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LANGUAGE ARTSGRADE FIVE

January 2005 Nye County School District

LANGUAGE ARTS~GRADE FIVE~(Continued)

~~~~~ LANGUAGE ARTS STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Students know and use word analysis skills and strategies to comprehend new

words encountered in text.2.0 Students use reading process skills and strategies to build comprehension.3.0 Students read to comprehend, interpret, and evaluate literature from a variety of

authors, culture and times.4.0 Students read to comprehend, interpret, and evaluate informational texts for

specific purposes.5.0 Students write a variety of texts that inform, persuade, describe, evaluate, or tell a

story and are appropriate to purpose and audience.6.0 Students write with clear focus and logical development, evaluating, revising and

editing for organization, style, tone and word choice.7.0 Students write using standard English grammar, usage, punctuation,

capitalization, and spelling.8.0 Students listen to and evaluate oral communications for content, style, speaker’s

purpose, and audience appropriateness.9.0 Students speak using organization, style, tone, voice, and media aids appropriate

to audience and purpose.10.0 Students participate in discussions to offer information, clarify ideas, and support a

position.11.0 Students formulate research questions, use a variety of sources to obtain

information, weigh the evidence, draw valid conclusions, and present findings.

~~~~~ ESSENTIAL CONCEPTS, SKILLS, AND EXPERIENCES ~~~~~

WORD ANALYSIS AND DECODINGIt is expected that students will:(5) 1.2 Use phonics, grammar, and syntax to determine the meaning of words. (5) 1.3 Know roots and affixes from Greek and Latin and use to analyze meaning.(5) 1.4 Use dictionaries and glossaries to determine meaning and features of words.(5) 1.5 Use context clues to determine the meaning of unknown words.

January 2005 Nye County School DistrictGRADE FIVE - Page 1


READING PROCESS SKILLS AND STRATEGIESIt is expected that students will:(5) 2.3 Identify main ideas, fact and opinion, or cause and effect; summarize and draw

conclusions. (5) 2.4 Use summarizing, note-taking, outlining to comprehend information.

LITERATUREIt is expected that students will:(5) 3.1 Identify the main problem or conflict and explain how it is resolved. (5) 3.2 Make inferences about characters’ traits; predict conflicts and resolutions. (5) 3.4 Compare stated and implied themes in a variety of works. (5) 3.5 Identify/interpret figurative language (simile, metaphor, personification). (5) 3.7 Understand purpose/structure of genre (stories, plays, poetry, nonfiction).

INFORMATIONAL TEXTIt is expected that students will:(5) 4.1 Use knowledge of format, graphics, sequence, diagrams, and charts.(5) 4.2 Discern main idea and supporting evidence. (5) 4.3 Read to evaluate new information and hypotheses by comparing them to unknown

information and ideas. Interpret information in new context. (5) 4.4 Draw conclusions and make inferences supported by textual evidence. (5) 4.5 Interpret the authors’ purpose in advertisements and public documents. (5) 4.6 Read and follow multi-step directions in order to complete tasks.

WRITING GENREIt is expected that students will:(5) 5.1 Write informative papers that develop a clear topic with supporting details. (5) 5.2 Write organized friendly/business letters for specific audience/purpose. (5) 5.4 Write responses to literature that support judgments with text examples. (5) 5.5 Write summaries of oral and written stories. (5) 5.6 Write short essays; speculate on cause/effect or offer persuasive evidence.

COMPOSITION SKILLSIt is expected that students will:(5) 6.3 Write paragraphs and essays with main ideas, supporting details and state a

conclusion.

CONVENTIONS OF ENGLISHIt is expected that students will:(5) 7.1 Identify/use pronoun case, comparative and superlative modifiers, verb tense,

subject-verb agreement, and verbs that are often misused (lie/lay).



(5) 7.2 Identify/use prepositional phrases, appositives, transitions, conjunctions. (5) 7.3 Use colons to introduce a list, between hour and minute; use quotation marks

around words of speaker and names of poems, songs, and short stories. (5) 7.4 Use rules of capitalization (names and titles, dates and holidays, place names,

organizations and groups, first word of a sentence, first word of a quotation, pronoun “I”, salutation/close of letter).

(5) 7.5 Spell correctly frequently used words, especially roots and suffixes. (5) 7.7 Punctuate end-of-sentence, initials, abbreviations, city & state, dates, items in

series, letter salutation/closing, apostrophes (contractions, possessives).

LISTENING SKILLSIt is expected that students will:(5) 8.1 Identify speaker viewpoint and distinguish fact from opinion. (5) 8.2 Identify persuasive speaking techniques, and provide feedback to speaker.

SPEAKING SKILLSIt is expected that students will:(5) 9.3 Give organized reports that demonstrate a clear point of view. (5) 9.5 Give multi-step directions to complete a task.

DISCUSSIONIt is expected that students will:(5) 10.1 Participate in discussions as a contributor and leader. (5) 10.2 Ask and answer questions to clarify or extend ideas. (5) 10.4 Compare and contrast ideas and viewpoints of several speakers.

RESEARCH & STUDY SKILLSIt is expected that students will:(5) 11.1 Formulate research questions; establish a focus and purpose for inquiry. (5) 11.2 Select information from multiple resources to answer questions. (5) 11.4 Record information using note taking and organizational formats.



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~LANGUAGE ARTS

GRADE FIVE READING WRITING LISTENING & SPEAKING RESEARCH

SEPTEMBER 2.5.1 6.5.1 10.5.12.5.2 6.5.5 10.5.2

7.5.4 10.5.3

OCTOBER 1.5.2 5.5.4 8.5.1 11.5.21.5.5 6.5.2 8.5.32.5.3 6.5.3 9.5.1

7.5.1

NOVEMBER 1.5.3 4.5.1 5.5.31.5.4 4.5.4 6.5.42.5.32.5.43.5.3

DECEMBER 2.5.5 5.5.2 11.5.43.5.1 5.5.63.5.5 7.5.3

JANUARY 3.5.6 4.5.6 5.5.1 8.5.2 11.5.13.5.7 7.5.2 8.5.4 11.5.34.5.1 9.5.24.5.4 9.5.54.5.5 10.5.4

FEBRUARY 2.5.3 5.5.54.5.2 6.5.64.5.3

MARCH 6.5.7 9.5.3 11.5.5

APRIL

MAY

JUNE

ONGOING

OTHER CONTENT AREAS



~~~~~ TEXTBOOK CORRELATION ~~~~~

Grades K-5 adopted Language Arts/Reading Textbook: Literature Works; Silver Burdett Ginn.

Language Arts Textbook Correlation is a work in progress - estimated completion date is 2004/2005 school year.



~~~~~ NCSD LANGUAGE ARTS CURRICULUM ~~~~~

LANGUAGE ARTS CURRICULUMGrade Five

By the end of Grade 5, students know and are able to do everything required in the previous grade and:

BENCHMARKS DESCRIPTIONS STRANDS

1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text.

READING

1.5.2 Use knowledge of phonics, structural elements, grammar, and syntax to read and to determine the meaning of unfamiliar words in context.

Phonics

1.5.3 Identify and use the meaning of high frequency Greek- and Latin- derived roots and affixes to determine the meaning of words.

Word Attack

1.5.4 Use dictionaries and glossaries to find word origins to determine meanings of unknown words.

Context and Connotation

1.5.5 Use context clues such as restatement, definitions, and examples to determine the meaning of unknown words.

Syntax and Literary Allusion

2.0 Students use reading process skills and strategies to build comprehension.

READING

2.5.1 Select and apply pre-reading strategies that enhance comprehension such as making a plan for reading, assessing prior knowledge, choosing a graphic organizer, and selecting reading rate.

Pre-Reading Strategies

2.5.2 Apply self-correcting strategies to gain meaning from text. During Reading-Repairing

Comprehension2.5.3 Select and use a variety of skills and strategies during reading such as

identifying main ideas, identifying fact and opinion or cause and effect, verifying predictions, summarizing, paraphrasing, and drawing conclusions to aid comprehension.

During Reading-Strategies

2.5.4 Clarify understanding of text by note taking, outlining, and completing a graphic organizer, summarizing, and writing a report.

After Reading–Expanding

Comprehension2.5.5 Adjust reading rate to suit reading purpose and difficulty of text. Adjusting

Reading Rate3.0 Students read to comprehend, interpret, and evaluate literature

from a variety of authors, cultures, and times.READING

3.5.1 Distinguish main incidents of a plot that lead to the climax, and explain how the problem or conflict is resolved.

Literary Elements

3.5.2 Make inferences supported by the text about characters’ traits and motivations.

Inferences and Predictions

3.5.3 Identify historical events and cultural contexts as portrayed in literature. Historical/ Cultural Context

3.5.4 Compare stated and implied themes in a variety of works. Theme3.5.5 Locate and interpret figurative language, including simile, metaphor,

and personification in text.Stylistic Devices

3.5.6 Describe how authors’ writing styles influence reader response. Author’s Use of Stylistic Devices to Achieve Purpose

3.5.7 Describe differences in purpose and structure among stories, plays, Genres



poetry, and non-fiction selections. 4.0 Students read to comprehend, interpret and evaluate

informational texts for specific purposes.READING

4.5.1 Use knowledge of format, graphics, sequence, diagrams, illustrations, charts, and maps to comprehend text.

Text Features

4.5.2 Clarify and connect main ideas and concepts and identify their relationship to other sources and related topics.

Rhetorical Strategies

4.5.3 Read to evaluate new information and hypotheses by comparing them to know information and ideas.

Location of Information

4.5.4 Draw conclusions and make inferences about texts supported by textual evidence and experience.

Evaluation of Logic

4.5.5 Identify authors’ ideas and purposes in texts including advertisements and public documents.

Effects of Author’s Purpose

and Context4.5.6 Read and follow multi-step directions in order to perform procedures

and complete tasks.Directions

Engage in sustained silent reading.

1.5.6.1Technology:Describe and use the file management software of a computer.


5.0 Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.

WRITING

5.5.1 Write informative papers that develop a clear topic with appropriate facts, details, and examples from a variety of sources.

Information

5.5.2 Write well-organized communications such as friendly or business letters in an appropriate format for a specific audience and purpose.

Personal/ Business

5.5.3 Write a narrative or story that develops a plot or sequence and uses “showing” rather than “telling” details to describe the setting, characters, and events of the story.

Narration

5.5.4 Write responses to literary selections by supporting ideas with selected examples.

Literary Analysis

5.5.5 Write summaries of oral and written stories. Summary5.5.6 Write short expository text that speculates on causes and effects and

offer simple persuasive evidence.Exposition

6.0 Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

WRITING

6.5.1 Generate ideas for future writing through activities such as clustering, brainstorming, and listening to and following story models.

Prewriting

6.5.2 Organize ideas through activities such as outlining, listing, webbing, and mapping.

Organizing

6.5.3 Write paragraphs and compositions with main ideas that are supported by details and state a conclusion.

Drafting

6.5.4 Revise compositions to improve the meaning and focus of writing by adding, deleting, clarifying, and rearranging words and sentences.

Revising

6.5.5 Edit for use of standard English. Editing6.5.6 Produce writing with a voice that shows awareness of an intended

audience and purpose.Recognizing

Audience6.5.7 Share final drafts with a designated audience. Sharing



7.0 Students write using English grammar, usage, punctuation, capitalization, and spelling.

WRITING

7.5.1 Identify and correctly use pronoun case, comparative and superlative modifiers and often-misused verbs such as lie/lay, sit/set, and rise/raise in writing.

Grammar/ Usage

7.5.2 Identify and write prepositional phrases, appositives, and independent clauses; use transitions and conjunctions to elaborate ideas.

Sentence Structure

7.5.3 Use colons to introduce a list; use quotation marks around exact words of speakers and names of poems, songs, and short stories.

Punctuation

7.5.4 Use rules of capitalization. Capitalization7.5.5 Use correct spelling of frequently used words with special attention to

roots, suffixes and prefixes.Spelling

7.5.7 Punctuate end-of-sentence, initials, abbreviations, city & state, dates, items in series, letter salutation/closing, apostrophes (contractions, possessives).Use legible cursive writing Cursive Writing

3.5.1

3.5.2

3.5.3

Technology:Using basic formatting techniques, type, edit and print a document including a graphic.

Create a database with predefined fields, enter data for multiple records, and print reports based on sort query using ascending and descending order.

Construct a guided spreadsheet containing appropriate labels, values, formulas, and simple functions


8.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.

LISTENING & SPEAKING

8.5.1 Interpret a speaker’s verbal and non-verbal, messages, purposes, and viewpoint; distinguish fact from opinion.

Message

8.5.2 Identify the intent of persuasive speaking techniques, evaluate a speaker’s delivery using given criteria and provide constructive feedback.

Content

8.5.3 Identify and describe language and dialect usage that varies in different contexts, regions, and cultures.

Language

8.5.4 Follow multi-step oral directions to complete a task. Following Directions

9.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

LISTENING & SPEAKING

9.5.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

Vocabulary Choice

9.5.2 Select and use appropriate public speaking techniques such as gestures, facial expressions, posture, speaking rate/pace, and enunciation.

Public Speaking Techniques

9.5.3 Give organized reports that demonstrate a clear point of view and incorporate multi-media aids as needed for enhancement.

Types of Speeches

9.5.5 Give multi-step directions to complete a task. Giving Directions10.0 Students participate in discussions to offer information, clarify

ideas, and support a position. LISTENING &

SPEAKING10.5.1 Participate in conversations and group discussions as a contributor and Conversations and



leader. Group Discussion10.5.2 Ask and answer questions to clarify or extend ideas. Examination of

Evidence10.5.3 Share ideas, opinions, and information with a group, choosing language

that communicates messages clearly and effectively.Group Protocol

10.5.4 Compare and contrast ideas and viewpoints of several speakers. Evaluation

3.5.4Technology:Create a multimedia document or presentation using text, graphics, and/or sound.


11.0 Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

RESEARCH

11.5.1 Formulate research questions and establish a focus and purpose for inquiry.

Choosing a Research Topic

11.5.2 Select information from multiple resources to answer questions. Locating Information

11.5.3 List sources used in research. Documenting Sources

11.5.4 Record information using given note-taking and organizational formats. Recording Information

11.5.5 Present research findings using charts, maps, or graphs with written text.

Presenting Research Findings

Demonstrate ability to use alphabetization. Alphabetizing

5.5.1

5.5.2

5.5.3

5.5.4

5.5.5

5.5.6

5.5.7

Technology:Select a research topic or define a problem with possible outcomes using technology tools.

Generate keywords for a research topic or problem and conduct a search of electronic-based sources.

Select information from a variety of remote resources for a research topic or problem exploring hyperlinks.

Use an organizational format to arrange information for presentation or decision-making.

Demonstrate an understanding of intellectual property and identify source and content of information collected.

Generate a list of sources.

Summarize the research process and its outcome.


HEALTHGRADE FIVE


HEALTH~GRADE FIVE~(Continued)

~~~~~ HEALTH STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Students will comprehend concepts related to health promotion/disease

prevention.2.0 Students will demonstrate the ability to access valid health information and health-

promoting products and services.3.0 Students will demonstrate the ability to practice health-enhancing behaviors and

reduce health risks.4.0 Students will analyze the influence of culture, media, technology, and other factors

on health.5.0 Students will demonstrate the ability to use interpersonal communication skills to

enhance health.6.0 Students will demonstrate the ability to use goal-setting and decision-making skills

to enhance health.7.0 Students will demonstrate the ability to advocate for personal, family, and

community health.


PERSONAL HEALTH AND FITNESSIt is expected that students will:(5) 1.1 Explain the relationship between positive health behaviors and the prevention of

injury, illness, disease, and premature death [NS 1.5.1].(5) 1.2 List consequences of harassment, fighting, and intimidation [NS 3.5.1A].(5) 1.3 Demonstrate anger management techniques [NS 3.5.1B].(5) 1.4 Compare and contrast factors responsible for differences in health behavior and

health services in different cultures [NS 4.5.1].(5) 1.5 Demonstrate a collaborative decision-making process to resolve health issues and

problems that includes an examination of alternatives and consequences [NS6.5.1A].

(5) 1.6 Set an individual health goal and identify the steps necessary to achieve it [NS6.5.1B].



GROWTH AND DEVELOPMENTIt is expected that students will:(5) 2.1 Name and explain the stages of growth and development (e.g., growth rate, levels

of autonomy and responsibility) [NS 1.5.2].(5) 2.2 Identify the functions of the cardiovascular and respiratory systems (e.g., heart,

lungs, arteries, veins, and blood) and the effects of exercise on the systems.(5) 2.3 Describe the immune system and how it may be affected (e.g., HIV).(5) 2.4 Identify the function and inter-relationship of cells, tissues, major organs, and body

systems.

NUTRITIONIt is expected that students will:(5) 3.1 Identify the key nutrients and the relationship of a balanced diet and these

nutrients to health [NS 1.5.3].(5) 3.2 Describe the need for including fiber in the diet and limiting salt, sugar, and fat

intakes.

SUBSTANCE ABUSE PREVENTIONIt is expected that students will:(5) 4.1 Describe how family, peers and information influence the use, misuse, and abuse

of drugs [NS 1.5.4].(5) 4.2 Demonstrate refusal skills and ways to seek assistance [NS 3.5.2].(5) 4.3 Identify methods and sources for seeking protection and abuse prevention.(5) 4.4 Identify the general effects of drugs on various body systems.

SAFETYIt is expected that students will:(5) 5.1 Explain accepted procedures for personal safety when confronted with violence or

other hazards [NS 1.5.5].(5) 5.2 Distinguish between safe and risky/harmful behaviors [NS 3.5.3].(5) 5.3 Identify and describe safety measures to practice at home, at school, and in the

neighborhood.(5) 5.4 Refine skills and strategies for solving interpersonal conflicts without harming self

and others [NS 5.5.2].

DISEASE PREVENTIONIt is expected that students will:(5) 6.1 Describe the relationship of behaviors, pathogens, genetic history, and other

factors to disease prevention [NS 1.5.6].(5) 6.2 Identify community sources that provide preventive health care (e.g.,

organizations, locations, and services) [NS 2.5.1].(5) 6.3 Demonstrate strategies to manage stress [NS 3.5.4].



(5) 6.4 Describe ways technology can influence health and chronic disease [NS 4.5.2].(5) 6.5 Predict how decisions regarding health behaviors have consequences for self and

others [NS 6.5.2].(5) 6.6 Describe “universal precaution” policy.

COMMUNITY/CONSUMER HEALTHIt is expected that students will:(5) 7.1 Identify programs designed to promote community health [NS 1.5.7].(5) 7.2 Describe situations requiring professional health services [NS 2.5.2].(5) 7.3 Perform basic safety, first aid, and life-saving techniques (e.g., Heimlich maneuver

and CPR) [NS 3.5.5].(5) 7.4 Analyze how stated and implied messages from media influence health behaviors

(e.g., persuasive advertising techniques) [NS 4.5.3].(5) 7.5 Explain when to ask for assistance in making health-related decisions and setting

health goals [NS 6.5.3].(5) 7.6 Demonstrate the ability to work independently when promoting health for self and

others [NS 7.5.1A].(5) 7.7 Encourage others to make healthy choices [NS 7.5.1B].

ENVIRONMENTAL HEALTHIt is expected that students will:(5) 8.1 Explain the relationship of the environment to positive health behaviors and the

prevention of injury, illness, disease, and premature death [NS 1.5.8].



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~HEALTH (Health mapping will be added at a later date)

GRADE FIVE ?? ?? ?? ??SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

ONGOING

OTHER CONTENT AREAS




NCSD Adopted Curriculum for Grades GRADE FIVE thru Five: Know Your Body; Kendal/Hunt Publishing Company.

Health Textbook Correlation will be added at a later date


LIBRARYGRADE FIVE


LIBRARY~GRADE FIVE~(Continued)

~~~~~ LIBRARY STANDARDS ~~~~~

Nevada Standards

GRADES K-5By the end of fifth grade:

1. Students know stories can be communicated in oral, written, or a variety of multi-media formats.

2. Students understand how folklore, mythology, and literature reflect the lives and beliefs of individuals from various cultures.

3. Students evaluate and select reading materials to meet individual needs.4. Students evaluate the quality of literature.5. Students identify an information need and use the appropriate information

retrieval process to locate and synthesize information.6. Students use available technology to implement the information retrieval

process.7. Students understand the technological information retrieval process is in a

constant state of change.

