assessment: Scoring Guide Research and prepare a written and/or oral presentation project related to the medical

needs of pregnancy.

CATEGORY 4 3 2 1

Research Demonstrates in-depth

understanding of

medical needs, many

details explained,

information completely

thorough and accurate

Demonstrates adequate

understanding of

medical needs, details

explained, information

mostly thorough and

accurate

Demonstrates a fair

understanding of

medical needs, some

information missing

Lacks understanding of

medical needs,

information not

covered

Effectiveness Presentation includes

all material needed to

gain a thorough

understanding of the

medical needs

Presentation includes

most material needed

to gain a thorough

understanding of the

medical needs, lacking

1-2 key elements

Presentation is missing

more than 2 key

elements

Presentation is lacking

several key elements.


Child Development I CCO #4: Students will describe ways to guide physical, emotional, social, and intellectual growth

of children ages birth through three.

Child Development I CCO #4 Essential Content and Skills: Students will learn about:

1. Newborn Care and Development

a. Newborn Tests

b. Infant Care Skills

c. Infant Safety

d. Physical Development

e. Social/Emotional Development

f. Intellectual Development

2. Development and Care of Children One to Three

a. Physical Development

b. Social/Emotional Development

c. Intellectual Development

d. Moral Development


1. Identify the needs of a newborn. (1)

2. Research, compare and contrast feeding options for newborns. (2) (R)

3. Research age appropriate toys for infants and toddlers. (2) (R)

4. Propose ways to optimize development through play. (3)

5. Identify fine and gross motor skills developed from birth through three. (1, 2)

6. Observe, record, and reflect on children’s interaction in various settings. (2, 3)

7. Produce a timeline for infant and toddler development. (3)

8. Plan, implement, and evaluate activities for infants and toddlers. (2, 3) (W)

9. Describe the relationship between the different areas of development. (2)

10. Classify developmental tasks and growth patterns of children. (1)

11. Describe roles and responsibilities when caring for children ages birth through

three. (1)

Child Development I CCO #4 Application Level Assessment: Participate and reflect on responsibilities of newborn care through use of an infant

simulator.


Child Development I CCO #4 Application Level Assessment: Scoring Guide Participate and reflect on responsibilities of newborn care through use of an infant

simulator.

CATEGORY 4 3 2 1

Care of Infant Excellent care given

to infant simulator;

with zero

neglects/abuse,

minimal crying time

Adequate care given to

infant simulator with

few neglects and no

abuse registered, some

crying time

Fair care of infant

simulator with some

neglect, 1 abuse

registered, some crying

time

Poor care of infant

simulator with

numerous neglects,

more than 1 count of

abuse registered,

excessive crying time.

Infant Care

Log

Infant care log

completely and

accurately filled out.

Infant care log mostly

complete, some

information missing or

inaccurate.

Infant care log

incomplete with some

incorrect information.

Infant care log

incomplete,

information not

accurate

Reflection Excellent information

and easily followed,

thoroughly answered

questions with many

details

Acceptable information

given, but somewhat

difficult to follow,

answered questions

with some detail

Some information

given, difficult to

follow, answered

questions with few

details

Explanation is

incomplete.

Evaluations Thoroughly

completed by both

student and parent.

Most information

completed by both

student and parent.

Some information

completed by both

student and parent.

Information not

completed by student

or parent.


SHOW-ME STANDARDS

THE SHOW-ME STANDARDS

Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the

Code of State Regulations, 5 CSR 50-375.100

PERFORMANCE (PROCESS) STANDARDS

GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to

gather, analyze and apply information and ideas.

Students will demonstrate within and integrate across all content areas the ability to

1.1 develop questions and ideas to initiate and refine research

1.2 conduct research to answer questions and evaluate information and ideas

1.3 design and conduct field and laboratory investigations to study nature and society

1.4 use technological tools and other resources to locate, select and organize information

1.5 comprehend and evaluate written, visual and oral presentations and works

1.6 discover and evaluate patterns and relationships in information, ideas and structures

1.7 evaluate the accuracy of information and the reliability of its sources

1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)

for analysis or presentation

1.9 identify, analyze and compare the institutions, traditions and art forms of past and present

societies

1.10 apply acquired information, ideas and skills to different contexts as students, workers,

citizens and consumers


communicate effectively within and beyond the classroom.


2.1 plan and make written, oral and visual presentations for a variety of purposes and

audiences

2.2 review and revise communications to improve accuracy and clarity

2.3 exchange information, questions and ideas while recognizing the perspectives of others

2.4 present perceptions and ideas regarding works of the arts, humanities and sciences

2.5 perform or produce works in the fine and practical arts

2.6 apply communication techniques to the job search and to the workplace

2.7 use technological tools to exchange information and ideas


SHOW-ME STANDARDS


recognize and solve problems.