GRADE FIVETo meet these standards, GRADE FIVE students will:

* identify and discuss various genres of literature, including novel, short story, drama, poetry, folklore, and non-fiction

* describe selected authors and their works and evaluate the quality of their writing

* locate information within non-fiction and reference books by utilizing guide words, headings, subheadings, index, and table of contents

* apply critical thinking skills to evaluate located information and create a learning product

* evaluate the quality of a completed learning product and the effectiveness of the information retrieval process


LITERARY APPRECIATIONIt is expected that students will:(5) 1.1 Compare and contrast the various genres of literature.

a. mythologyb. short storiesc. dramad. poetry



e. fictionf. non-fiction

(5) 1.2 Read and discuss multicultural books that reflect the heritage and traditions of groups within the United States.

(5) 1.4 Identify different forms of authorship.a. retellerb. editorc. compilerd. publisher

(5) 1.5 Compare and contrast the quality of writing of various authors

INFORMATION RETRIEVALIt is expected that students will:(5) 2.6 Define an informational need.(5) 2.6 Utilize the library catalogs, on-line sources, and CD ROMs to find appropriate

resources by conducting author, title, subject, keyword, and Boolean searches.(5) 2.6 Utilize guide words, headings, subheadings, and thesis sentences of a paragraph

to locate information within a source.(5) 2.6 Take notes using information sources.(5) 2.6 Prepare a bibliography.(5) 2.6 Integrate and organize information from a variety of sources.(5) 2.7 Apply critical thinking skills to evaluate information obtained.(5) 2.7 Evaluate the information products.(5) 2.7 Evaluate the information retrieval process.



~~~~~CURRICULUM MAP OVERVIEW ~~~~~ LIBRARY (Library mapping will be added at a later date)

GRADE FIVE ??? ??? ??? ???SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

ONGOING

OTHER CONTENT AREAS


MATHEMATICSGRADE FIVE


MATHEMATICS~GRADE FIVE~(Continued)

~~~~~ MATHEMATICS STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 To solve problems, communicate, reason, and make connections within and

beyond the field of mathematics, students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions.

2.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations.

3.0 To solve problems, communicate, reason and make connections within and beyond the field of mathematics, students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements.

4.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will identify, represent, explain, verify, and apply spatial relationships and geometric properties.

5.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections.

6.0 Students will develop their ability to solve problems by engaging in developmentally appropriate problem solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts in order to: formulate their own problems; find solutions to problems from everyday situations; develop and apply strategies to solve a wide variety of problems; and integrate mathematical reasoning, communication and connections.

7.0 Students will develop their ability to communicate mathematically by solving problems in which there is a need to obtain information from the real world through reading, listening, and observing in order to: translate this information into a mathematical language and symbols; process this information mathematically; present results in written, oral and visual formats.

8.0 Student will develop their ability to reason mathematically by solving problems in which there is a need to investigate significant mathematical ideas and construct their own learning in all content areas in order to justify their thinking; reinforce and extend their logical reasoning abilities; reflect on and clarify their own thinking and ask questions to extend their thinking.

9.0 Students will develop the ability to make mathematical connections by solving problems in which there is a need to view mathematics as an integrated whole, identifying relationships between context strands, and integrating mathematics with other disciplines, allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics.




NUMBERS, NUMBER SENSE, AND COMPUTATIONIt is expected that students will:(5) 1.1 Use and apply multiplication and division facts through 12’s. (5) 1.2 Add, subtract, multiply, divide whole numbers, and apply to practical situations. (5) 1.3 Use order of operations to solve problems. (5) 1.4 Add and subtract decimals (same number of decimal places); multiply and divide

decimals by whole numbers in practical applications. (5) 1.5 Multiply, divide multi-digit number by 2-digit number, including strategies for

powers of 10.(5) 1.6 Compare and order negative numbers within the context of everyday happenings

(e.g., temperature) and plot those numbers on a number line. (5) 1.7 When rounding, identify which place value will be most helpful in estimating an

answer and determine the reasonableness of the answer. (5) 1.8 Use and identify place value. (5) 1.9 Use models and drawings to identify, compare, add, and subtract fractions with

like denominators and to add and subtract decimals; use both to solve problems. (6) 1.9 Add and subtract fractions with like denominators.

PATTERNS, FUNCTIONS, & ALGEBRAIt is expected that students will:(5) 2.3 Using whole numbers as a replacement set, find solution to inequalities such as 8

+ 4 > n. (5) 2.4 Use variables in open sentences and describe simple functions and relationships. (5) 2.5 Generate number sequences given the first term and any basic computation rule

(e.g., given a 4 and the rule of add 6, 10, 16, 22, 28, …). (5) 2.7 Solve simple equations using a variety of methods, (inverse operations, mental

math, estimate and verify). (3) 2.4 Use and interpret operational and relational symbols.

MEASUREMENTIt is expected that students will:(5) 3.3 Estimate measure of length, volume, capacity, quantity, and weight,

communication degree of accuracy needed and when a more precise measure is required.

(5) 3.4 Determine totals and change due for monetary amounts in problem-solving situations.

(5) 3.5 Communicate the difference between perimeter and area. (5) 3.6 Identify equivalent periods of time, including relationships between and among

seconds, minutes, hours, days, months, and years, (e.g., 60 sec = 1 min.).



SPATIAL RELATIONSHIPS & GEOMETRYIt is expected that students will:(5) 4.1 Draw, classify triangles according to their properties (right, scalene, obtuse,

equilateral); identify, draw circles, parts of circles, describing the relationships between various parts (central angle, arc, diameter).

(5) 4.2 Identify shapes that have congruence, similarity, and/or symmetry using transformation motions: translation/slide, rotation/turn, reflection/flip, enlargement/reduction.

(5) 4.3 On a grid, locate a given point or locate points of given coordinates in the first quadrant.

(5) 4.4 Identify and classify 2- and 3-dimensional figures by properties: number of vertices (corners), edges, shapes of faces; identify/predict effects of combining, dividing, and changing shapes.

(5) 4.6 Identify, describe, define, and draw geometric figures including points, intersecting perpendicular and parallel lines, line segments, rays, angles, and planes.

DATA ANALYSISIt is expected that students will:(5) 5.1 Collect, read, and interpret data using a variety of graphic representations: tables,

line plots, stem and leaf plots, scatter plots, histograms; use data to draw and explain conclusions and predictions.

(5) 5.4 Model and then compute measures of central tendency including mean, median, and mode.

PROBLEM SOLVINGIt is expected that students will:(5) 6.5 Verify, interpret, and evaluate results, determining an efficient strategy for the

given situation. (5) 6.7 Apply multi-step, integrated, mathematical problem solving strategies. (5) 6.10 Interpret and solve problems by paraphrasing, identifying necessary and

extraneous information, selecting and justifying efficient methods and or strategies, and ensuring the answer is reasonable.

MATHEMATICAL COMMUNICATIONIt is expected that students will:(5) 7.5 Identify and translate key words and phrases that imply mathematical operations. (5) 7.8 Use physical material, diagrams, and tables, to represent and communicate

mathematical ideas. (5) 7.16 Express mathematical ideas and use them to define, compare, and solve

problems orally and in writing.



MATHEMATICAL REASONINGIt is expected that students will:(5) 8.2 Justify answers and the steps taken to solve problems with and without

manipulatives and models. (5) 8.4 Use patterns, relationships to analyze problems; draw logical conclusions about

problems. (5) 8.6 Apply inductive and deductive reasoning in solving problems. (5) 8.9 Determine relevant, irrelevant, and/or sufficient information to solve mathematical

problems. (5) 8.11 Identify trends; understand underlying and functional relationships; generate or

draw conclusions.

MATHEMATICAL CONNECTIONSIt is expected that students will:(5) 9.3 Use models to explain the relationship of concepts to procedures; read and

interpret charts and graphs. (5) 9.8 Identify, explain and use mathematics in everyday life.



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~Math mapping is not required


OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

ONGOING

OTHER CONTENT AREAS




SAXON PUBLISHERS Math 65: An Incremental Development 2001correlated to

Nevada Mathematics Standards

Grade 5

Numbers, Number Sense, and ComputationContent Standard 1.0: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will accurately calculate, use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions.

By the end of Grade 5, students know and are able to do everything required in previous grades and:

1.5.1 Immediately recall and use multiplication and corresponding division facts through 12's.PE/TE: 58, 59, 60, 61, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80,

81, 82, 83, 84, 85, 86, 91, 92, 93, 95, 96, 99, 100, 103, 104, 105, 110, 111, 112, 113, 114, 115, 119, 122, 136, 140, 164, 181, 188, 215, 219, 222, 230, 238, 239, 241, 242, 243, 254, 302, 304, 307, 311, 319, 323, 327, 331, 335, 343, 347, 351, 354, 363, 372, 384, 387, 388, 390, 391, 395, 398, 414, 426, 433, 441, 448, 450, 451, 462, 468, 471, 483, 492, 495, 501, 505, 518, 550, 551, 553, 553

1.5.2 Generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations.PE/TE: 20, 21, 22, 29, 34, 35, 38, 40, 41, 42, 47, 51, 56, 60, 62, 63, 64, 65, 72, 75,

79, 81, 82, 83, 86, 89, 93, 95, 99, 100, 102, 103, 104, 106, 110, 114, 115, 118, 125, 131, 132, 135, 139, 143, 147, 150, 155, 163, 171, 175, 180, 184, 187, 191, 196, 199, 202, 208, 210, 233, 235, 237, 246, 253, 263, 267, 286, 294, 295, 303, 307, 310, 311, 346, 348, 350, 357, 362, 379, 390, 393, 397, 508

1.5.3 Use order of operations to solve problems.PE/TE: 91, 92, 95, 122, 123, 130, 136, 144, 164, 169, 176, 192, 196, 203, 211, 215,

243, 257, 261, 280, 347, 351, 372, 407, 462, 512



1.5.5 Multiply and divide multi-digit numbers by 2-digit numbers, including powers of 10.PE/TE: 112, 113, 114, 115, 119, 120, 122, 125, 129, 130, 132, 136, 144, 151, 159,

165, 172, 181, 189, 216, 217, 219, 222, 225, 230, 231, 232, 233, 234, 236, 239, 243, 247, 351, 257, 259, 260, 264, 268, 272, 292, 296, 299, 308, 311, 312, 319, 323, 335, 339, 347, 351, 535, 539, 541, 542, 547

1.5.6 Compare and order negative numbers within the context of everyday happenings (e.g., temperature) and plot those numbers on a number line.PE/TE: 519, 520, 521

1.5.7 When rounding, identify which place value will be most helpful in estimating an answer and determine the reasonableness of the answer.

The opportunity to address this objective is available on the following pages:PE/TE: 127, 128, 130, 132, 133, 136, 137, 141, 143, 145, 147,149, 151, 155, 157,

164,165, 169, 170, 173, 180, 185, 188, 189, 191, 193, 197, 203, 204, 208, 210, 212, 222, 225, 232, 246, 254, 257, 263, 267, 272, 278, 350, 366, 406, 466, 535, 542

1.5.8 Use and identify place value.PE/TE: 8, 9, 10, 14, 18, 24, 25, 27, 31, 70, 93, 115, 199, 201, 202, 203, 206, 220,

221, 222, 233, 236, 239, 243, 247, 265, 266, 267, 268, 279, 281, 282, 285, 289, 290, 291, 295, 299, 303, 318, 322, 371, 429, 432, 438, 439, 440, 447, 461, 538, 539

1.5.9 Use models and drawings to identify, compare, add, and subtract fractions with like denominators and to add and subtract decimals; use both to solve problems.PE/TE: 137, 138, 139, 149, 150, 157, 158, 165, 166, 167, 168, 174, 175, 178, 324,

325, 330, 332, 333, 334, 336, 337, 338, 339, 368, 369, 370

Patterns, Functions, and AlgebraContent Standard 2.0: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations.


2.5.1 Identify, describe, and explain patterns and relationships in the number system (e.g.,



formed by triangular numbers, perfect squares, arithmetic and geometric sequences) using concrete materials, paper and pencil, and calculators.PE/TE: 1, 2, 3, 12, 15, 18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115,

119, 126, 132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

2.5.3 Using whole numbers as a replacement set, find possible solutions to such inequalities as 8 +4>n. The opportunity to address this objective is available on the following pages:PE/TE: 38, 39, 42, 43, 44, 48, 52, 54, 55, 56, 57, 61, 65, 66, 69, 72, 73, 76, 83, 86,

90,93, 96, 100, 107, 122, 129, 132, 144, 164, 172, 188, 192, 196, 203, 211, 215, 222, 226, 239, 257, 279, 283, 292, 298, 307, 311, 326, 371, 394, 416, 425, 447, 479, 499, 506

2.5.4 Use variables in open sentences and to describe simple functions and relationships.PE/TE: 39, 42, 43, 44, 48, 52, 54, 55, 56, 57, 61, 65, 66, 69, 72, 73, 76, 83, 86, 90,

93, 96, 100, 107, 122, 129, 132, 144, 164, 172, 188, 192, 196, 203, 211, 215, 222, 226, 239, 257, 279, 283, 292, 298, 307, 311, 326, 371, 394, 416, 425, 447, 479, 499

2.5.5 Generate number sequences given the first term and any basic computation rule (e.g., given a 4 and the rule of add 6, 10, 16, 22, 28).PE/TE: 1, 2, 3, 4, 5, 6, 7, 11, 15, 19, 23, 27, 31, 36, 39, 44, 48, 52, 57, 61, 66, 70,

80, 83, 86, 94, 96, 104, 107, 111, 115, 119, 126, 129, 132, 136, 140, 144, 148, 156, 165, 176, 196, 211, 226, 340, 350

2.5.7 Solve simple equations using a variety of methods (e.g. inverse operations, mental math, and estimate and verify).PE/TE: 20, 21, 22, 29, 38, 40, 41, 42, 47, 51, 72, 75; 79, 81, 82, 83, 86, 89, 93, 95,

99, 100, 102, 103, 106, 110, 114, 125, 131, 132,139, 143, 150, 155, 163, 171, 180, 184, 187, 196, 199, 210, 233, 237, 246, 263, 267, 286, 294, 295, 303, 307, 310, 311, 346, 348, 350, 357, 362, 379, 390, 393, 397, 508

MeasurementContent Standard 3.0: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements.




3.5.2 Measure, compare, and convert length to the closest fractional part (1/4 and 1/2) of inches, feet, yards, and miles; measure, compare, and convert length to the closest decimal unit of milli-, centi-, kilo-, and meters.PE/TE: 182, 183, 184, 185, 186, 187, 191, 195, 197, 198, 199, 203, 207, 218, 219,

223, 234, 236, 243, 256, 275, 276, 277, 278, 279, 283, 292, 295, 299, 311, 312, 313, 314, 330, 331, 334, 338, 342, 346, 350, 351, 362, 372, 376, 379, 387, 391, 395, 407, 410, 420, 422, 423, 445, 448, 454, 458, 462, 470, 478, 482

3.5.3 Estimate measures of length, volume, capacity, quantity, and weight, communicating degree of accuracy needed and when a more precise measure is required.PE/TE: 124, 125, 164, 188, 350, 359, 376, 394, 398, 402, 413, 422, 436, 483, 512

3.5.4 Determine totals and change due for monetary amounts in problem-solving situations.PE/TE: 66, 126, 137, 177, 303, 318, 371, 397, 438, 476

3.5.5 Describe and determine the perimeter of polygons, the area of right triangles and rectangles (including squares), communicating the difference between perimeter and area.PE/TE: 228, 229, 230, 233, 236, 239, 243, 247, 251, 254, 257, 261, 264, 269 271,

283, 287, 298, 308, 315, 323, 331, 347, 350, 371, 395, 403, 406, 411, 413, 416, 419, 422, 426, 429, 432, 436, 441, 445, 447, 455, 458, 462, 467, 475, 480, 482, 483, 488, 489, 490, 492, 501, 505, 509, 515, 516, 518, 521

3.5.6 Identify equivalent periods of time, including relationships between and among seconds, minutes, hours, days, months, and years (e.g., 60 sec= 1 min).PE/TE: 107, 110, 119, 126, 135, 147, 151, 156, 159, 168, 169, 175, 176, 191, 199,

204, 221, 230, 244, 255, 257, 268, 272, 286, 298, 330, 343, 348, 354, 378, 390, 416, 420, 451, 458, 474, 482, 484, 488, 491, 501, 534

Spatial Relationships and GeometryContent Standard 4.0: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will identify, represent, explain, verify, and apply spatial relationships and geometric properties.


4.5.1 Draw and classify angles and triangles according to their measurement (e.g., right, obtuse, and acute); identify and draw circles and parts of circles, describing the relationships between the various parts (e.g., central angle, arc, diameter).



PE/TE: 123, 124, 135, 139, 143, 169, 176, 187, 211, 228, 233, 234, 239, 247, 253, 291, 356, 357, 432, 536

4.5.2 Identify shapes that have congruence, similarity, and/or symmetry of figures using a variety of methods including transformational motions (e.g., translation/slide, rotation/turn, reflection/flip, enlargement/reduction) and models, drawings, and measurement tools.PE/TE: 328, 344, 381, 418, 434, 453, 470, 482, 493, 494, 512

4.5.3 Using a grid, identify coordinates for a given point or locate points of given coordinates in the first quadrant.PE/TE: 516, 517, 521, 522, 523, 524

4.5.4 Identify, describe, compare, and classify two and three-dimensional figures by relevant properties including number of vertices (comers), edges, and shapes of faces; identify and predict the effects of combining, dividing, and changing shapes into other shapes.PE/TE: 143, 145, 146, 156, 163, 352, 353, 354, 358, 367, 379, 383, 387, 391, 398,

413, 427, 458, 461, 467, 485, 491, 495, 514, 515

4.5.6 Identify, describe, describe, and draw geometric figures including points, intersecting, perpendicular and parallel lines, line segments, rays, angles, and planes.PE/TE: 45, 46, 47, 64, 68, 72, 86, 90, 93, 100, 118, 120, 121, 125, 128, 131, 135,

141, 142, 143, 147, 150, 151, 155, 158, 163, 168, 180, 195, 199, 206, 271, 275, 276, 279, 283, 292, 295, 299, 303, 306, 307, 311, 315, 318, 322, 327, 330, 334, 339, 347, 351, 387, 391, 407, 417, 420, 426, 429, 448, 455, 462, 471, 482, 485, 489, 492, 505, 515

Data AnalysisContent Standard 5.0: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections.


5.5.1 Collect, organize, read, and interpret data using a variety of graphic representations including tables, line plots, stem and leaf plots, scatter plots, histograms; use data to draw and explain conclusions and predictions.

The opportunity to address this objective is available on the following pages:



PE/TE: 46, 47, 51, 56, 58, 59, 60, 65, 68, 72, 79, 204, 205, 206, 207, 277, 288, 323, 340, 351, 355, 368, 384, 385, 392, 399, 445, 448, 449, 460, 508

5.5.2 Conduct simple probability experiments using concrete materials and represent the results using fractions.PE/TE: 204, 212, 468, 470, 471, 476, 477, 478, 482, 488, 498, 501, 505, 515, 521,

524

5.5.3 Solve probability problems using a variety of methods including constructing sample spaces and tree diagrams.PE/TE: 212, 468, 470, 471, 476, 477, 478, 482, 488, 498, 501, 505, 515, 521, 524

5.5.4 Model and then compute measures of central tendency including mean, median, and mode.PE/TE: 212, 213, 219, 222, 225, 251, 260, 263, 271, 279, 282, 322, 326, 334, 425,

432, 457, 466, 478, 484, 497, 499, 500, 501, 505, 509, 511, 513, 515, 517, 520, 524, 553

5.5.6 Describe the limitations of various graph formats; select an appropriate type of graph to accurately represent the data and justify the selection.

The opportunity to address this objective is available on the following pages: PE/TE: 58, 59, 72, 206, 207, 323, 355, 384, 385, 392, 399, 448, 449, 460

Problem SolvingProcess Standard 6.0: Students will develop their ability to solve problems by engaging in developmentally appropriate problem solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts in order to: formulate their own problems; find solutions to problems from everyday situations; develop and apply strategies to solve a wide variety of problems; and integrate mathematical reasoning, communication and connections.

6.1 Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.PE/TE: 1, 2, 3, 12, 15, 18, 19, 29, 33, 34, 39, 44, 48, 52, 58, 59, 68, 72, 76, 77, 78,

79, 80, 83, 86, 96, 104, 107, 111, 115, 119, 126, 132, 136, 140, 144, 148, 157, 158, 159, 160, 161, 162, 163, 164, 165, 189, 190, 193, 195, 200, 205, 206, 207, 208, 210, 211, 214, 215, 216, 218, 225, 226, 232, 235, 239, 277, 288, 323, 327, 328, 335, 340, 350, 351, 355, 360, 368, 384, 385, 388, 392, 393, 399, 404, 427, 442, 448, 449, 455, 460



6.2 Apply previous experience and knowledge to new problem-solving situations.PE/TE: 88, 89, 93, 96, 100, 1l0, 115, 124, 128, 143, 147, 155, 159, 163, 168, 171,

189, 190, 191, 206, 221, 232, 250, 275, 287, 303, 327, 330, 347, 376, 390, 391, 409, 419, 423, 440, 441, 454

6.5 Verify, interpret, and evaluate results with respect to the original problem situation determining an efficient strategy for the given situation.PE/TE: 1, 4, 8, 12, 16, 19, 24, 29, 32, 37, 40, 43, 45, 49, 53, 58, 61, 66, 84, 87, 170,

185, 212, 236, 259, 260, 263, 272, 542

6.6 Try more than one strategy when the first strategy proves to be unproductive.PE/TE: 29, 34, 35, 47, 56, 60, 62, 63, 64, 65, 72, 75, 83, 93, 104, 110, 115, 118,

132, 135 139, 143, 147, 155, 171, 175, 180, 191, 202, 208, 235, 237, 253, 263, 346

6.7 Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.PE/TE: 208, 209, 210, 214, 218, 221, 239, 257, 267, 271, 275, 291, 302, 314, 338,

386, 393, 416, 435, 478, 480, 490, 512

6.9 Generalize solutions and strategies from earlier problems to new problem situations.PE/TE: 1, 2, 3, 12, 15, 18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115,

119, 126, 132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

6.10 Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.PE/TE: 45, 68, 76, 77, 78, 79, 327, 328, 335, 388, 393

6.13 Use technology, including calculators, to solve problems and verify solutions.The opportunity to address this objective is available on the following pages:PE/TE: 88, 89, 93, 96, 100, 110, 115, 124, 128, 143, 147, 155, 159, 163, 168, 171,

189, 190, 191, 206, 221, 232, 250, 275, 287, 303, 327, 330, 347, 376, 390, 391, 409, 419, 423, 440, 441, 454

6.14 Use technology, including calculators, to investigate, define, and describe quantitative relationships such as patterns and functions.



The opportunity to address this objective is available on the following pages:PE/TE: 12, 15,18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115, 119, 126,

132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

Mathematical CommunicationProcess Standard 7.0: Students will develop their ability to communicate mathematically by solving problems in which there is a need to obtain information from the real world through reading, listening, and observing in order to: translate this information into a mathematical language and symbols; process this information mathematically; and present results in written, oral and visual formats.

7.1 Discuss and exchange ideas about mathematics as a part of learning.PE/TE: 56, 69, 89, 93, 99, 100, 103, 131, 141, 147, 168, 171, 184, 199, 246, 267,

334, 362, 375, 416, 447

7.2 Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.PE/TE: 87, 177, 204, 205, 215, 236, 280, 286, 380, 508

7.5 Identify and translate key words and phrases that imply mathematical operations.PE/TE: 65, 69, 75, 89, 93, 95, 175, 210, 232, 235, 246, 253, 275, 294, 302, 307,

342, 440, 490

7.8 Use physical material, diagrams, and tables to represent and then communicate mathematical ideas through oral, verbal, and written formats.PE/TE: 46, 47, 51, 56, 58, 59, 60, 65, 68, 72, 79, 355, 384, 385, 392, 445, 448, 449,

460

7.10 Explain and justify thinking about mathematical ideas and solutions.PE/TE: 16, 19, 24, 29, 32, 34, 35, 37, 40, 43, 45, 47, 49, 53, 56, 58, 60, 61, 62, 63,

64, 65, 66, 70, 72, 74, 75, 83, 84, 87, 91, 93, 94, 97, 101, 104, 108, 110, 112, 115, 116, 126, 137, 141, 145, 157, 165, 170, 173, 185, 189, 236, 252, 259, 260, 263, 267, 272, 278, 350, 366, 371, 406, 466

7.13 Make conjectures and present arguments in discussions of mathematical ideas.PE/TE: 157,158, 159, 163, 168, 172, 191, 218, 250, 254, 272, 279, 292, 300, 306,

314, 318, 376, 432, 520



7.16 Use everyday language to explain thinking about strategies and solutions to mathematical problems.PE/TE: 327, 328, 335, 388, 393

7.17 Express mathematical ideas and use them to define, compare, and solve problems orally and in writing.PE/TE: 44, 48, 52, 54, 55, 56, 57, 61, 65, 66, 69, 72, 73, 76, 83, 86, 90, 93, 96, 100,

107, 122, 129, 132, 144, 164, 172, 188, 192, 196, 203, 211, 215, 222, 226, 239, 257, 279, 283, 292, 298, 307, 311, 326, 371, 394, 416, 425, 447, 479

7.18 Use mathematical notation to communicate and explain mathematical situations.PE/TE: 38, 39, 42, 43, 44, 48, 52, 54, 55, 56, 57, 61, 65, 66, 69, 72, 73, 76, 83, 86,

90, 93, 96, 100, 107, 122, 129, 132, 144, 164, 172, 188, 192, 196, 203, 211, 215, 222, 226, 239, 257, 279, 283, 292, 298, 307, 311, 326, 371, 394

Mathematical ReasoningProcess Standard 8.0: Students will develop their ability to reason mathematically by solving problems in which there is a need to investigate significant mathematical ideas and construct their own learning in all content areas in order to justify their thinking; reinforce and extend their logical reasoning abilities; reflect on and clarify their own thinking; and ask questions to extend their thinking.

8.2 Justify answers and the steps taken to solve problems with and without manipulatives and physical models.PE/TE: 89, 93, 96, 100, 110, 115, 124, 128, 143, 147, 155, 159, 163, 168, 171, 189,

190, 191, 206, 221, 232, 250, 275, 287, 303, 327, 330, 347, 376, 390, 391, 409, 419, 423, 440

8.4 Use patterns and relationships to analyze mathematical situations; draw logical conclusions about mathematical problems.PE/TE: 1, 2, 3, 12, 15, 18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115,

119, 126, 132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

8.5 Follow a logical argument and judge its validity.PE/TE: 15, 18, 19, 39, 44, 48, 52, 80, 83, 86,96, 104, 107, 111, 115, 119, 126, 132,

136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350

8.6 Apply deductive and inductive reasoning in mathematical situations to extend logical



reasoning.

The opportunity to address this objective is available on the following pages:PE/TE: 1, 2, 3, 12, 15, 18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115,

119, 126, 132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

8.8 Ask questions to reflect on, clarify, and extend thinking.PE/TE: 89, 93, 96, 100, 110, 115, 124, 128, 143, 147, 155, 159, 163, 168, 171, 189,

190, 191, 206, 221, 232, 250, 275, 287, 303, 327, 330, 347, 376, 390, 391, 409, 419, 423, 440, 441, 454

8.9 Review and refine the assumptions and steps used to derive conclusions in mathematical arguments.PE/TE: 208, 209, 210, 214, 218, 221, 239, 257, 267, 271, 275, 291, 302, 314, 338,

386, 393, 416, 435, 478, 480, 490, 512

8.11 Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.PE/TE: 205, 215, 236, 280, 286, 380

Mathematical ConnectionsProcess Standard 9.0: Students will develop the ability to make mathematical connections by solving problems in which there is a need to view mathematics as an integrated whole, identifying relationships between context strands, and integrating mathematics with other disciplines, allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics.

9.1 Link new concepts to prior knowledge.PE/TE: 1, 2, 3, 12, 15, 18, 19, 39, 44, 48, 52, 80, 83, 86, 96, 104, 107, 111, 115,

119, 126, 132, 136, 140, 144, 148, 165, 193, 208, 211, 216, 226, 340, 350, 404

9.2 Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics.PE/TE: 56, 65, 69, 75, 89, 93, 95, 99, 100, 103, 131, 141, 147, 168, 171, 175, 184,

199, 210, 232, 246, 253, 267, 275, 294, 302, 307, 334, 342, 362, 375, 416, 447



9.3 Use models to explain the relationship of concepts to procedures.PE/TE: 133, 134, 135, 149, 150, 157, 158, 160, 161

9.5 Identify practical applications of mathematical principles that can be applied to other disciplines.PE/TE: 100, 103, 131, 141, 147, 168, 171, 184, 199, 246, 267, 334, 362, 375, 386,

458

9.6 Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g. rhythm in music and motion in science).PE/TE: 362, 458

9.8 Identify, explain, and use mathematics in everyday life.PE/TE: 65, 69, 75, 89, 93, 99, 100, 103, 131, 141, 147, 168, 171, 184, 199, 210,

246, 267, 334, 362, 375, 416, 440, 447, 490



~~~~~ NCSD MATHEMATICS CURRICULUM ~~~~~

MATH CURRICULUMGrade Five

By the end of Grade 5, students know and are able to do everything required in the previous grade and:


1.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions.

NUMBERS, NUMBER SENSE, &

COMPUTATION

1.5.1 Immediately recall and use multiplication and corresponding division facts through 12’s.

Facts

1.5.2 Generate and solve add-subtract-multiply-divide problems using whole numbers in practical situations.

Application

1.5.3 Use order of operations to solve problems. Word Problems & Number Theory

1.5.4 Add and subtract decimals (same number of decimal places); multiply and divide decimals by whole numbers in practical applications.

1.5.5 Multiply and divide multi digit numbers by 2 digit numbers including powers of 10.

Computation

1.5.6 Compare and order negative numbers within context of everyday happenings and plot those numbers on a number line (e.g., temperature).

Comparison & Ordering

1.5.7 When rounding, identify which place value will be most helpful in estimating an answer and determine the reasonableness of the answer.

Estimation & Rounding

1.5.8 Use and identify place value. Place Value1.5.9 Use models and drawing to identify, compare, add and subtract

fractions with like denominators and to add and subtract decimals; use both to solve problems.

Fractions

1.6.9 Add and subtract fractions with like denominators.


2.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations

PATTERNS, FUNCTIONS, & ALGEBRA

2.5.1 Identify, describe, and explain patterns and relationships in the number system (e.g., formed by triangular numbers, perfect squares, arithmetic and geometric sequences) using concrete materials, paper and pencil and calculators.

Patterns

2.5.3 Using whole numbers as a replacement set, find possible solutions to such inequalities as 8+4>n.

Variables

2.5.4 Use variables in open sentences and to describe simple functions and relationships.

Number Sentences



2.5.5 Generate number sequences given the first term and any basic computation rule (e.g., given a 4 and the rule of add 6,10,16,22,28…)

Algebraic Basics

2.5.7 Solve simple equations using a variety of methods (e.g. inverse operations, mental math, and estimate and verify)

Equation Solutions


3.0 To solve problems, communicate, reason and make connections within and beyond the field of mathematics, students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements.

MEASUREMENT

3.5.2 Measure, compare, and convert length to the closest fractional part (1/4 and 1/2) of inches, feet, yards, and miles; measure, compare, and convert length to the closest decimal unit of milli, centi-, kilo-, and meters.

Measurement

3.5.3 Estimate measures of length, volume, capacity, quantity, and weight, communicating degree of accuracy needed and when a more precise measure is required.

Decimals

3.5.4 Determine totals and change due for monetary amounts in problem-solving situations.

Money

3.5.5 Describe and determine the perimeter of polygons, the area of right triangles and rectangles (including squares), communicating the difference between perimeter and area.

Proportion and Ratio

3.5.6 Identify equivalent periods of time, including relationships between and among seconds, minutes, hours, days, months, and years (e.g., 60 sec=1 min).

Time


4.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will identify, represent, explain, verify, and apply spatial relationships and geometric properties.

SPATIAL RELATIONSHIPS

& GEOMETRY

4.5.1 Draw and classify angles and triangles according to their measurement (e.g., right, obtuse, and acute); identify and draw circles and parts of circles, describing the relationships between the various parts (e.g., central angle, arc, diameter).

Two-Dimensional Shapes

4.5.2 Identify shapes that have congruence, similarity, and/or symmetry of figures using a variety of methods including transformational motions (e.g., translation/slide, rotation/turn, reflection/flip, enlargement/reduction) and models, drawings, and measurement tools.

Congruence, Similarity, Trans-

formations

4.5.3 Using a grid, identify coordinates for a given point or locate points of given coordinates in the first quadrant.

Coordinate Geometry & Line

of Symmetry4.5.4 Identify, describe, compare, and classify two and three- dimensional

figures by relevant properties including number of vertices (corners), edges, and shapes of faces; identify and predict the effects of combining, dividing, and changing shapes into other shapes.

Two & Three Dimensional

figures

4.5.6 Identify, describe, define, and draw geometric figures including points, intersecting, perpendicular and parallel lines, line segments, rays, angles, and planes.

Lines, Angles, & Geometric Figures




5.0 To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections.

DATA ANALYSIS

5.5.1 Collect, organize, read, and interpret data using a variety of graphic representations including tables, line plots, stem and leaf plots, scatter plots, histograms; use data to draw and explain conclusions and predictions.

Data Collection & Organization

5.5.2 Conduct simple probability experiments using concrete materials and represent the results using fractions.

Probability

5.5.3 Solve probability problems using a variety of methods including constructing sample spaces and tree diagrams.

Probability Analysis

5.5.4 Model and then compute measures of central tendency including mean, median, and mode.

Central Tendency

5.5.6 Describe the limitations of various graph formats; select an appropriate type of graph to accurately represent the data and justify the selection.

Design


6.0 Students will develop their ability to solve problems by engaging in developmentally appropriate problem solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts in order to: formulate their own problems; find solutions to problems from everyday situations; develop and apply strategies to solve a wide variety of problems; and integrate mathematical reasoning, communication and connections.

PROBLEM SOLVING

6.5.1 Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

6.5.2 Apply previous experience and knowledge to new problem-solving situations.

6.5.5 Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

6.5.6 Try more than one strategy when the first strategy proves to be unproductive.

6.5.7 Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

6.5.9. Generalize solutions and strategies from earlier problems to new problem situations

6.5.10 Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

6.5.13 Use technology, including calculators, to solve problems and verify solutions.



6.5.14 Use technology, including calculators, to investigate, define, and describe quantitative relationships such as patterns and functions.

1.3.11.5.11.8.11.8.22.5.22.5.43.5.14.5.34.8.1

Technology: Age appropriate description and application of calculator and computer skills, as related to indicated Technology Standards.

Technology Knowledge, Application, Process, &

Trouble-Shooting


7.0 Students will develop their ability to communicate mathematically by solving problems in which there is a need to obtain information from the real world through reading, listening, and observing in order to: translate this information into a mathematical language and symbols; process this information mathematically; present results in written, oral and visual formats.

MATHEMATICAL COMMUNICATION

7.5.1 Discuss and exchange ideas about mathematics as a part of learning.7.5.2 Use inquiry techniques (e.g. discussion, questioning, research, data

gathering) to solve mathematical problems.7.5.5 Identify and translate key words and phrases that imply mathematical

operations.7.5.8 Use physical material, diagrams, and tables to represent and then

communicate mathematical ideas through oral, verbal, and written formats.

7.5.10 Explain and justify thinking about mathematical ideas and solutions.7.5.13 Make conjectures and present arguments in discussions of

mathematical ideas.7.5.16 Use everyday language to explain thinking about strategies and

solutions to mathematical problems.7.5.17 Express mathematical ideas and use them to define, compare, and solve

problems orally and in writing.7.5.18 Use mathematical notation to communicate and explain mathematical

situations.


8.0 Student will develop their ability to reason mathematically by solving problems in which there is a need to investigate significant mathematical ideas and construct their own learning in all content areas in order to justify their thinking; reinforce and extend their logical reasoning abilities; reflect on and clarify their own thinking and ask questions to extend their thinking.

MATHEMATICAL REASONING

8.5.2 Justify answers and the steps taken to solve problems with and without manipulatives and physical models.

8.5.4 Use patterns and relationships to analyze mathematical situations; draw logical conclusions about mathematical problems.



8.5.5 Follow a logical argument and judge its validity.8.5.6 Apply deductive and inductive reasoning in mathematical situations to

extend logical reasoning.8.5.8 Ask questions to reflect on, clarify, and extend thinking.8.5.9 Review and refine the assumptions and steps used to derive conclusions

in mathematical arguments.8.5.11 Determine relevant, irrelevant, and/or sufficient information to solve

mathematical problems.


9.0 Students will develop the ability to make mathematical connections by solving problems in which there is a need to view mathematics as an integrated whole, identifying relationships between context strands, and integrating mathematics with other disciplines, allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics.

MATHEMATICAL CONNECTIONS

9.5.1 Link new concepts to prior knowledge.9.5.2 Use mathematical ideas from one area of mathematics to explain an

idea from another area of mathematics.9.5.3 Use models to explain the relationship of concepts to procedures.9.5.5 Identify practical applications of mathematical principles that can be

applied to other disciplines.9.5.6 Apply mathematical thinking and modeling to solve problems that arise

in other disciplines (e.g. rhythm in music and motion in science).9.5.8 Identify, explain, and use mathematics in everyday life.

1.5.21.3.3

3.12.3

Technology: Age appropriate description and application of calculator and computer skills, as related to indicated Technology Standards.

Technology Process, &

Applications


MUSICGRADE FIVE


MUSIC~GRADE FIVE~(Continued)

~~~~~ MUSIC STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Students sing a varied repertoire of music alone and with others.2.0 Students perform a varied repertoire of music on instruments alone and with

others.3.0 Students improvise melodies, variations, and accompaniments.4.0 Students compose and arrange music within specified guidelines.5.0 Students read and notate music.6.0 Students listen to, analyze, and describe music.7.0 Students evaluate music and music performances.8.0 Students demonstrate relationships between music, the other arts, and disciplines

outside the arts.9.0 Students demonstrate knowledge of the historical periods and cultural diversity of

music.10.0 Students demonstrate an understanding of movement through skills, techniques,

choreography, and as a form of communication.


RHYTHMIt is expected that students will:(5) 1.1 Demonstrate the pulse/beat of duple, triple, and mixed meters (5/4, 7/8). [NS

2.5.1, NS 6.5.1, NS 10.5.1](5) 1.2 Demonstrate patterns using rhythmic values (INSERT). [NS 3.5.1, NS 4.5.2, NS

5.5.1, NS 5.5.4, NS 5.5.5, NS 6.5.1, NS 7.5.1](5) 1.3 Demonstrate organized dance vocabulary and perform simple organized

folk/social dances. [NS 10.5.1]

MELODYIt is expected that students will:(5) 2.1 Sing independently and expressively with good vocal tone production. [NS 1.5.1,

NS 7.5.2](5) 2.2 Demonstrate melodic patterns with hand signals and syllables (Sol-Mi-La-Do-Re-

Do’-Fa-Ti-Sol l-La l). [NS 1.5.1, NS 2.5.1, NS 3.5.1, NS 4.5.2, NS 5.5.2, NS 5.5.4, NS 6.5.1, NS 7.5.1]



(5) 2.3 Demonstrate a variety of repertoire songs in cultural/historical context including singing games, cumulative, patriotic, seasonal, multicultural, and folk songs. [NS 1.5.4]

(5) 2.4 Demonstrate the relationship between the size of the sound source/instrument and its pitch.