3.1 identify problems and define their scope and elements

3.2 develop and apply strategies based on ways others have prevented or solved problems

3.3 develop and apply strategies based on one’s own experience in preventing or solving

problems

3.4 evaluate the processes used in recognizing and solving problems

3.5 reason inductively from a set of specific facts and deductively from general premises

3.6 examine problems and proposed solutions from multiple perspectives

3.7 evaluate the extent to which a strategy addresses the problem

3.8 assess costs, benefits and other consequences of proposed solutions

GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make

decisions and act as responsible members of society.


4.1 explain reasoning and identify information used to support decisions

4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the

United States

4.3 analyze the duties and responsibilities of individuals in societies

4.4 recognize and practice honesty and integrity in academic work and in the workplace

4.5 develop, monitor and revise plans of action to meet deadlines and accomplish goals

4.6 identify tasks that require a coordinated effort and work with others to complete those

tasks

4.7 identify and apply practices that preserve and enhance the safety and health of self and

others

4.8 explore, prepare for and seek educational and job opportunities


SHOW-ME STANDARDS

KNOWLEDGE (CONTENT) STANDARDS

Communication Arts

In Communication Arts, students in Missouri public schools will acquire a solid foundation that

includes knowledge of and proficiency in

CA 1 speaking and writing standard English (including grammar, usage, punctuation, spelling,

capitalization)

CA 2 reading and evaluating fiction, poetry and drama

CA 3 reading and evaluating nonfiction works and material (such as biographies, newspapers,

technical manuals)

CA 4 writing formally (such as reports, narratives, essays) and informally (such as outlines,

notes)

CA 5 comprehending and evaluating the content and artistic aspects of oral and visual

presentations (such as storytelling, debates, lectures, multimedia productions)

CA 6 participating in formal and informal presentations and discussions of issues and ideas

CA 7 identifying and evaluating relationships between language and culture

Fine Arts

In Fine Arts, students in Missouri public schools will acquire a solid foundation that includes

knowledge of

FA 1 process and techniques for the production, exhibition or performance of one or more of

the visual or performed arts

FA 2 the principles and elements of different art forms

FA 3 the vocabulary to explain perceptions about and evaluations of works in dance, music,

theater and visual arts

FA 4 interrelationships of visual and performing arts and the relationships of the arts to other

disciplines

FA 5 visual and performing arts in historical and cultural contexts

Health/Physical Education

In Heath/Physical Education, students in Missouri public schools will acquire a solid foundation

that includes knowledge of

HP 1 structures of, functions of, and relationships among human body systems

HP 2 principles and practices of physical and mental health (such as personal health habits,

nutrition, stress management)

HP 3 diseases and methods for prevention, treatment and control

HP 4 principles of movement and physical fitness

HP 5 methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as

violence, tobacco, alcohol and other drug use)

HP 6 consumer health issues (such as the effects of mass media and technologies on safety

and health

HP 7 responses to emergency situations


SHOW-ME STANDARDS

Mathematics

In Mathematics, the students in Missouri public schools will acquire a solid foundation that

includes knowledge of

MA 1 addition, subtraction, multiplication and division; other number sense, including

numeration and estimation; and the application of these operations and concepts in the

workplace and other situations

MA 2 geometric and spatial sense involving measurement (including length, area, volume),

trigonometry, and similarity and transformations of shapes

MA 3 data analysis, probability and statistics

MA 4 patterns and relationships within and among functions and algebraic, geometric and

trigonometric concepts

MA 5 mathematical systems (including real numbers, whole numbers, integers, fractions),

geometry, and number theory (including primes, factors, multiples)

MA 6 discrete mathematics (such as graph theory, counting techniques, matrices)

Science

In Science, students in Missouri public schools will acquire a solid foundation that includes

knowledge of

SC 1 properties and principles of matter and energy

SC 2 properties and principles of force and motion

SC 3 characteristics and interactions of living organisms

SC 4 changes in ecosystems and interactions of organisms with their environments

SC 5 processes (such as plate movement, water cycle, airflow), and interactions of Earth’s

biosphere, atmosphere, lithosphere and hydrosphere

SC 6 composition and structure of the universe and the motions of the objects within it

SC 7 processes of scientific inquiry (such as formulating and testing hypotheses)

SC 8 impact of science, technology and human activity on resources and the environment

Social Studies

In Social Studies, students in Missouri public schools will acquire a solid foundation that

includes knowledge of

SS 1 principles expressed in the documents shaping constitutional democracy in the United

States

SS 2 continuity and change in the history of Missouri, the United States and the world

SS 3 principles and processes of governance systems

SS 4 economic concepts (including productivity and the market system) and principles

(including the laws of supply and demand)

SS 5 the major elements of geographical study and analysis (such as location, place,

movement, regions) and their relationships to changes in society and environment

SS 6 relationships of the individual and groups to institutions and cultural traditions

SS 7 the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

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