(5) 2.7 Demonstrate melodic contour.(5) 2.8 Demonstrate skips/steps/repeats. [NS 2.5.1, NS 5.5.2, NS 5.5.4, NS 5.5.5, NS

6.5.1](5) 2.9 Demonstrate scale patterns. [NS 2.5.1](5) 2.10 Identify the musical alphabet and its placement on the treble clef. [NS 5.5.2](5) 2.11 Demonstrate correct fingering and proper tone production of B-A-G-E-D-C’-D’-F-C-

optional F# and Bb on the soprano recorder including using the hand staff and treble clef notation. [NS 2.5.1, NS 3.5.1, NS 4.5.2, NS 5.5.2, NS 5.5.4, NS 7.5.1]

(5) 2.12 Perform in an ensemble while following a conductor. [NS 1.5.2, NS 7.5.2]

HARMONYIt is expected that students will:(5) 3.1 Demonstrate tonality differences including major/minor and chord changes. [NS

6.5.1](5) 3.2 Demonstrate ostinati patterns. [NS 2.5.1, NS 4.5.2, NS 5.5.1, NS 5.5.5, NS 6.5.1](5) 3.3 Demonstrate two- and three-part rounds. [NS 1.5.3, NS 5.5.4](5) 3.4 Demonstrate a rhythmic score with multiple parts. [NS 2.5.1](5) 3.5 Demonstrate correct mallet technique. [NS 2.5.1](5) 3.6 Demonstrate the simple chord bordun. [NS 2.5.4](5) 3.7 Demonstrate the broken bordun. [NS 2.5.4](5) 3.8 Demonstrate the crossover bordun. [NS 2.5.4](5) 3.9 Demonstrate the level bordun. [NS 2.5.4](5) 3.10 Demonstrate the moving bordun. [NS 2.5.4](5) 3.11 Demonstrate the tonic accompaniment. [NS 2.5.4](5) 3.12 Demonstrate chord changes (I-VII, I-V, I-IV-V). [NS 2.5.4](5) 3.13 Demonstrate partner songs and play simple recorder descants. [NS 1.5.3, NS

2.5.1]

FORMIt is expected that students will:(5) 4.2 Demonstrate AB and ABA form. [NS 3.5.3, NS 6.5.1, NS 10.5.1](5) 4.3 Demonstrate introduction and coda. [NS 3.5.3, NS 6.5.1](5) 4.4 Demonstrate rondo form. [NS 3.5.3, NS 6.5.1](5) 4.5 Demonstrate the interlude. [NS 6.5.1](5) 4.6 Demonstrate AABA form. [NS 3.5.3, NS 6.5.1](5) 4.7 Demonstrate theme and variations. [NS 6.5.1, NS 10.5.1]



EXPRESSIVE QUALITIESIt is expected that students will:(5) 5.1 Explore the space through creative movement. [NS 7.5.2, NS 10.5.1](5) 5.2 Demonstrate contrasts in tempo. [NS 5.5.3, NS 6.5.1, NS 10.5.1](5) 5.3 Demonstrate contrasts in dynamics. [NS 5.5.3, NS 6.5.1, NS 7.5.2](5) 5.4 Demonstrate contrasts in timbre. [NS 4.5.3, NS 6.5.1}(5) 5.5 Identify music styles of various historical periods, American musical history, and

world cultures. [NS 2.5.4, NS 6.5.1, NS 7.5.2, NS 9.5.1, NS 10.5.1](5) 5.6 Demonstrate unpitched percussion technique. [NS 4.5.3](5) 5.7 Demonstrate the following symbols: mezzo piano, mezzo forte, slur, sharp, and

flat. [NS 5.5.3](5) 5.8 Identify the orchestral percussion, recorder, woodwind, brass, and string families.

[NS 6.5.1, NS 7.5.2, NS 9.5.1](5) 5.9 Create movement and music to interpret ideas, concepts, readings, and

dramatizations. [NS 4.5.1, NS 4.5.3, NS 7.5.2, NS 10.5.1](5) 5.10 Describe roles of musicians/dancers in various settings and cultures. [NS 9.5.2,

NS 10.5.1]



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~MUSIC (Music mapping will be added at a later date)


OCTOBER

NOVEMBER

DECEMBER

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FEBRUARY

MARCH

APRIL

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ONGOING

OTHER CONTENT AREAS


PHYSICAL EDUCATION

GRADE FIVE


PHYSICAL EDUCATION

GRADE FIVE

~~~~~ PHYSICAL EDUCATION STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Students understand and apply movement concepts and principles to the learning

and development of motor skills.2.0 Students demonstrate competency in many movement forms and proficiency in a

few movement forms.3.0 Students demonstrate an understanding of dance through skills, techniques,

choreography, and as a form of communication.4.0 Students achieve and maintain a health-enhancing level of individual fitness for an

active lifestyle.5.0 Students demonstrate personal responsibility, positive social interaction, and

respect for diversity in physical activity settings.


OBJECT MOVEMENT SKILLSIt is expected that students will:(5) 1.1 Identify and apply intermediate concepts/elements of manipulative skills. [NS

1.5.2A](5) 1.2 Perform combinations of manipulative skills in a dynamic environment. [NS 2.5.2]

a. throw a ball with two hands simultaneously with force and accuracy (e.g., basketball shot).

b. throw an object with one hand, underhand, with appropriate arc and accuracy

c. throw an object with one hand, overhand, with appropriate arc and accuracy

d. move to catch an object

e. dribble a ball with either hand around various obstacles (e.g., cones, defenders)

f. strike a moving ball into a designated area, using both underhand and overhand techniques

g. strike a moving object with direction with an implement (e.g., paddle, racquet, bat)


PHYSICAL EDUCATION

GRADE FIVEh. kick and pass a

ball with appropriate force and accuracyi. dribble a ball

with the feet around various obstacles (e.g., cones, defenders)j. continuously

jump a rope turned by othersk. continuously

turn and jump an individual rope(5) 1.3 Create simple games using various object movement combinations (e.g., dribble

and shoot, catch a grounder and throw).(5) 1.4 Participate in activities from diverse cultural and ethnic origins, identifying

similarities and differences between activities in cultures. [NS 5.5.4](5) 1.5 Utilize a language vocabulary for object movement activities. [NS 1.5.1]

LOCOMOTOR AND NONLOCOMOTOR SKILLSIt is expected that students will:(5) 2.1 Identify and apply intermediate concepts/elements of locomotor and nonlocomotor

movement skills. [NS 1.5.2A](5) 2.2 Identify and perform locomotor movements during physical activities. [NS 2.5.1](5) 2.3 Identify and perform nonlocomotor movements during physical activities. [NS

2.5.1](5) 2.4 Move safely and with control through the general space (e.g., offense/defense).

[NS 1.5.2B](5) 2.6 Demonstrate an understanding of directions through movement: right/left,

clockwise/counterclockwise.(5) 2.7 Gain and terminate partial support balances with a partner.(5) 2.8 Demonstrate transfer of weight movements, maintaining group relationships (e.g.,

in front/behind, matching/contrasting).(5) 2.9 Create and perform sequences, alone or with a group, that combine weight

transfer movements and balances. [NS 2.5.3](5) 2.10 Utilize a language vocabulary for locomotor and nonlocomotor movement

activities. [NS 1.5.1]

EXPRESSIVE MOVEMENT AND DANCEIt is expected that students will:(5) 3.1 Identify and apply intermediate concepts/elements of expressive movement skills.

[NS 1.5.2A](5) 3.2 Explore space as an element of movement in relation to a group (e.g., echo,

canon). [NS 3.5.2B](5) 3.3 Explore force as an element of movement with a group (e.g.,

percussive/sustained). [NS 3.5.1B](5) 3.4 Explore time as an element of movement with a group.(5) 3.5 Identify and interpret relationships/emotions/themes expressed through more

complex movement. [NS 3.5.3B]


PHYSICAL EDUCATION

GRADE FIVE(5) 3.6 Create and perform movement sequences with a beginning, middle, and end with

a group.a. demonstrate shapes, levels, and pathways [NS 3.5.1A]b. perform with and without rhythmic accompaniment [NS 3.5.2A]c. vary the sequence with changes in time, space, and/or qualities of movement

[NS 3.5.2C]d. express an idea or concept [NS 3.5.3A]

(5) 3.7 Perform various movement patterns to a steady beat including changes in tempo. [NS 3.5.4B]

(5) 3.8 Move through space using a prop to a steady beat. [NS 3.5.4A](5) 3.9 Create movement sequences to a steady beat. [NS 3.5.4A](5) 3.10 Perform organized dances including folk dances from diverse cultural and ethnic

origins, identifying the cultural and historical contexts. [NS 3.5.5](5) 3.11 Utilize a language vocabulary for expressive movement.

PHYSICAL FITNESSIt is expected that students will:(5) 4.1 Utilize proper warm-up, conditioning and cool down techniques. [NS 4.5.4](5) 4.2 Participate in a variety of activities that develop the physical fitness components:

aerobic endurance (at target heart rate), flexibility, muscular endurance, muscular strength. [NS 4.5.2]

(5) 4.3 Identify the components of physical fitness in various activities. [NS 4.5.3](5) 4.4 Explain the physiological factors affecting individual differences in physical fitness

levels (e.g., heredity). [NS 1.5.4](5) 4.5 Identify the health-related implications of each physical fitness component.(5) 4.6 Use technology and appropriate tools to measure, assess and record personal

fitness levels for goal-setting purposes. [NS 4.5.1](5) 4.7 Utilize a language vocabulary for physical fitness.

RESPONSIBILITY AND COOPERATIONIt is expected that students will:(5) 5.1 Apply activity-specific rules, procedures, safety principles, and etiquette. [NS 5.5.1](5) 5.3 Demonstrate respect, teamwork, and sportsmanship, regardless of differences.

[NS 5.5.3](5) 5.4 Work independently and on-task for extended periods of time.(5) 5.5 Work productively with a group in both cooperative and competitive activities,

demonstrating positive responses to challenges, successes, and failures. [NS 5.5.2]

(5) 5.6 Identify the characteristics of highly skilled performance for the purpose of performance improvement. [NS 1.5.3]


PHYSICAL EDUCATION~ GRADE FIVE ~(Continued)

~~~~~CURRICULUM MAP OVERVIEW ~~~~~PHYSICAL EDUCATION (Physical Education mapping will be added at a later date)GRADE FIVE ??? ??? ??? ???

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

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ONGOING

OTHER CONTENT AREAS


SCIENCEGRADE FIVE


SCIENCE~ GRADE FIVE ~(Continued)

~~~~~ SCIENCE STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Forces and Motion—Students understand that forces such as gravitational,

electrical, and magnetic influence the motion of objects.2.0 Structure and Properties of Matter—Students understand that materials have

distinct properties which depend on the amount of matter present, its chemical composition, and structure.

3.0 Energy and Matter: Interactions and Forms—Students understand that changes in temperature and pressure can alter states of matter. Energy exists in many forms, and one form can change into another.

4.0 Chemical Reaction—Students understand that chemical reactions change substances into different substances.

5.0 Nuclear Energy and Electromagnetic Energy—Students understand that nuclear energy and electromagnetic energy are produced from both natural and human-made sources in many forms.

6.0 Structure and Function—Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

7.0 Internal and External Influences on Organisms—Students understand that organisms respond to internal and external influences.

8.0 Heredity and Diversity—Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

9.0 Evolution - The Process of Biological Change—Students understand that life forms change over time.

10.0 Earth Structures and Composition—Students understand that the Earth is composed of interrelated systems of rocks, water, air, and life.

11.0 Earth Models—Students understand that the Earth may be represented by a variety of maps and models.

12.0 Earth History—Students understand that Earth systems (such as weather and mountain formation) change on variety.

13.0 Cycles of Matter and Energy—Students understand that Earth systems have a variety of cycles through which energy and matter continually flow.

14.0 The Solar System and the Universe—Students understand that the Earth is part of a planetary system within the Milky Way Galaxy, which is part of the known universe.

15.0 Ecosystems—Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interaction and interdependencies among the life forms and the physical components of the Earth.



16.0 Natural Resources—Students demonstrate and understand that natural resources include renewable and non-renewable materials and energy. Organisms, including human, use resources to maintain and improve their existence, and the use of resources can have positive and negative consequences.

17.0 Conservation—Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.

18.0 Scientific, Historical, and Technological Perspectives—Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole and future generations.

19.0 Reasoning and Critical Response Skills—Students understand that many decisions require critical consideration of scientific evidence.

20.0 Systems, Models, Risk, and Predictions—Students understand that a variety of models can be used to describe or predict things and events.

21.0 Scientific Values and Attitudes—Students understand that science is an active process of systematically examining the natural world.

22.0 Communication Skills—Students understand that a variety of communication methods can be used to share scientific information.

23.0 Scientific Applications of Mathematics—Students understand that scientific inquiry is enhanced and often communicated by using mathematics.

24.0 Laboratory Skills and Safety—Students can appropriately and safely apply the tools and techniques of scientific inquiry.


PHYSICAL SCIENCEIt is expected that students will:(5) 1.1 Investigate and describe the relationship that exists between the size of a change

in motion of an object to the size of a push or pull on that object.(5) 1.2 Investigate and describe that objects usually move downward when they fall or are

released in the air or on ramps.(5) 1.3 Investigate and describe that objects may move in a variety of ways (e.g., straight

lines or by rotating, rolling, or revolving).(5) 1.4 Classify objects by whether they sink or float in air or water.(5) 1.5 Investigate and describe the ways that magnets attract and repel each other and

certain kinds of other materials.(5) 2.1 Separate mixtures based on their properties.(5) 2.2 Describe and classify matter in terms of elements, compounds, and mixtures.



(5) 2.3 Investigate and describe the ways that solids remaining after a solvent has been evaporated may form distinctive patterns of crystals.

(5) 2.5 Investigate and describe how materials can be broken down physically into smaller and smaller pieces, and that each piece may retain its same properties.

(5) 2.6 Investigate and describe how the observable properties of a material depend on its composition.

(5) 3.1 Investigate and describe how warm objects cool and cool objects warm when they are put together, until they reach the same temperature.

(5) 3.2 Investigate and describe how energy can be used to bring about changes in matter.

(5) 3.3 Investigate and describe how vibrations produce sound.(5) 3.4 Describe how electrical components are utilized in the design of simple electrical

circuits.(5) 4.1 Investigate and describe how observable changes in matter may occur when

different materials are heated, mixed or cooled.

LIFE SCIENCEIt is expected that students will:(5) 6.1 Investigate, compare, and contrast the different life cycles of different living things.(5) 6.2 Investigate, compare, and contrast the different structures of organisms that serve

different functions for growth, reproduction, and survival.(5) 6.3 Investigate and describe how plants and animals have features that help them live

in various environments.(5) 7.1 Investigate and describe how clues for behavior may be detected by the senses in

humans and other living things.(5) 7.2 Investigate and describe how some organisms can learn from their experiences.(5) 7.3 Investigate and describe how some environmental conditions are more favorable

than others to living things.(5) 8.1 Investigate and describe how some characteristics between offspring and parents

are inherited, but other characteristics are learned.(5) 8.2 Explain how living things may be classified on the basis of similar features,

behaviors, and/or habits.(5) 8.3 Describe how there are variations among individuals within a population of a

certain species.(5) 8.4 Reproduction is a characteristic essential to the continuation of every species.(5) 9.1 Classify animals and plants according to their physical characteristics.(5) 9.2 Investigate and describe how environmental changes allow some plants and

animals to survive and reproduce, but others may die.(5) 9.3 Investigate and describe how individuals of the same kind differ in their

characteristics and sometimes the differences give an advantage in surviving and reproducing.

EARTH & SPACE SCIENCES



It is expected that students will:(5) 10.1 Investigate and describe how rocks are composed of different combinations of

minerals.(5) 10.2 Investigate and describe how erosion and deposition rates can be affected by the

slope of the land and by human activities.(5) 10.3 Investigate and describe how the surface of the Earth, including the ocean floor

has a varied topography.(5) 10.4 Investigate and describe how soil is made of many different biological and mineral

materials, and varies from place to place.(5) 11.1 Identify compass directions on a map.(5) 11.2 Explain how the Nevada state road map is a tool that can be used to navigate from

one location to another.(5) 11.3 Explain how many things can be represented by two-dimensional maps and three-

dimensional models.(5) 12.1 Explain that the surface of the Earth changes due to a variety of factors (e.g.,

some are abrupt volcanoes and earthquakes, and others happen very slowly, such as the wearing down of mountains).

(5) 12.2 Investigate and describe how fossils are evidence of past life.(5) 13.1 Explain that the sun is the main source of energy for people, which they use in

many ways (e.g., fossil fuels derive their energy indirectly from the sun).(5) 13.2 Investigate and describe various meteorological phenomena (e.g., flooding,

thunderstorms, and drought).(5) 13.3 Investigate and describe the factors, which affect the processes such as

evaporation and condensation.(5) 13.5 Investigate and describe how change is an ongoing process that can be seen

throughout the natural world.(5) 14.1 Investigate and describe the basic components of our solar system (e.g., planets,

moons, asteroids, comets, and the sun).(5) 14.2 Describe the apparent motion of celestial objects across the sky.(5) 14.3 Describe how the stars in the sky are not scattered evenly, and they are not all the

same in brightness or color.

ENVIRONMENTAL SCIENCESIt is expected that students will:(5) 15.1 Investigate and describe how organisms interact with each other and with non-

living parts of their habitats.(5) 15.2 Investigate and describe how, for any particular environment, some kinds of plants

and animals survive well, some survive less well, and some cannot survive at all.(5) 15.3 Explain how the sun is the primary source of energy for nearly every ecosystem

and that living things get what they need to survive from their environments.(5) 15.4 Investigate and describe how the local ecosystem has unique characteristics.(5) 16.1 Investigate and describe how resources have distinct properties, which determine

their usefulness.(5) 16.2 Investigate and describe how technology can be used to extend resources (e.g.,

recycling).



(5) 16.3 Explain how Earth materials, including those found in Nevada, provide many of the resources that humans use.

(5) 16.4 Explain that humans tend to use resources to meet more than their minimal needs for food, shelter and warmth.

(5) 17.1 Investigate and describe how consumptive patterns of people vary in different places.

(5) 17.2 Investigate and describe that ecosystems have components that can be observed to change, while other components appear to stay the same.

(5) 17.3 Explain that changes in environments can be natural events or influenced by human activities.

THE NATURE AND HISTORY OF SCIENCEIt is expected that students will:(5) 18.1 Explain that science is a systematic way of exploring the world.(5) 18.2 Develop explanations using observations (evidence) from investigations.(5) 18.3 Describe key scientists, classical experiments in science, and technological

inventions that lead to a better understanding of the impact of science on society.(5) 18.4 Recognize and explain that science is an activity done by more than one person

working together.(5) 18.5 Explain that technology enables scientists and others to study the motion of

objects that are moving rapidly or that are hardly moving at all.(5) 18.6 Explain that science is an ongoing process of investigation (inquiry).(5) 19.4 Explain that claims must be supported by evidence and logical argument.(5) 20.1 Develop a physical model to explain how something works or how something is

constructed.(5) 20.2 Predict that some events are more likely to happen than others.(5) 20.3 Describe and compare the components and interrelationships of a simple system

(e.g., trace the flow of water through an aquarium, a filter, and a pump).(5) 21.1 Keep records of investigations and observations, without changing those records

later.(5) 21.2 Make careful observations and test things more than once.(5) 21.3 Offer reasons for findings and consider the reasons suggested by others.

SCIENTIFIC INQUIRY: PROCESSES AND SKILLSIt is expected that students will:(5) 22.1 Give written or oral instructions that others are able to follow.(5) 22.2 Organize information into charts, tables, and graphs.(5) 22.3 Collaborate on a group project.(5) 23.1 Explain that sometimes changing one thing causes changes in another.(5) 23.2 Explain to other students how to go about solving numerical problems.(5) 23.3 Make quantitative estimates of familiar lengths, weights, and time intervals, and

check them by measurements.



(5) 23.4 Recognize the appropriate unit for a particular measurement (e.g., meters for length, seconds for time, and kilograms for mass). (aligns with grade 3 math standard)

(5) 23.5 Recognize that repeated measurements of the same thing are likely to vary slightly.

(5) 24.1 Use safety equipment and attire.(5) 24.2 Measure and mix dry and liquid materials safely in prescribed amounts.(5) 24.3 Use provided materials to construct objects for a particular task.(5) 24.4 Label measurements and diagrams properly.(5) 24.5 Use appropriate technology in lab procedures for measuring and recording.(5) 24.6 Manipulate objects and observe events in an experiment.



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~SCIENCE (Science mapping will be added at a later date)

GRADE FIVE READING WRITING LISTENING & SPEAKING RESEARCH

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

ONGOING

OTHER CONTENT AREAS




S C I E

N C EH A R C O U R T

© 2002

to the

NEVADASCIENCE

CONTENT STANDARDS

HarcourtSCHOOL PUBLISHERS



EXPLANATION OF CORRELATION

This document is a computer-generated correlation of HARCOURT SCIENCE ©2002 to the NEVADA SCIENCE CONTENT STANDARDS. The format for this correlation follows the basic format and sequence of skills established by the NEVADA SCIENCE CONTENT STANDARDS. The references listed include the Teacher Edition lesson pages and practice and application opportunities.

The references in this correlation reflect the Harcourt School Publishers National Correlation Group’s interpretation of the science objectives in the NEVADA SCIENCE CONTENT STANDARDS.

KEY TO SYMBOLS

A, B, C, D, E, F Units in Harcourt Science Teacher’s Edition (with reduced student edition pages)

R Reference Handbook (in back of Teacher’s Edition and Student’s Edition)

WB WorkbookAC Activity Card (GRADE FIVE only)

~ PHYSICAL SCIENCE ~Content Standard 1.0: Forces and MotionStudents understand that forces such as gravitational, electrical, and magnetic influence the motion of objects.1.5.1 Investigate and describe the relationship that exists between the size of a change in motion of an object to

the size of a push or pull on that object.F 6-9, 10-11, 12-15, 14, 28-29, 40-45, 44, 55, 56-57WB 295-296, 298, 299, 305, 312, 316, 317, 323

1.5.2 Investigate and describe that objects usually move downward when they fall or are released in the air or on ramps.

F 6-9, 10-11, 24-25, 26, 28-29, 56-57WB 294, 295-296, 305

1.5.3 Investigate and describe that objects may move in a variety of ways (e.g., straight lines or by rotating, rolling, or revolving).

F 32-33WB 308-309

1.5.4 Classify objects by whether they sink, or float in air or water.E 31WB 271

1.5.5 Investigate and describe the ways that magnets attract and repel each other and certain kinds of other materials.



F 1, 4-5, 6-9, 28-29WB 290-291, 293, 294, 305

Content Standard 2.0: Structure and Properties of MatterStudents understand that materials have distinct properties which depend on the amount of matter present, its chemical composition, and structure.2.5.1 Separate mixtures based on their properties.

C 98, 120, 126-127E 3, 10, 22-27, 31, 32-33WB 273

2.5.2 Describe and classify matter in terms of elements, compounds, and mixtures.E 1i-j, 6-11, 30, 32-33, 38-43, 44-45, 46-49, 50-51, 53, 54-55WB 263, 267, 274, 280, 281, 282-283, 285, 286, 287

2.5.3 Investigate and describe the ways that solids remaining after a solvent has been evaporated may form distinctive patterns of crystals.

B 6-11, 21C 36, 57, 58-59E 22-27, 32-33WB 274

2.5.5 Investigate and describe how materials can be broken down physically into smaller and smaller pieces, and that each piece may retain its same properties.

E 14-19, 30, 38-43, 50-51, 54-55WB 281, 287

2.5.6 Investigate and describe how the observable properties of a material depend on its composition.E 4-5, 6-11, 32-33, 36-37WB 259-260, 263, 274, 277-278

Content Standard 3.0: Energy and Matter: Interactions and FormsStudents understand that changes in temperature and pressure can alter states of matter. Energy exists in many forms, and one form can change into another.3.5.1 Investigate and describe how warm objects cool and cool objects warm when they are put together, until

they reach the same temperature.D 41E 15F 64, 82-83, 84-87, 92-93WB 341-342, 345, 346

3.5.2 Investigate and describe how energy can be used to bring about changes in matter (e.g., melting an ice cube).

B 6-11, 21, 22-23E 12-13, 14-19, 22-27, 32-33F 98-101, 118-119WB 264-265, 272, 274, 353

3.5.3 Investigate and describe how vibrations produce sound.F 1i-j, 76-81, 88-89, 91, 92-93WB 338, 340, 346

3.5.4 Describe how electrical components are utilized in the design of simple electrical circuits.E 1, 42-43F 1, 66-67, 68-73, 92-93WB 281, 331-332, 333, 335, 346

Content Standard 4.0: Chemical ReactionStudents understand that chemical reactions change substances into different substances.4.5.1 Investigate and describe how observable changes in matter may occur when different materials are heated,

mixed, or cooled.A 67



B 6-11, 21E 1i-j, 6-11, 12-13, 14-19, 20-21, 22-27, 32-33, 48WB 263, 264-265, 267, 269-270, 273, 274

~ LIFE SCIENCE ~Content Standard 6.0: Structure and FunctionStudents understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.6.5.1 Investigate, compare, and contrast the different life cycles of different living things.

A 70-71, 72-75, 86-87, 100-107, 106-107WB 43-44, 46, 47, 53, 72

6.5.2 Investigate, compare, and contrast the different structures of organisms that serve different functions for growth, reproduction, and survival.

A 48-49, 50-53, 57, 58-59, 64-69, 86-87, 90-91, 92-97, 100-107, 105, 117, 118-119B 40-41, 42-47WB 30-31, 32, 33, 34, 35, 42, 53, 56-57, 59, 60, 64, 65, 71, 72, 97-98

6.5.3 Investigate and describe how plants and animals have features that help them live in various environments.A 31, 92-97, 118-119B 26-27, 28-31, 38, 40-41, 42-47, 64-73, 72, 74-75, 76-81, 84, 85, 86-87WB 89, 91, 97-98, 99, 102-103, 113, 114, 115-116, 117, 119, 121

Content Standard 7.0: Internal and External Influences on OrganismsStudents understand that organisms respond to internal and external influences.7.5.1 Investigate and describe how clues for behavior may be detected by the senses in humans and other living

things.A 76B 42-47, 58-59WB 101, 107

7.5.2 Investigate and describe how some organisms can learn from their experiences.A 76B 42-47, 58-59WB 101, 107

7.5.3 Investigate and describe how some environmental conditions are more favorable than others to living things.

A 31, 92-97, 116, 118-119B 6-11, 28-31, 40-41, 42-47, 64-73, 72, 76-81, 84, 85, 86-87WB 91, 97-98, 99, 102-103, 119

Content Standard 8.0: Heredity and DiversityStudents understand that life forms are diverse, and that they pass some characteristics to their offspring.8.5.1 Investigate and describe how some characteristics between offspring and parents are inherited, but other

characteristics are learned.A 1, 70-71, 76-77, 78-81, 86-87, 106-107B 42-47, 58-59WB 48-49, 52, 53, 101, 107

8.5.2 Explain how living things may be classified on the basis of similar features, behaviors, and/or habits.A 50-53, 58-59, 91, 99B 32-33, 34-39, 40-41, 42-47, 58-59WB 35, 61-62, 63, 65, 92-93, 94, 95, 97-98

8.5.3 Describe how there are variations among individuals within a population of a certain species.A 1, 64-69, 70-71, 76-77, 78-81, 85, 86-87, 106-107B 28-31, 58-59WB 6, 42, 48-49, 50, 51, 52, 53, 91, 107



8.5.4 Reproduction is a characteristic essential to the continuation of every species.A 64-69, 70-71, 72-75, 86-87, 100-107, 106-107, 118-119WB 42, 43-44, 46, 47, 53, 54, 64, 65, 71, 72

Content Standard 9.0: Evolution - The Process of Biological ChangeStudents understand that life forms change over time.9.5.1 Classify animals and plants according to their physical characteristics.

A 48-49, 50-53, 58-59, 91, 99, 100-107, 105, 118-119B 40-41, 42-47, 64-73WB 33, 34, 35, 61-62, 63, 65, 71, 97-98

9.5.2 Investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die.

A 31, 92-97, 118-119B 28-31, 40-41, 42-47, 48-49, 50-53, 57, 58-59, 64-73, 72, 76-81, 84, 85, 86-87, 116WB 91, 97-98, 99, 100, 102-103, 104, 106, 119, 131

9.5.3 Investigate and describe how individuals of the same kind differ in their characteristics and sometimes the differences give an advantage in surviving and reproducing.

A 1, 64-69, 76-77, 78-81, 85, 86-87B 48-49, 50-53, 58-59WB 6, 42, 48-49, 50, 51, 52, 53, 106, 131

~ EARTH AND SPACE SCIENCES ~Content Standard 10.0: Earth Structures & CompositionStudents understand that the Earth is composed of interrelated systems of rocks, water, air, and life.10.5.1 Investigate and describe how rocks are composed of different combinations of minerals.

C 36-39, 42WB 167, 168, 179

10.5.2 Investigate and describe how erosion and deposition rates can be affected by the slope of the land and by human activities.

B 98-101C 1i-j, 4-5, 6-11, 14-19, 30-31, 42, 44-45, 110-113WB 130, 132, 141, 146-147, 148, 150, 155, 161, 162, 176, 214

10.5.3 Investigate and describe how the surface of the Earth, including the ocean floor has a varied topography.B 50, 92-95C 1i-j, 6-11, 14-19, 26-27, 30-31, 96-99, 108-109, 110-113, 126-127WB 149, 150, 153, 154, 161, 204, 210-211, 214

10.5.4 Investigate and describe how soil is made of many different biological and mineral materials, and varies from place to place.

(This skill is taught in Grade 3.)

Content Standard 11.0: Earth ModelsStudents understand that the Earth may be represented by a variety of maps and models.11.5.1 Identify compass directions on a map.

B 99C 74, 76

11.5.2 Explain how the Nevada state road map is a tool that can be used to navigate from one location to another.B 99C 74, 76

11.5.3 Explain how many things can be represented by two-dimensional maps and three-dimensional models.A 31, 42-43, 57, 59, 117B 85, 90-91, 102-103, 117, 119C 4-5, 12-13, 15, 20-21, 29, 31, 43, 48-49, 57, 59, 100-101, 108-109, 125, 127D 4-5, 12-13, 20-21, 33, 52-53, 61, 63



F 46-47, 66-67, 91, 102-103, 108-109WB 25-26, 27, 123-124, 125, 133-134, 135, 151-152, 153, 156-157, 158, 174-175, 176, 205-

206, 210-211, 212, 223-224, 228-229, 251-252, 253

Content Standard 12.0: Earth HistoryStudents understand that Earth systems (such as weather and mountain formation) change on variety.12.5.1 Explain that the surface of the Earth changes due to a variety of factors (e.g., some are abrupt volcanoes

and earthquakes, and others happen very slowly such as the wearing down of mountains).B 50, 92-95, 98-101C 1i-j, 4-5, 6-11, 14-19, 26-27, 30-31, 44-45, 57, 108-109, 110-113, 126-127WB 132, 141, 146-147, 148, 149, 150, 153, 154, 155, 161, 162, 176, 180, 210-211, 214

12.5.2 Investigate and describe how fossils are evidence of past life.C 22-25, 30-31WB 160, 161

Content Standard 13.0: Cycles of Matter and EnergyStudents understand that Earth systems have a variety of cycles through which energy and matter continually flow.13.5.1 Explain that the sun is the main source of energy for people, which they use in many ways (e.g., fossil fuels

derive their energy indirectly from the sun).B 6-11, 22-23D 38-43F 98-101, 110-113, 118-119WB 329, 353, 363, 364

13.5.2 Investigate and describe various meteorological phenomena (e.g., flooding, thunderstorms, and drought).B 14-17, 50C 64-69, 103F 69

13.5.3 Investigate and describe the factors which affect the processes such as evaporation and condensation.B 12-13, 14-17, 21, 22-23C 64-69, 89, 90-91, 98E 14-19, 32-33WB 79-80, 81, 83, 84, 186, 268, 274

13.5.5 Investigate and describe how change is an ongoing process that can be seen throughout the natural world.B 6-11, 14-17, 22-23, 50-53, 92-95, 98-101, 114-115, 118-119C 1i-j, 4-5, 6-11, 14-19, 20-21, 22-25, 26-27, 30-31, 44-45, 57, 108-109, 110-113, 126-127WB 102-103, 132, 141, 146-147, 148, 149, 150, 153, 154, 155, 156-157, 160, 161, 162, 176,

180, 210-211, 214

Content Standard 14.0: The Solar System & the UniverseStudents understand that the Earth is part of a planetary system within the Milky Way Galaxy, which is part of the known universe.14.5.1 Investigate and describe the basic components of our solar system (e.g., planets, moons, asteroids,

comets, and the sun).B 72-73C 102-107D 4-5, 6-11, 9, 14-19, 25, 31, 32-33, 36-37, 38-43, 46-51, 50, 61, 62-63WB 209, 223-224, 225, 226, 230, 232, 238, 241-242, 243, 244, 245, 256, 321

14.5.2 Describe the apparent motion of celestial objects across the sky.B 72-73D 6-11, 12-13, 14-19, 31, 32-33, 52-53, 54-57, 61, 62-63F 48-51WB 226, 227, 228-229, 232, 238, 244, 251-252, 253, 255

14.5.3 Describe how the stars in the sky are not scattered evenly, and they are not all the same in brightness or color.



D 44-45, 46-51, 62-63WB 246-247, 250, 256

~ ENVIRONMENTAL SCIENCES ~Content Standard 15.0: EcosystemsStudents will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interaction and interdependencies among the life forms and the physical components of the Earth.15.5.1 Investigate and describe how organisms interact with each other and with non-living parts of their habitats.

B 6-11, 26-27, 28-31, 32-33, 34-39, 42-47, 57, 58-59, 85WB 92-93, 94, 96, 107, 118

15.5.2 Investigate and describe how, for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

A 31, 92-97, 116, 118-119B 28-31, 40-41, 42-47, 64-73, 72, 76-81, 84, 85, 86-87WB 91, 97-98, 99, 102-103, 119

15.5.3 Explain how the sun is the primary source of energy for nearly every ecosystem and that living things get what they need to survive from their environments.

A 94, 96, 108-109, 110-113, 116, 118-119B 4-5, 6-11, 22-23, 26-27, 32-33, 34-39, 38, 58-59, 64-73, 68, 74-75, 76-81, 84, 85, 86-87WB 66-67, 69, 70, 74-75, 78, 89, 92-93, 96, 113, 114, 115-116, 117, 119, 121

15.5.4 Investigate and describe how the local ecosystem has unique characteristics.B 28-31, 38, 58-59, 62-63, 64-73, 76-81, 85, 86-87C 110-113WB 89, 91, 107, 110-111, 112, 113, 114, 117, 119, 120, 121

Content Standard 16.0: Natural ResourcesStudents demonstrate and understand that natural resources include renewable and non-renewable materials and energy. Organisms, including human, use resources to maintain and improve their existence, and the use of resources can have positive and negative consequences.16.5.1 Investigate and describe how resources have distinct properties which determine their usefulness.

C 36-39, 42-47, 54-55F 98-101WB 77, 168

16.5.2 Investigate and describe how technology can be used to extend resources (e.g., recycling).B 1i-j, 14-17, 18-19, 54-55, 82-83, 96-97, 98-101, 102-103, 104-107, 108-109, 110-113, 118-

119C 52F 100, 114-115, 117WB 128-129, 132, 133-134, 135, 137, 138-139, 140, 142, 143

16.5.3 Explain how Earth materials, including those found in Nevada, provide many of the resources that humans use.

A 94, 108-109, 110-113, 114-115, 118-119B 14-17, 68C 36-39, 42-47, 54-55F 98-101WB 66-67, 69, 70, 77, 168

16.5.4 Explain that humans tend to use resources to meet more than their minimal needs for food, shelter and warmth.

A 110-113C 36-39, 42-47, 54-55WB 70, 77, 168



Content Standard 17.0: ConservationStudents understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.17.5.1 Investigate and describe how consumptive patterns of people vary in different places.

A 94, 108-109, 110-113, 118-119B 68, 104-107F 98-101, 100, 114-115, 117WB 66-67, 69, 70, 137

17.5.2 Investigate and describe that ecosystems have components that can be observed to change, while other components appear to stay the same.

B 6-11, 28-31, 38, 50-53, 57, 58-59, 62-63, 64-73, 76-81, 85, 86-87C 110-113WB 89, 91, 104, 106, 107, 110-111, 112, 113, 114, 117, 119, 120, 121, 131

17.5.3 Explain that changes in environments can be natural events or influenced by human activities.B 1, 1i-j, 6-11, 14-17, 22-23, 28-31, 50-53, 57, 58-59, 92-95, 96-97, 98-101, 114-115, 117,

118-119C 1i-j, 4-5, 6-11, 14-19, 26-27, 30-31, 44-45, 57, 84-85, 108-109, 110-113, 126-127E 1F 98-101WB 102-103, 104, 106, 128-129, 130, 131, 132, 136, 137, 140, 141, 142, 143, 146-147, 148,

149, 150, 153, 154, 155, 161, 162, 176, 180, 210-211, 214

~ NATURE & HISTORY OF SCIENCE ~Content Standard 18.0: Scientific, Historical & Technological PerspectivesStudents understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole and future generations.18.5.1 Explain that science is a systematic way of exploring the world.

A 1i-j, 4-5, 9, 12, 14-15, 17, 22-23, 26, 31, 36-37, 40, 42-43, 45, 48-49, 51, 57, 62-63, 68, 70-71, 73, 76-77, 79, 80, 85, 90-91, 94, 98-99, 101, 105, 108-109, 111, 117

B 1i-j, 4-5, 10, 12-13, 16, 21, 26-27, 30, 32-33, 38, 40-41, 48-49, 57, 62-63, 72, 74-75, 80, 90-91, 94, 96-97, 100, 102-103, 106, 108-109, 112, 117

C 1i-j, 4-5, 10, 12-13, 20-21, 23, 29, 34-35, 37, 40-41, 43, 48-49, 52, 57, 62-63, 68, 70-71, 74, 78-79, 89, 94-95, 98, 100-101, 106, 108-109, 112, 114-115, 120, 125

D 1i-j, 4-5, 7, 12-13, 18, 20-21, 26, 31, 36-37, 41, 44-45, 49, 52-53, 56, 61E 1i-j, 4-5, 10, 12-13, 18, 20-21, 26, 31, 36-37, 42, 44-45, 48, 53F 1i-j, 4-5, 8, 10-11, 14, 16-17, 22, 27, 32-33, 36, 38-39, 44, 46-47, 50, 55, 60-61, 63, 66-67,

72, 74-75, 80, 82-83, 86, 91, 96-97, 100, 102-103, 106, 108-109, 112, 117WB 2-3, 7-8, 12-13, 20-21, 25-26, 30-31, 38-39, 43-44, 48-49, 56-57, 61-62, 66-67, 74-75, 79-

80, 87-88, 92-93, 97-98, 102-103, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 146-147, 151-152, 156-157, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 210-211, 215-216, 223-224, 228-229, 233-234, 241-242, 246-247, 251-252, 259-260, 264-265, 269-270, 277-278, 282-283, 290-291, 295-296, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 354-355, 359-360

18.5.2 Develop explanations using observations (evidence) from investigations.A 1i-j, 4-5, 14-15, 22-23, 33, 38, 43, 48-49, 49, 57, 62-63, 70-71, 71, 76-77, 87, 90-91, 91,

94, 98-99, 108-109, 119B 1i-j, 4-5, 7, 8, 10, 12-13, 16, 21, 26-27, 37, 40-41, 42, 44, 45, 48-49, 52, 55, 62-63, 67, 69,

74-75, 79, 87, 90-91, 96-97, 99, 102-103, 105, 108-109, 111, 112, 119C 1i-j, 4-5, 12-13, 20-21, 31, 34-35, 40-41, 41, 49, 57, 63, 70-71, 71, 79, 81, 89, 95, 100-101,

101, 108-109, 109, 114-115D 1i-j, 4-5, 5, 8, 10, 12-13, 13, 20-21, 21, 24, 29, 33, 36-37, 39, 41, 44-45, 45, 46, 50, 52-53,

56, 61E 1i-j, 4-5, 12-13, 20-21, 29, 31, 33, 36-37, 44-45, 47, 55



F 1i-j, 4-5, 7, 10-11, 16-17, 21, 27, 32-33, 38-39, 46-47, 55, 60-61, 66-67, 74-75, 82-83, 91, 93, 96-97, 102-103, 108-109, 119

WB 2-3, 4, 7-8, 12-13, 30-31, 38-39, 40, 43-44, 48-49, 56-57, 58, 61-62, 66-67, 68, 74-75, 76, 79-80, 87-88, 97-98, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 140, 146-147, 148, 151-152, 156-157, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 207, 210-211, 215-216, 223-224, 228-229, 233-234, 235, 241-242, 246-247, 248, 251-252, 259-260, 261, 264-265, 266, 269-270, 271, 277-278, 279, 282-283, 284, 290-291, 295-296, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 351, 354-355, 359-360

18.5.3 Describe key scientists, classical experiments in science, and technological inventions that lead to a better understanding of the impact of science on society.

A 6, 28-29, 30, 54-55, 56, 82-83, 84, 114-115, 116B 18-19, 20, 54-55, 82-83, 84, 114-115, 116C 26-27, 28, 54-55, 56, 86-87, 88, 116-121, 122-123, 124D 22-27, 28-29, 30, 58-59, 60E 28-29, 30, 50-51, 52F 24-25, 26, 52-53, 54, 88-89, 90, 114-115, 116WB 219

18.5.4 Recognize and explain that science is an activity done by more than one person working together.A 1i-j, 4-5, 9, 12, 14-15, 17, 22-23, 26, 31, 36-37, 40, 42-43, 45, 48-49, 51, 57, 62-63, 68, 70-

71, 73, 76-77, 79, 80, 85, 90-91, 94, 98-99, 101, 105, 108-109, 111, 117B 1i-j, 4-5, 10, 12-13, 16, 21, 26-27, 30, 32-33, 38, 40-41, 48-49, 57, 62-63, 72, 74-75, 80,

90-91, 94, 96-97, 100, 102-103, 106, 108-109, 112, 117C 1i-j, 4-5, 10, 12-13, 20-21, 23, 29, 34-35, 37, 40-41, 43, 48-49, 52, 57, 62-63, 68, 70-71,

74, 78-79, 89, 94-95, 98, 100-101, 106, 108-109, 112, 114-115, 120, 125D 1i-j, 4-5, 7, 12-13, 18, 20-21, 26, 31, 36-37, 41, 44-45, 49, 52-53, 56, 61E 1i-j, 4-5, 10, 12-13, 18, 20-21, 26, 31, 36-37, 42, 44-45, 48, 53F 1i-j, 4-5, 8, 10-11, 14, 16-17, 22, 27, 32-33, 36, 38-39, 44, 46-47, 50, 55, 60-61, 63, 66-67,

72, 74-75, 80, 82-83, 86, 91, 96-97, 100, 102-103, 106, 108-109, 112, 117WB 2-3, 7-8, 12-13, 20-21, 25-26, 30-31, 38-39, 43-44, 48-49, 56-57, 61-62, 66-67, 74-75, 79-

80, 87-88, 92-93, 97-98, 102-103, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 146-147, 151-152, 156-157, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 210-211, 215-216, 223-224, 228-229, 233-234, 241-242, 246-247, 251-252, 259-260, 264-265, 269-270, 277-278, 282-283, 290-291, 295-296, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 354-355, 359-360

18.5.5 Explain that technology enables scientists and others to study the motion of objects that are moving rapidly or that are hardly moving at all.

C 6-11, 14-19, 30-31E 14-19, 32-33F 84-87, 92-93WB 153, 268

18.5.6 Explain that science is an ongoing process of investigation (inquiry).A 1i-j, 2, 22-23, 33, 34, 43, 49, 60, 71, 77, 88, 91, 95B 1i-j, 2, 4-5, 24, 29, 40-41, 60, 66, 88, 115C 1i-j, 2, 4-5, 20-21, 32, 41, 49, 60, 71, 79, 92, 95, 101, 109D 1i-j, 2, 5, 13, 21, 34, 45, 63E 1i-j, 2, 34F 1i-j, 2, 4-5, 10-11, 25, 29, 30, 32-33, 46-47, 58, 74-75, 94, 96-97, 102-103WB 12-13, 14, 30-31, 43-44, 45, 74-75, 79-80, 97-98, 146-147, 156-157, 192-193, 200-201,

290-291, 292, 295-296, 308-309, 310, 318-319, 336-337

Content Standard 19.0: Reasoning & Critical Response SkillsStudents understand that many decisions require critical consideration of scientific evidence.19.5.4 Explain that claims must be supported by evidence and logical argument.

A 1i-jB 1i-j



C 1i-jD 1i-jE 1i-j, 38, 55F 1i-j

Content Standard 20.0: Systems, Models, Risk, & PredictionsStudents understand that a variety of models can be used to describe or predict things and events.20.5.1 Develop a physical model to explain how something works or how something is constructed.

A 31, 42-43, 57, 59, 117B 85, 90-91, 102-103, 117, 119C 4-5, 12-13, 15, 20-21, 29, 31, 43, 48-49, 57, 59, 100-101, 108-109, 125, 127D 4-5, 12-13, 20-21, 33, 52-53, 61, 63F 46-47, 66-67, 91, 102-103, 108-109WB 25-26, 27, 123-124, 125, 133-134, 135, 151-152, 153, 156-157, 158, 174-175, 176, 205-

206, 210-211, 212, 223-224, 228-229, 251-252, 25320.5.2 Predict that some events are more likely to happen than others.

A 108-109, 119B 4-5, 12-13, 23, 26-27, 40-41, 48-49, 59, 74-75, 96-97, 102-103C 9, 62-63, 70-71, 78-79, 91, 94-95D 36-37, 44-45E 20-21, 44-45F 4-5, 32-33, 38-39, 41, 46-47, 57, 60-61, 74-75, 82-83, 112WB 66-67, 74-75, 87-88, 89, 97-98, 187-188, 189, 192-193, 200-201, 282-283, 284, 290-291,

308-309, 313-314, 318-319, 336-337, 338, 341-34220.5.3 Describe and compare the components and interrelationships of a simple system (e.g., trace the flow of

water through an aquarium, a filter, and a pump).B 1, 30, 32-33, 34-39, 38, 46, 57, 85F 1, 66-67, 68-73, 92-93WB 92-93, 94, 331-332, 335, 346

~ SCIENTIFIC INQUIRY: PROCESSES AND SKILLS ~Content Standard 21.0: Scientific Values and AttitudesStudents understand that science is an active process of systematically examining the natural world.21.5.1 Keep records of investigations and observations, without changing those records later.

A 1i-j, 4-5, 14-15, 22-23, 33, 38, 39, 40, 48-49, 57, 62-63, 70-71, 76-77, 87, 90-91, 94, 98-99, 112, 119

B 1i-j, 4-5, 7, 8, 10, 12-13, 16, 21, 26-27, 37, 40-41, 42, 44, 45, 48-49, 52, 55, 62-63, 67, 69, 72, 74-75, 79, 87, 90-91, 96-97, 99, 102-103, 105, 108-109, 111, 112, 119

C 1i-j, 4-5, 12-13, 31, 34-35, 40-41, 57, 62-63, 70-71, 78-79, 81, 89, 94-95, 100-101, 108-109, 114-115

D 1i-j, 4-5, 8, 10, 12-13, 18, 20-21, 24, 29, 33, 36-37, 39, 41, 44-45, 46, 50, 52-53, 56, 61E 1i-j, 4-5, 12-13, 20-21, 29, 31, 33, 36-37, 41, 44-45, 47, 55F 1i-j, 4-5, 7, 16-17, 21, 32-33, 38-39, 46-47, 60-61, 66-67, 74-75, 82-83, 91, 93, 96-97, 102-

103, 108-109WB 2-3, 4, 7-8, 12-13, 30-31, 38-39, 40, 43-44, 48-49, 56-57, 58, 61-62, 74-75, 76, 79-80, 87-

88, 97-98, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 146-147, 148, 151-152, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 207, 210-211, 215-216, 223-224, 228-229, 233-234, 235, 241-242, 246-247, 251-252, 259-260, 261, 264-265, 266, 269-270, 277-278, 279, 282-283, 284, 290-291, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 351, 354-355

21.5.2 Make careful observations and test things more than once.A 1i-j, 4-5, 14-15, 22-23, 33, 38, 48-49, 57, 62-63, 70-71, 71, 76-77, 87, 90-91, 91, 94, 98-99,

119



B 1i-j, 4-5, 7, 8, 10, 12-13, 16, 21, 26-27, 37, 40-41, 42, 44, 45, 48-49, 52, 55, 62-63, 67, 69, 74-75, 79, 87, 90-91, 96-97, 99, 102-103, 105, 108-109, 111, 112, 119

C 1i-j, 4-5, 12-13, 20-21, 31, 34-35, 40-41, 41, 49, 57, 63, 70-71, 71, 79, 81, 89, 95, 100-101, 101, 108-109, 109, 114-115

D 1i-j, 4-5, 5, 8, 10, 12-13, 13, 20-21, 21, 24, 29, 33, 36-37, 39, 41, 44-45, 45, 46, 50, 52-53, 56, 61

E 1i-j, 4-5, 12-13, 20-21, 29, 31, 33, 36-37, 44-45, 47, 55F 1i-j, 4-5, 7, 10-11, 16-17, 21, 32-33, 38-39, 46-47, 60-61, 66-67, 74-75, 82-83, 91, 93, 96-

97, 102-103, 108-109, 119WB 2-3, 4, 7-8, 12-13, 30-31, 38-39, 40, 43-44, 48-49, 56-57, 58, 61-62, 74-75, 76, 79-80, 87-

88, 97-98, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 146-147, 148, 151-152, 156-157, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 207, 210-211, 215-216, 223-224, 228-229, 233-234, 235, 241-242, 246-247, 251-252, 259-260, 261, 264-265, 266, 269-270, 277-278, 279, 282-283, 284, 290-291, 295-296, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 351, 354-355, 359-360

21.5.3 Offer reasons for findings and consider the reasons suggested by others.A 1i-j, 82B 1i-jC 1i-j, 89D 1i-jE 1i-j, 38, 55F 1i-j, 21, 46-47, 57, 60-61, 74-75, 93, 105, 108-109, 119WB 318-319, 320, 326-327, 328, 336-337, 359-360, 361

Content Standard 22.0: Communication SkillsStudents understand that a variety of communication methods can be used to share scientific information.22.5.1 Give written or oral instructions that others are able to follow.

(none)22.5.2 Organize information into charts, tables, and graphs.

A 20, 39, 40, 48-49, 76-77, 110, 112B 8, 30, 40-41, 48-49, 72C 18, 34-35, 36, 62-63, 70-71, 78-79, 83, 84, 94-95, 114-115D 4-5, 18, 42E 10, 18, 41, 44-45F 16-17, 60-61, 80, 99, 112WB 48-49, 97-98, 164-165, 169-170, 182-183, 192-193, 200-201, 282-283, 300-301

22.5.3 Collaborate on a group project.A 1B 1C 1D 1E 1F 1

Content Standard 23.0: Scientific Applications of MathematicsStudents understand that scientific inquiry is enhanced and often communicated by using mathematics.23.5.1 Explain that sometimes changing one thing causes changes in another.

B 28-31, 50-53, 57, 58-59E 20-21, 22-27, 32-33, 48F 44WB 104, 106, 131, 269-270, 273

23.5.2 Explain to other students how to go about solving numerical problems.A 21, 69, 75, 89, 95, 97, 113B 3, 11, 17, 25, 31, 39, 65, 73, 89, 93, 101, 107C 3, 19, 69, 77



D 3, 11, 27, 35, 43, 48, 51, 57E 3, 27, 35, 43, 49F 9, 15, 23, 37, 45, 51, 65, 73, 81, 101

23.5.3 Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measurements.

A 22-23, 27, 90-91, 97, 108-109B 12-13, 26-27, 90-91C 39, 62-63, 78-79, 91, 94-95, 114-115, 121, 127D 1i-j, 4-5, 31, 61E 4-5, 12-13, 31, 33, 36-37F 1i-j, 16-17, 38-39, 74-75, 96-97, 102-103, 119WB 12-13, 56-57, 66-67, 79-80, 123-124, 182-183, 184, 192-193, 215-216, 217, 223-224, 259-

260, 261, 264-265, 277-278, 300-301, 313-314, 336-337, 349-350, 351, 354-355R 5

23.5.4 Recognize the appropriate unit for a particular measurement (e.g., meters for length, seconds for time, and kilograms for mass). (Aligns with Grade 3 Math Standard)

R 623.5.5 Recognize that repeated measurements of the same thing are likely to vary slightly.

A 1i-j, 22-23, 90-91, 108-109B 1i-j, 12-13, 26-27, 90-91C 62-63, 78-79, 91, 94-95, 114-115, 127D 1i-j, 4-5, 31, 61E 1i-j, 4-5, 12-13, 31, 33, 36-37F 1i-j, 16-17, 38-39, 74-75, 96-97, 102-103, 119WB 12-13, 56-57, 66-67, 79-80, 123-124, 182-183, 184, 192-193, 215-216, 217, 223-224, 259-

260, 261, 264-265, 277-278, 300-301, 313-314, 336-337, 349-350, 351, 354-355

Content Standard 24.0: Laboratory Skills and SafetyStudents can appropriately and safely apply the tools and techniques of scientific inquiry.24.5.1 Use safety equipment and attire.

A 42, 57, 117B 4-5, 21, 26-27, 57, 85, 102-103, 106C 12-13, 20-21, 29, 34-35, 40-41, 52, 57, 62-63, 78-79, 94-95, 125D 1i-j, 4-5, 7, 20-21, 26, 36-37, 44-45, 56E 12-13, 20-21, 31, 44-45, 48, 53F 1i, 4-5, 27, 44, 46-47, 55, 66-67, 82-83, 86, 96-97, 102-103, 108-109WB 25-26, 74-75, 87-88, 133-134, 164-165, 169-170, 223-224, 233-234, 241-242, 264-265,

269-270, 282-283, 318-319, 341-342, 349-350, 354-355, 359-36024.5.2 Measure and mix dry and liquid materials safely in prescribed amounts.

A 22-23, 90-91, 108-109B 12-13, 26-27, 90-91C 62-63, 78-79, 91, 94-95, 114-115, 127D 4-5, 31, 61E 4-5, 12-13, 31, 33, 36-37F 1i-j, 16-17, 38-39, 74-75, 96-97, 102-103, 119WB 12-13, 56-57, 66-67, 79-80, 123-124, 182-183, 184, 192-193, 215-216, 217, 223-224, 259-

260, 261, 264-265, 277-278, 300-301, 313-314, 336-337, 349-350, 351, 354-35524.5.3 Use provided materials to construct objects for a particular task.

A 31, 42-43, 57, 49, 117B 85, 90-91, 102-103, 117, 119C 4-5, 12-13, 15, 20-21, 29, 31, 43, 48-49, 57, 59, 100-101, 108-109, 125, 127D 4-5, 12-13, 20-21, 33, 52-53, 61, 63F 46-47, 66-67, 91, 102-103, 108-109WB 25-26, 27, 123-124, 125, 133-134, 135, 151-152, 153, 156-157, 158, 174-175, 176, 205-

206, 210-211, 212, 223-224, 228-229, 251-252, 25324.5.4 Label measurements and diagrams properly.



A 1i-j, 4-5, 14-15, 22-23, 48-49, 62-63, 70-71, 76-77, 90-91, 98-99, 108-109B 1i-j, 4-5, 12-13, 26-27, 40-41, 74-75, 90-91, 96-97, 102-103, 108-109C 1i-j, 4-5, 34-35, 40-41, 62-63, 70-71, 78-79, 91, 94-95, 100-101, 108-109, 114-115, 127D 1i-j, 4-5, 12-13, 20-21, 31, 36-37, 44-45, 61E 1i-j, 4-5, 12-13, 20-21, 31, 33, 36-37, 44-45F 1i-j, 4-5, 16-17, 32-33, 38-39, 46-47, 60-61, 66-67, 74-75, 82-83, 93, 96-97, 102-103, 108-

109, 119WB 7-8, 12-13, 30-31, 38-39, 43-44, 48-49, 56-57, 61-62, 66-67, 79-80, 87-88, 97-98, 115-116,

123-124, 128-129, 138-139, 146-147, 164-165, 169-170, 182-183, 184, 187-188, 192-193, 200-201, 205-206, 210-211, 215-216, 217, 223-224, 228-229, 233-234, 241-242, 246-247, 259-260, 261, 264-265, 269-270, 277-278, 282-283, 290-291, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 351, 354-355

24.5.5 Use appropriate technology in lab procedures for measuring and recording.A 1i-j, 4-5, 9, 14-15, 22-23, 48-49, 62-63, 70-71, 76-77, 90-91, 98-99, 108-109, 117B 1i-j, 4-5, 12-13, 21, 26-27, 40-41, 72, 74-75, 90-91, 96-97, 102-103, 108-109C 1i-j, 4-5, 34-35, 40-41, 62-63, 70-71, 78-79, 94-95, 98, 100-101, 108-109, 114-115D 1i-j, 4-5, 12-13, 20-21, 36-37, 44-45E 1i-j, 4-5, 12-13, 20-21, 36-37, 44-45F 1i-j, 4-5, 16-17, 32-33, 38-39, 46-47, 60-61, 66-67, 74-75, 82-83, 86, 91, 93, 96-97, 102-

103, 108-109, 117WB 2-3, 7-8, 30-31, 38-39, 43-44, 48-49, 56-57, 61-62, 66-67, 79-80, 87-88, 97-98, 115-116,

123-124, 128-129, 138-139, 146-147, 164-165, 169-170, 187-188, 192-193, 200-201, 205-206, 210-211, 215-216, 223-224, 228-229, 233-234, 241-242, 246-247, 259-260, 264-265, 269-270, 277-278, 282-283, 290-291, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 354-355

R 2, 3, 4, 524.5.6 Manipulate objects and observe events in an experiment.

A 1i-j, 4-5, 14-15, 22-23, 33, 38, 48-49, 57, 62-63, 70-71, 71, 76-77, 87, 90-91, 91, 94, 98-99, 119

B 1i-j, 4-5, 7, 8, 10, 12-13, 16, 21, 26-27, 37, 40-41, 42, 44, 45, 48-49, 52, 55, 62-63, 67, 69, 74-75, 79, 87, 90-91, 96-97, 99, 102-103, 105, 108-109, 111, 112, 119

C 1i-j, 4-5, 12-13, 20-21, 31, 34-35, 40-41, 41, 49, 57, 63, 70-71, 71, 79, 81, 89, 95, 100-101, 101, 108-109, 109, 114-115

D 1i-j, 4-5, 5, 8, 10, 12-13, 13, 20-21, 21, 24, 29, 33, 36-37, 39, 41, 44-45, 45, 46, 50, 52-53, 56, 61

E 1i-j, 4-5, 12-13, 20-21, 29, 31, 33, 36-37, 44-45, 47, 55F 1i-j, 4-5, 7, 10-11, 16-17, 21, 32-33, 38-39, 46-47, 60-61, 66-67, 74-75, 82-83, 91, 93, 96-

97, 102-103, 108-109, 119WB 2-3, 4, 7-8, 12-13, 30-31, 38-39, 40, 43-44, 48-49, 56-57, 58, 61-62, 74-75, 76, 79-80, 87-

88, 97-98, 110-111, 115-116, 123-124, 128-129, 133-134, 138-139, 146-147, 148, 151-152, 156-157, 164-165, 169-170, 182-183, 187-188, 192-193, 200-201, 205-206, 207, 210-211, 215-216, 223-224, 228-229, 233-234, 235, 241-242, 246-247, 251-252, 259-260, 261, 264-265, 266, 269-270, 277-278, 279, 282-283, 284, 290-291, 295-296, 300-301, 308-309, 313-314, 318-319, 326-327, 331-332, 336-337, 341-342, 349-350, 351, 354-355, 359-360



~~~~~ TEXTBOOK FOSS CORRELATION ~~~~~

S C I E

N C EH A R C O U R T

CORRELATION

to

FOSS




EXPLANATION OF FOSS CORRELATIONPage references for the Harcourt Science Kindergarten Program are for the Teacher’s Edition pages. All other page references are for both the Pupil Edition and Teacher’s Edition.

~ GRADE 5, UNIT A ~Chapter 4: Plants and Their AdaptationsProcess Skill Tip: Make a Model

Students make a working model.A43 Models and Designs

~ GRADE 5, UNIT B ~Chapter 2: Living Things InteractLesson 1 What are Ecosystems?

Students explore a variety of different plants and animals and their environments.B26-B31 Environments

Chapter 3: BiomesLesson 2 What are Water Ecosystems?

Students explore a variety of different plants and animals and their environments.B74-B81 Environments

Chapter 4: Protecting and Preserving EcosystemsProcess Skill Tip: Using Models

Students make a working model.B91 Models and Designs

Process Skill Tip: Control VariablesStudents control variables.B97 Variables

Process Skill Tip: Use ModelsStudents make a working model.B103 Models and Designs

Process Skill Tip: Control VariablesStudents control variables.B109 Variables

~ GRADE 5, UNIT C ~Chapter 1: Changes to Earth’s SurfaceLesson 1 What Processes Change Landforms?

Students use a stream table to simulate the creation of landforms.C4-C11 Landforms

Lesson 2 What Causes Mountains, Volcanoes, and Earthquakes?Students build a model mountain.C12-C19 Landforms



Chapter 2: Rocks and MineralsLesson 1 What are Minerals?

Students explore the properties of minerals.C34-E39 Earth Materials

Lesson 2 What Are Rocks?Students observe that rocks are made of minerals.C38-C45 Earth Materials

Chapter 4: Exploring the OceansLesson 3 How Do Oceans Interact with the Land?

Students observe the processes of erosion and deposition.C108-C113 Earth Materials

Process Skill Tip: Make A ModelStudents make a model.C109 Models and Designs

~ GRADE 5, UNIT D ~Chapter 1: Earth, Moon, and BeyondProcess Skill Tip: Make a Model

Students use a model to make inferences.D13 Models and Designs

Chapter 2: The Sun and Other StarsLesson 1 What Are the Features of the Sun?

Students explore passive solar energy.D28-D35 Solar Energy

Process Skill Tip: Use ModelsStudents use models to make inferences.D53 Models and Designs

~ GRADE 5, UNIT E ~Chapter 1: Matter and Its PropertiesLesson 1 How Can Physical Properties Be Used to Identify Matter?

Students measure volumes of solids and liquidsE4-E11 Mixtures and Solutions

Lesson 3 How Does Matter React Chemically?Students observe and compare materials before and after chemical reactions.E20-E27 Mixtures and Solutions

Activities for Home or School: Mix It UpStudents investigate mixtures.E31 Mixtures and Solutions

~ GRADE 5, UNIT F ~Chapter 2: MotionProcess Skill Tip: Identify and Control Variables

Students conduct controlled experiments.F39 Variables



Chapter 3: Forms of EnergyProcess Skill Tip: Identify and Control Variables


Chapter 4: How People Use EnergyProcess Skill Tip: Identify and Control Variables




~~~~~ NCSD SCIENCE CURRICULUM ~~~~~

SCIENCE CURRICULUMGrade Five

By the end of Grade Five, students know and are able to do everything required in the previous grade and:


1.0 Forces and Motion—Students understand that forces such as gravitational, electrical, and magnetic influence the motion of objects.

Physical Science

1.5.1 Investigate and describe the relationship that exists between the size of a change in motion of an object to the size of a push or pull on that object.

1.5.2 Investigate and describe that objects usually move downward when they fall or are released in the air or on ramps.

1.5.3 Investigate and describe that objects may move in a variety of ways (e.g., straight lines or by rotating, rolling, or revolving).

1.5.4 Classify objects by whether they sink or float in air or water.1.5.5 Investigate and describe the ways that magnets attract and repel each

other and certain kinds of other materials.2.0 Structure and Properties of Matter—Students understand that

materials have distinct properties which depend on the amount of matter present, its chemical composition, and structure.

Physical Science

2.5.1 Separate mixtures based on their properties2.5.2 Describe and classify matter in terms of elements, compounds, and

mixtures.2.5.3 Investigate and describe the ways that solids remaining after a solvent

has been evaporated may form distinctive patterns of crystals.2.5.5 Investigate and describe how materials can be broken down physically

into smaller and smaller pieces, and that each piece may retain its same properties.

2.5.6 Investigate and describe how the observable properties of a material depend on its composition.

3.0 Energy and Matter: Interactions and Forms—Students understand that changes in temperature and pressure can alter states of matter. Energy exists in many forms, and one form can change into another.

Physical Science

3.5.1 Investigate and describe how warm objects cool and cool objects warm when they are put together, until they reach the same temperature.

3.5.2 Investigate and describe how energy can be used to bring about changes in matter.

3.5.3 Investigate and describe how vibrations produce sound.3.5.4 Describe how electrical components are utilized in the design of simple

electrical circuits.4.0 Chemical Reaction—Students understand that chemical

reactions change substances into different substances.Physical Science

4.5.1 Investigate and describe how observable changes in matter may occur when different materials are heated, mixed or cooled.

5.0 Nuclear Energy and Electromagnetic Energy—Students understand that nuclear energy and electromagnetic energy

Physical Science



are produced from both natural and human-made sources in many forms.

None Technology (Physical Science):computer (internet), lab, and/or audio/video equipment


6.0 Structure and Function—Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

LIFE SCIENCE

6.5.1 Investigate, compare, and contrast the different life cycles of different living things.

6.5.2 Investigate, compare, and contrast the different structures of organisms that serve different functions for growth, reproduction, and survival.

6.5.3 Investigate and describe how plants and animals have features that help them live in various environments.

7.0 Internal and External Influences on Organisms—Students understand that organisms respond to internal and external influences.

LIFE SCIENCE

7.5.1 Investigate and describe how clues for behavior may be detected by the senses in humans and other living things.

7.5.2 Investigate and describe how some organisms can learn from their experiences.

7.5.3 Investigate and describe how some environmental conditions are more favorable than others to living things.

8.0 Heredity and Diversity—Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

LIFE SCIENCE

8.5.1 Investigate and describe how some characteristics between offspring and parents are inherited, but other characteristics are learned.

8.5.2 Explain how living things may be classified on the basis of similar features, behaviors, and/or habits.

8.5.3 Describe how there are variations among individuals within a population of a certain species.

8.5.4 Reproduction is a characteristic essential to the continuation of every species.

9.0 Evolution—The Process of Biological Change—Students understand that life forms change over time.

LIFE SCIENCE

9.5.1 Classify animals and plants according to their physical characteristics.9.5.2 Investigate and describe how environmental changes allow some plants

and animals to survive and reproduce, but others may die. 9.5.3 Investigate and describe how individuals of the same kind differ in their

characteristics and sometimes the differences give an advantage in surviving and reproducing.

7.5.3, 4.5.3 Technology (Life Science):computer, lab, and/or audio equipment. 7.5.3, 4.5.3


10.0 Earth Structures and Composition—Students understand that the Earth is composed of interrelated systems of rocks, water,

Earth & Space Sciences



air, and life.10.5.1 Investigate and describe how rocks are composed of different

combinations of minerals. 10.5.2 Investigate and describe how erosion and deposition rates can be

affected by the slope of the land and by human activities. 10.5.3 Investigate and describe how the surface of the Earth, including the

ocean floor has a varied topography.10.5.4 Investigate and describe how soil is made of many different biological

and mineral materials, and varies from place to place. 11.0 Earth Models—Students understand that the Earth may be

represented by a variety of maps and models.Earth & Space

Sciences11.5.1 Identify compass directions on a map.11.5.2 Explain how the Nevada state road map is a tool that can be used to

navigate from one location to another. 11.5.3 Explain how many things can be represented by two-dimensional maps

and three-dimensional models.12.0 Earth History—Students understand that Earth systems (such

as weather and mountain formation) change on variety.Earth & Space

Sciences12.5.1 Explain that the surface of the Earth changes due to a variety of factors

(e.g., some are abrupt volcanoes and earthquakes, and others happen very slowly, such as the wearing down of mountains).

12.5.2 Investigate and describe how fossils are evidence of past life. 13.0 Cycles of Matter and Energy—Students understand that Earth

systems have a variety of cycles through which energy and matter continually flow.


13.5.1 Explain that the sun is the main source of energy for people, which they use in many ways (e.g., fossil fuels derive their energy indirectly from the sun).

13.5.2 Investigate and describe various meteorological phenomena (e.g., flooding, thunderstorms, and drought).

13.5.3 Investigate and describe the factors, which affect the processes such as evaporation and condensation.

13.5.5 Investigate and describe how change is an ongoing process that can be seen throughout the natural world.

14.0 The Solar System and the Universe—Students understand that the Earth is part of a planetary system within the Milky Way Galaxy, which is part of the known universe.


14.5.1 Investigate and describe the basic components of our solar system (e.g., planets, moons, asteroids, comets, and the sun).

14.5.2 Describe the apparent motion of celestial objects across the sky. 14.5.3 Describe how the stars in the sky are not scattered evenly, and they are

not all the same in brightness or color.

4.5.1 Technology (Earth & Space Sciences):computer, lab, and/or audio/video equipment


15.0 Ecosystems—Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interaction and interdependencies among the life forms and the physical components of the Earth.

Environmental Science



15.5.1 Investigate and describe how organisms interact with each other and with non-living parts of their habitats.

15.5.2 Investigate and describe how, for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

15.5.3 Explain how the sun is the primary source of energy for nearly every ecosystem and that living things get what they need to survive from their environments.

15.5.4 Investigate and describe how the local ecosystem has unique characteristics.

16.0 Natural Resources—Students demonstrate and understand that natural resources include renewable and non-renewable materials and energy. Organisms, including human, use resources to maintain and improve their existence, and the use of resources can have positive and negative consequences.


16.5.1 Investigate and describe how resources have distinct properties, which determine their usefulness.

16.5.2 Investigate and describe how technology can be used to extend resources (e.g., recycling).

16.5.3 Explain how Earth materials, including those found in Nevada, provide many of the resources that humans use.

16.5.4 Explain that humans tend to use resources to meet more than their minimal needs for food, shelter and warmth.

17.0 Conservation—Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.


17.5.1 Investigate and describe how consumptive patterns of people vary in different places.

17.5.2 Investigate and describe that ecosystems have components that can be observed to change, while other components appear to stay the same.

17.5.3 Explain that changes in environments can be natural events or influenced by human activities.

3.5.1, 4.5.1, 4.5.2 Technology (Environmental Science):computer (internet), lab, and audio/video equipment


18.0 Scientific, Historical, and Technological Perspectives—Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole and future generations.

The Nature & History of

Science

18.5.1 Explain that science is a systematic way of exploring the world. 18.5.2 Develop explanations using observations (evidence) from

investigations. 18.5.3 Describe key scientists, classical experiments in science, and

technological inventions that lead to a better understanding of the impact of science on society.

18.5.4 Recognize and explain that science is an activity done by more than one person working together.

18.5.5 Explain that technology enables scientists and others to study the



motion of objects that are moving rapidly or that are hardly moving at all.

18.5.6 Explain that science is an ongoing process of investigation (inquiry).19.0 Reasoning and Critical Response Skills—Students understand

that many decisions require critical consideration of scientific evidence.


Science19.5.4 Explain that claims must be supported by evidence and logical

argument.20.0 Systems, Models, Risk, and Predictions—Students understand

that a variety of models can be used to describe or predict things and events.


Science20.5.1 Develop a physical model to explain how something works or how

something is constructed. 20.5.2 Predict that some events are more likely to happen than others. 20.5.3 Describe and compare the components and interrelationships of a

simple system (e.g., trace the flow of water through an aquarium, a filter, and a pump).

21.0 Scientific Values and Attitudes—Students understand that science is an active process of systematically examining the natural world.


Science21.5.1 Keep records of investigations and observations, without changing

those records later. 21.5.2 Make careful observations and test things more than once.21.5.3 Offer reasons for findings and consider the reasons suggested by others.

None Technology (The Nature & History of Science):computer (internet), lab, and/or audio/video equipment


22.0 Communication Skills—Students understand that a variety of communication methods can be used to share scientific information.

SCIENTIFIC INQUIRY:

Process & Skills22.5.1 Give written or oral instructions that others are able to follow. 22.5.2 Organize information into charts, tables, and graphs. 22.5.3 Collaborate on a group project.

23.0 Scientific Applications of Mathematics—Students understand that scientific inquiry is enhanced and often communicated by using mathematics.

SCIENTIFIC INQUIRY:

Process & Skills23.5.1 Explain that sometimes changing one thing causes changes in another. 23.5.2 Explain to other students how to go about solving numerical problems.23.5.3 Make quantitative estimates of familiar lengths, weights, and time

intervals, and check them by measurements.23.5.4 Recognize the appropriate unit for a particular measurement (e.g.,

meters for length, seconds for time, and kilograms for mass). (aligns with grade 3 math standard)

23.5.5 Recognize that repeated measurements of the same thing are likely to vary slightly.

24.0 Laboratory Skills and Safety—Students can appropriately and safely apply the tools and techniques of scientific inquiry.

SCIENTIFIC INQUIRY:

Process & Skills24.5.1 Use safety equipment and attire.



24.5.2 Measure and mix dry and liquid materials safely in prescribed amounts. 24.5.3 Use provided materials to construct objects for a particular task. 24.5.4 Label measurements and diagrams properly.24.5.5 Use appropriate technology in lab procedures for measuring and

recording. 24.5.6 Manipulate objects and observe events in an experiment.

23.5.1 Technology (Scientific Inquiry: Process & Skills):computer, lab, and/or audio/video equipment


SOCIAL STUDIESGRADE FIVE


SOCIAL STUDIES~ GRADE FIVE ~(Continued)

~~~~~ SOCIAL STUDIES STANDARDS ~~~~~

Nevada Grades K-12 Content StandardsCIVICS1.0 Rules, Law, and Government – Students know why society needs rules, laws,

and governments.2.0 The U.S. Government – Students know the United States Constitution and the

government it creates.3.0 National and State Government – Students can explain the relationship between

the states and national government.4.0 The Political Process – Students describe the roles of political parties, interest

groups, and public opinion in the democratic process.5.0 Citizenship – Students know the roles, rights, and responsibilities of United States

citizens and the symbols of our country.6.0 State and Local Government – Students know the structure and functions of

state and local governments.7.0 Political and Economic Systems – Students explain the different political and

economic systems in the world.8.0 International Relations – Students know the political and economic relationship

of the United States and its citizens to other nations.

ECONOMICS1.0 The Economic Way of Thinking – Students will use fundamental economic

concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.

2.0 Measuring U.S. Economic Performance – Students will demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.

3.0 Functioning of Markets – Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.

4.0 Private U.S. Economic Institutions – Students will describe the roles played by various U.S. economic institutions, including financial institutions, labor unions, for-profit business organizations, and not-for-profit organizations.

5.0 Money – Students demonstrate an understanding of various forms of money; how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.



6.0 The U.S. Economy as a Whole – Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation’s production, income, unemployment, and price levels; and leads to variations in individual income levels.

7.0 An Evolving Economy – Students will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy’s structure and performance.

8.0 The Role of Government in a Market Economy – Students will explain the role of government in a market economy.

9.0 The International Economy – Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.

GEOGRAPHY1.0 The World in Spatial Terms – Students use maps, globes, and other geographic

tools and technologies to locate and derive information about people, places, and environments.

2.0 Places and Regions – Students under stand the physical and human features and cultural characteristics of place and use this information to define and study regions and their patterns of change.

3.0 Physical Systems – Students understand how physical processes shape Earth’s surface patterns and ecosystems

4.0 Human Systems – Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

5.0 Environment and Society – Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

6.0 Geographic Applications – Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

7.0 Geographic Skills – Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

HISTORY1.0 Chronology – Students use chronology to organize and understand the sequence

and relationship of events.2.0 History Skills – Students will use social studies vocabulary and concepts to

engage in inquiry, in research, in analysis, and in decision making.3.0 Prehistory to 400 CE – Students understand the development of human

societies, civilizations, and empires through 400 CE.4.0 1 CE to 1400 – Students understand the characteristics, ideas, and significance of

civilizations and religions from 1 CE to 1400.



5.0 1200 to 1750 – Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.

6.0 1700 to 1865 – Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.

7.0 1860 to 1920 – Students understand the importance and impact of political, economic, and social ideas.

8.0 The Twentieth Century, a Changing Worlds: 1920 to 1945 – Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.

9.0 The Twentieth Century, a Changing World: 1945 to 1990 – Students understand the shift of international relationships and power as well as the significant developments in American culture.

10.0 New Challenges, 1990 to the Present – Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.


CIVICSIt is expected that students will:(5) 1.1 Describe the effects on society of the absence of law.(5) 1.2 Identify the Declaration of Independence and the U.S. Constitution as written

documents that are the foundation of the United States government.(5) 1.4 Describe the operation of representative government, including the rights of

political minorities.(5) 2.1 Identify the three branches of government (as set forth in the U.S. Constitution).(5) 2.2 Name the two houses of the U.S. Congress.(5) 2.3 Identify the powers of the U.S. Congress, such as power to tax, declare war,

impeach the President.(5) 2.4 Identify the duties of the President.(5) 2.5 Identify the Supreme Court as the highest court in the land.(5) 2.6 Describe the purpose of a judge and jury in a trial as it relates to resolving

disputes.(5) 4.1 List the qualities of a leader.(5) 4.2 Name the two major political parties.(5) 4.3 Give examples of interest groups.(5) 4.4 Identify sources of information people use to form an opinion.(5) 5.1 Describe the difference between a natural-born and a naturalized citizen of the

United States.(5) 5.3 Describe the symbolic importance of the Fourth of July and the Pledge of

Allegiance.



(5) 5.4 Identify the Bill of Rights.(5) 5.6 Identify ways conflicts can be resolved in a peaceful manner that respects

individual rights.(5) 6.1 Explain why local governments are created within states.(5) 6.3 Name the three branches of state government.(5) 6.4 Know that there are different types of courts.(5) 7.1 List the characteristics of a nation-state, including:

self-rule territory population organized government

(5) 8.1 Identify the countries bordering the United States.(5) 8.2 Explain ways in which nations interact.

ECONOMICSIt is expected that students will:(5) 1.1 Describe how scarcity requires a person to make a choice and identify a cost

associated with the decision.(5) 1.2 Demonstrate an understanding that people may respond to the same incentive in

different ways because they may have different preferences.(5) 1.3 Demonstrate an understanding that choosing a little more or a little less generates

either a benefit or a cost.(5) 1.4 Identify the benefits and costs of spending now versus saving for later.(5) 2.2 Identify and compare per capita measures for the U.S. for different time periods.(5) 2.4 Define inflation and deflation and explain how they affect individuals.(5) 2.6 Define employment and unemployment.(5) 2.8 Identify and give examples of interest rates for borrowing and saving.(5) 3.1 Explain why trade must be mutually beneficial.(5) 3.2 Demonstrate an understanding of supply and demand in a market.(5) 3.3 Contrast the effects of price changes on the behavior of buyers and sellers.(5) 4.1 Identify financial institutions.(5) 4.2 Provide examples of labor unions.(5) 4.3 Explain the purposes for establishing for-profit organizations.(5) 4.4 Explain the purposes for establishing not-for-profit organizations.(5) 4.5 Identify the rewards and risks of saving money in financial institutions.(5) 5.1 Explain why it is easier for people to save and trade using money rather than

using other commodities.(5) 5.4 Identify forms of money used in the U.S. prior to the 20th century.(5) 5.5 Give examples of purchases made using credit.(5) 6.1 Discuss the resources needed for production in households, schools, and

community groups.(5) 6.2 Demonstrate an understanding that an individual can be both a consumer and a

producer.(5) 6.3 Recognize the three types of productive resources: natural (e.g., minerals) human

(e.g., educated workers) and capital (e.g., machinery.)



(5) 6.4 Illustrate how one person’s spending becomes another person’s income.(5) 6.5 Identify factors within an individual’s control that can affect the likelihood of being

employed.(5) 6.6 Describe how income reflects choices people make about education, training, skill

development, lifestyle, and careers.(5) 7.1 Provide an example of how purchasing a tool or acquiring education can be

an investment.(5) 7.4 Describe the characteristics of an entrepreneur.(5) 7.5 Give examples of ways sellers compete.(5) 7.6 Explain why specialization increases productivity and interdependence.(5) 7.7 Describe the steps an entrepreneur would take to start a business.(5) 8.7 Give examples of items for which a sales tax is charged and items for which a

sales tax is not charged.(5) 9.1 Explain why the U.S. imports and exports goods.(5) 9.2 Describe how the exchange of goods and services around the world creates

interdependence among people in different places (e.g., the production of a candy bar requires ingredients from different countries around the world).

(5) 9.4 Give the value of the U.S. dollar in terms of the currencies of other countries.

GEOGRAPHYIt is expected that students will:(5) 1.1 Use maps and map features, including directional orientation, map symbols, and

grid system, to identify and locate major geographic features in Nevada, the U.S., and the world.

(5) 1.2 Identify the characteristics and purposes of maps and globes.(5) 1.3 Read and derive geographic information from photographs, maps, globes, and

graphs, and from computer resources.(5) 1.4 Construct maps and charts to display information about human and physical

features.(5) 1.5 Identify the purpose and summarize the content of maps of similar areas.(5) 1.6 Answer spatial questions using basic geographic vocabulary.(5) 2.1 Describe physical and human features and cultural characteristics of places and

regions.(5) 2.2 Identify examples in a community or region that reflect cultural identity.(5) 2.3 Describe the characteristics of the community and the state from different

perspectives.(5) 2.4 Identify the effects of the use of technology in the community.(5) 2.5 Identify and describe the locations of historical events.(5) 2.6 Describe how the community and the state change over time.(5) 2.7 Identify the criteria used to define different types of regions.(5) 3.1 Identify the components of each of Earth’s four basic physical systems:

atmosphere, lithosphere, hydrosphere, and biosphere.(5) 3.2 Define and give examples of natural hazards.(5) 3.3 Identify the parts of different ecosystems, including soil, climate, plant life, and

animal life.



(5) 3.4 Locate and describe various ecosystems of Earth.(5) 3.5 Investigate an ecosystem by asking and answering geographic questions.(5) 4.1 Explain differences in population distribution within Nevada and the United States.(5) 4.2 List the causes and effects of human migration and settlement.(5) 4.3 List examples of historical movements of people, goods, and ideas.(5) 4.4 Describe the differences among rural, suburban, and urban migration and

settlements.(5) 4.5 Identify the location of various economic goods and describe their movement

between states and countries.(5) 4.6 Investigate an economic issue by asking and answering geographic questions.(5) 4.7 Compare differences in the economic development and quality of life among the

countries in North America.(5) 4.8 Classify cultural, political, and economic organizations.(5) 4.9 Explain how and why people divide Earth’s surface into a variety of territorial units.(5) 5.1 Describe ways in which changes in the physical environment affect humans.(5) 5.2 Discuss the constraints physical environments place on human activities.(5) 5.3 Give examples of how the physical environment has been changed by technology.(5) 5.4 Explain how human modification of the physical environment in one place can lead

to changes in other places.(5) 5.5 Describe how natural hazards affect human activity.(5) 5.6 Describe the patterns of distribution and use of Earth’s resources.(5) 5.7 Identify different ways people in several areas of the world use the same

resources.(5) 6.1 Describe how people and places have influenced events in the past.(5) 6.2 Use current events to ask and answer geographic questions.(5) 6.3 Research a contemporary issue using geographic skills and perspectives.(5) 6.4 Describe a local geographic issue and the possible effects it will have in the future.

HISTORYIt is expected that students will:(5) 1.1 Identify current events from multiple sources.(5) 1.2 Record events on a graphic organizer, such as a calendar or time line.(5) 2.1 Ask a historical question and identify resources to be used in research.(5) 2.2 Organize historical information from a variety of sources.(5) 3.1 Define hunter-gatherer.(5) 3.5 Locate Nevada’s earliest Native American inhabitants, known as the Desert

Archaic people.(5) 4.1 Identify explorations of the Vikings in North America.(5) 5.5 Identify Nevada’s Native American cultures, including:

Northern Paiute Southern Paiute Washoe Western Shoshone

(5) 5.6 Describe Native North American life prior to European contact, such as: clothing



communication family food shelter transportation tools

(5) 5.7 Describe expeditions of early explorers, including: Christopher Columbus Ferdinand Magellan

(5) 5.8 Describe relationships among Native Americans, Europeans, and Africans.(5) 5.11 Describe colonial life in North America.(5) 6.4 Identify the events that led to the Declaration of Independence.(5) 6.5 Identify key people of the American Revolution, including:

George Washington Ben Franklin

(5) 6.14 Describe the relationship between the War of 1812 and the national anthem.(5) 6.17 Describe experiences of pioneers moving west, including:

Donner Party Oregon and California Trails

(5) 6.21 Identify the Civil War and final outcome, including: Union and Confederacy Generals Grant and Lee

(5) 6.22 Explain the symbols, mottos, and slogans related to Nevada, including: “Battle Born” state seal Silver State state flag

(5) 7.7 Identify the contributions of the inventors and discoverers, including: Thomas Edison Wright brothers Alexander Graham Bell George Washington Carver

(5) 7.9 Describe the contributions of immigrant groups to the United States.(5) 7.11 Describe the significance of Labor Day.(5) 7.17 Describe the distinction between Veterans Day and Memorial Day.(5) 8.5 Identify the major events of the Great Depression, such as:

stock market crash dust bowl migration Hoover Dam

(5) 8.6 Identify the United States’ participation in World War II, such as: Pearl Harbor Home front D-Day atomic bomb

(5) 9.5 Identify major advancements in science and technology, including:



television computers

(5) 9.8 Identify the major points in Martin Luther King Junior’s “I Have a Dream” speech.(5) 10.3 Identify major news events on the local, state, national, and world level.



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~SOCIAL STUDIES

GRADE FIVE HISTORY CIVICS ECONOMICS GEOGRAPHYSEPTEMBER H7.5.11 C8.5.1 G1.5.1 G4.5.1

G1.5.2G2.5.1G2.5.2G2.5.7

OCTOBER H3.5.1 E2.5.2 E9.5.2 G1.5.4H3.5.5 E5.5.1 G1.5.6H4.5.1 E5.5.4 G4.5.2H5.5.5 E6.5.3 G4.5.3H5.5.6 E9.5.1

NOVEMBER H5.5.7 C4.5.1 G4.5.3H7.5.17 C4.5.4 G4.5.4

C5.5.1 G4.5.6

DECEMBER H5.5.8 C1.5.4 E2.5.4 G4.5.7H5.5.11 E2.5.6 G4.5.9

E2.5.8E3.5.1E3.5.2

JANUARY H6.5.4 C1.5.1 C5.5.4H6.5.5 C1.5.2 C5.5.6H9.5.8 C2.5.1

C2.5.6C5.5.3

FEBRUARY H6.5.14 E1.5.1H6.5.17 E1.5.4

E3.5.3E8.5.7

MARCH H6.5.21 E4.5.1E4.5.5E5.5.5

APRIL H6.5.22 E6.5.1 G2.5.3H7.5.7 E6.5.2 G2.5.4H7.5.9 E6.5.4 G2.5.6

E6.5.6

MAY H8.5.5 E7.5.1H8.5.6 E7.5.4

E7.5.7

JUNE H2.5.1 C6.5.1 E9.5.4 G1.5.3H2.5.2 C6.5.3 G6.5.4

C6.5.4C7.5.1

ONGOING H1.5.1 G2.5.5H1.5.2 G6.5.2H10.5.3 G6.5.3

OTHER CONTENT AREAS

H9.5.5 G3.5.1 G5.5.7G3.5.5 G6.5.1G5.5.1



EXPLANATION OF CORRELATION

This document is a computer-generated correlation of HARCOURT HORIZONS ©2003 to the NEVADA SOCIAL STUDIES STANDARDS. The format for this correlation follows the basic format and sequence of skills established by the NEVADA SOCIAL STUDIES STANDARDS. The references listed include the Teacher Edition lesson pages and practice and application opportunities.

The references in this correlation reflect the Harcourt School Publishers National Correlation Group’s interpretation of the social studies objectives in the NEVADA SOCIAL STUDIES STANDARDS.

KEY TO SYMBOLS

All initial references are to Teacher Edition pages. (Reduced Student Edition pages appear on Teacher Edition pages.)

TE Teacher EditionAB Activity BookA Atlas PagesR For Your Reference (Grades 3 through 6)H Holiday Activities

U. S. History~ CIVICS ~Content Standard 1.0: Rules and LawStudents know why society needs rules, laws, and governments.1.5.1 Describe the effects on society of the absence of law.

TE 638-6431.5.2 Identify the Declaration of Independence and the U.S. Constitution as written documents that are the

foundation of the United States government.TE 302-307, 332, 333, 351-357, 358-363, 366-372, 380, 381, 476-480, 536, 551, 638-643AB 84-85, 92, 98R 11-13, 13-14, 15-27, 28-35H 12

1.5.4 Describe the operation of representative government, including the rights of political minorities.TE 163, 168, 214, 532-536, 585-589, 638-643, 648, 649AB 40, 166, 168



Content Standard 2.0: The U.S. GovernmentStudents know the United States Constitution and the government it creates.2.5.1 Identify the three branches of government (as set forth in the U.S. Constitution).

TE 97, 358-363, 381AB 96

2.5.2 Name the two houses of the U.S. Congress.TE 97, 358-363, 638-643AB 96

2.5.3 Identify the powers of the U.S. Congress, such as power to tax, declare war, impeach the President.TE 97, 358-363, 381AB 96

2.5.4 Identify the duties of the President.TE 97, 358-363, 364-365, 374-379, 381AB 96

2.5.5 Identify the Supreme Court as the highest court in the land.TE 97, 358-363AB 96

2.5.6 Describe the purpose of a judge and jury in a trial as it relates to resolving disputes.TE 358-363, 638-643AB 166

Content Standard 4.0: The Political ProcessStudents describe the roles of political parties, interest groups, and public opinion in the democratic process.4.5.1 List the qualities of a leader.

TE 97, 358-363AB 96H 7

4.5.2 Name the two major political parties.TE 374-379, 638-643, 644-645, 649AB 167

4.5.3 Give examples of interest groups.(none)

4.5.4 Identify sources of information people use to form an opinion.TE 318, 376, 448-449, 452, 534, 556, 638-643, 641AB 166

Content Standard 5.0: CitizenshipStudents know the roles, rights, and responsibilities of United States citizens and the symbols of our country.5.5.1 Describe the difference between a natural-born and a naturalized citizen of the United States.

(none)5.5.3 Describe the symbolic importance of the Fourth of July and the Pledge of Allegiance.

TE 17, 306, 333, 392-393, 503, 642-643AB 129R 36-37H 3, 11, 12

5.5.4 Identify the Bill of Rights.TE 366-372, 380, 638-643AB 98, 166R 28-29

5.5.6 Identify ways conflicts can be resolved in a peaceful manner that respects individual rights.TE 91, 93, 326-327, 355-357, 367, 373, 436-441AB 23



Content Standard 6.0: State and Local GovernmentStudents know the structure and functions of state and local governments.6.5.1 Explain why local governments are created within states.

(none)6.5.3 Name the three branches of state government.

(none)6.5.4 Know that there are different types of courts.

TE 97, 358-363AB 96

Content Standard 7.0: Political and Economic SystemsStudents explain the different political and economic systems in the world.7.5.1 List the characteristics of a nation-state, including: (1) self-rule; (2) territory; (3) population; (4) organized

governmentTE 306-307, 326-327, 332, 394

Content Standard 8.0: International RelationsStudents know the political and economic relationship of the United States and its citizens to other nations.8.5.1 Identify the countries bordering the United States.

TE 612-613, 652-656, 669-673AB 154-155A 8, 10-11, 12-13, 14-15, 16, 17U 1-2--1-4, 1-5--1-7

8.5.2 Explain ways in which nations interact.TE 114-119, 201-202, 205, 218-222, 248-251, 270, 299, 328, 330-331, 537, 574, 577, 632-

637, 655-656, 673, 677, 680AB 28, 90-91, 165, 170

~ ECONOMICS ~Content Standard 1.0: The Economic Way of ThinkingStudents will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.1.5.1 Describe how scarcity requires a person to make a choice and identify a cost associated with the decision.

TE 564, 577AB 144

1.5.2 Demonstrate an understanding that people may respond to the same incentive in different ways because they may have different preferences.

TE 313, 333AB 87

1.5.3 Demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost.TE 564, 577AB 144

1.5.4 Identify the benefits and costs of spending now versus saving for later.TE 564, 577AB 144

Content Standard 2.0: Measuring U.S. Economic PerformanceStudents will demonstrate knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.2.5.2 Identify and compare per capita measures for the U.S. for different time periods.

TE 412-419, 420, 421, 424-425



AB 109, 1102.5.4 Define inflation and deflation and explain how they affect individuals.

TE 347, 554AB 94

2.5.6 Define employment and unemployment.TE 547-549, 551

2.5.8 Identify and give examples of interest rates for borrowing and saving.TE 547, 562, 577, 656

Content Standard 3.0: Functioning of MarketsStudents will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.3.5.1 Explain why trade must be mutually beneficial.

TE 114-119, 201-202, 205, 218-222, 248-251, 328, 330-331, 632-637, 673AB 28, 90-91, 165, 175

3.5.2 Demonstrate an understanding of supply and demand in a market.TE 412-419, 542-546, 636-637

3.5.3 Contrast the effects of price changes on the behavior of buyers and sellers.TE 405, 412-419, 488, 542-546, 636-637

Content Standard 4.0: Private U.S. Economic InstitutionsStudents will describe the roles played by various U.S. Economic institutions, including, but not limited to, financial institutions, labor unions, corporations, and not-for-profit organizations.4.5.1 Identify financial institutions.

TE 5474.5.2 Provide examples of labor unions.

(none)4.5.3 Explain the purposes for establishing for-profit organizations.

TE 494-4994.5.4 Explain the purposes for establishing not-for-profit organizations.

TE 638-643, 6424.5.5 Identify the rewards and risks of saving money in financial institutions.

TE 547-549, 550, 562, 577

Content Standard 5.0: MoneyStudents demonstrate an understanding of various forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.5.5.1 Explain why it is easier for people to save and trade using money rather than using other commodities.

TE 77, 1905.5.4 Identify forms of money used in the U.S. prior to the 20th century.

TE 3475.5.5 Give examples of purchases made using credit.

TE 547

Content Standard 6.0: The U.S. Economy as a WholeStudents will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation’s production, income, unemployment, and price levels; and leads to variations in individual income levels.6.5.1 Discuss the resources needed for production in households, schools, and community groups.

TE 158, 494-4996.5.2 Demonstrate an understanding that an individual can be both a consumer and a producer.

TE 544-545



6.5.3 Recognize the three types of productive resources: natural (e.g., minerals) human (e.g., educated workers) and capital (e.g., machinery).

TE 40-43, 158, 494-4996.5.4 Illustrate how one person’s spending becomes another person’s income.

TE 412-419, 542-546, 636-6376.5.5 Identify factors within an individual’s control that can affect the likelihood of being employed.

TE 544-545H 1

6.5.6 Describe how income reflects choices people make about education, training, skill development, lifestyle, and careers.

TE 544-545H 1

Content Standard 7.0: An Evolving EconomyStudents will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy’s structure and performance.7.5.1 Provide an example of how purchasing a tool or acquiring education can be an investment.

TE 412-419, 564, 577AB 109, 144

7.5.4 Describe the characteristics of an entrepreneur.TE 494-499

7.5.5 Give examples of ways sellers compete.(none)

7.5.6 Explain why specialization increases productivity and interdependence.TE 544-545

7.5.7 Describe the steps an entrepreneur would take to start a business.TE 494-499

Content Standard 8.0: The Role of Government in a Market EconomyStudents will explain the role of government in a market economy.8.5.7 Give examples of items for which a sales tax is charged and items for which a sales tax is not charged.

TE 280-284, 282, 638-643AB 5

Content Standard 9.0: The International EconomyStudents explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.9.5.1 Explain why the U.S. imports and exports goods.

TE 114-119, 201-202, 205, 218-222, 248-251, 328, 330-331, 632-637AB 28, 90-91, 165

9.5.2 Describe how the exchange of goods and services around the world creates interdependence among people in different places (e.g., the production of a candy bar requires ingredients from different countries around the world).

TE 114-119, 201-202, 205, 218-222, 248-251, 328, 330-331, 632-637AB 28, 165

9.5.4 Give the value of the U.S. dollar in terms of the currencies of other countries.TE 347, 655-656

~ GEOGRAPHY ~Benchmark Geographic SkillsStudents ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.GS.4.1 Develop questions that will aid in exploration of spatial patterns. (Gr. 4)



TE 31, 40-43, 42, 65, 68-69, 89, 93, 218-222, 246-247, 248-251, 253, 257, 498, 602-603, 605, 609, 626-627, 649

AB 18, 68-69, 70, 156-157, 162-163GS.4.2 Gather geographic information from an electronic medium. (Gr. 4)

TE 11D, 25, 51, 69, 85, 99D, 113, 179D, 247, 259D, 279, 311, 339D, 394, 411, 427D, 457, 493, 515D, 531, 603, 611D, 627, 675

A 5, 7, 9, 11, 13, 15, 17GS.4.3 Classify geographic information and select a method for display. (Gr. 4)

TE 23, 68, 98, 112, 133, 205, 207, 261, 283, 330-331, 333, 341, 388, 397, 410, 429, 448, 455, 492-493, 496, 497, 504, 509, 514, 517, 545, 547, 561, 589, 591, 602, 613, 633, 656, 662-663, 673

AB 50-51, 90-91, 126-127, 172-173GS.4.4 Locate and summarize geographic information from a variety of geographic sources. (Gr. 4)

TE 12-13, 20, 24-25, 42, 53, 246-247, 248, 253, 257, 498AB 7, 8, 68-69A 6-7, 9, 14-15

GS.4.5 Incorporate a visual display to report facts about a geographic topic. (Gr. 4)TE 23, 68, 98, 112, 133, 205, 207, 261, 283, 330-331, 333, 341, 388, 397, 410, 429, 448, 455,

492-493, 496, 497, 504, 509, 514, 517, 545, 547, 561, 589, 591, 602, 613, 633, 656, 662-663, 673

AB 50-51, 90-91, 126-127, 172-173GS.5.1 Ask appropriate geographic questions about geographic locations, spatial patterns, and their origin and

significance.TE 12-13, 18-23, 24-25, 26-32, 31, 33-39, 40-43, 44-49, 52, 53, 218-222, 248-251, 253, 621AB 6, 7, 8, 13, 70A 6-7, 9, 12-13, 14-15, 18-19

GS.5.2 Locate and gather information from a variety of sources.TE 12-13, 20, 24-25, 36, 42, 53, 246-247, 248, 253, 257, 498AB 7, 8, 9, 68-69A 6-7, 9, 14-15

GS.5.3 Create and prepare maps, graphs, or charts to display geographic information.TE 13, 23, 49, 59, 68, 98, 101, 112, 133, 180-181, 205, 207, 223, 229, 261, 283, 330-331,

333, 341, 353, 354, 363, 379, 388, 397, 410, 429, 445, 448, 455, 459, 492-493, 496, 497, 504, 509, 514, 517, 545, 547, 561, 589, 591, 602, 613, 633, 656, 662-663, 673

AB 20, 30, 38, 50-51, 58-59, 90-91, 112, 126-127, 152, 172-173GS.5.4 Investigate and interpret information from a variety of geographic sources.

TE 12-13, 20, 24-25, 36, 42, 53, 205, 207, 246-247, 248, 253, 257, 283, 330-331, 333, 397, 429, 448, 492-493, 496, 498, 504, 509, 517, 547, 561, 589, 591, 613, 633, 656, 662-663

AB 7, 8, 9, 50-51, 68-69, 90-91, 126-127, 172-173A 6-7, 9, 14-15

GS.5.5 Draw a conclusion by presenting geographic information in the form of oral or written reports accompanied by maps or graphics.

TE 23, 68, 85, 98, 112, 133, 388, 410, 419, 446, 449, 451, 455, 477, 514, 566, 602, 625, 655, 662, 664, 673

Content Standard 1.0: The World in Spatial TermsStudents use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.1.4.1 Identify and use intermediate directions on a compass rose to locate places on a map. (Gr. 4)

AB 1A 2-3

1.4.2 Compare the information found on different maps of Nevada. (Gr. 4)A 12-13, 14-15

1.4.3 Use maps and photographs of Nevada to collect geographic information. (Gr. 4)TE 12-13, 20, 36, 42AB 7, 8, 9



A 9, 14-151.4.4 Construct a map of Nevada displaying its human and physical features. (Gr. 4)

TE 23, 68, 410, 6021.4.5 Identify the purpose and content of various Nevada maps. (Gr. 4)

TE 12-13, 20, 36, 42AB 7, 8, 9A 9, 12-13, 14-15

1.4.6 Identify and explain spatial patterns on a map of Nevada (e.g., deserts, mountains, population). (Gr. 4)TE 12-13, 18-23, 24-25, 602-603, 620-622, 626-627AB 7, 162-163A 9, 14-15

1.5.1 Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada, the U.S., and the world.

TE 12-13, 20, 45, 50-51, 53, 97, 112-113, 278-279, 612-613, 621, 674-675AB 1, 7, 8, 12, 76-77, 154-155, 156-157, 176-177A 2-3, 4-5, 6-7, 8, 9, 10-11, 12-13, 14-15

1.5.2 Identify the characteristics and purposes of different maps and globes.TE 12-13, 20, 24-25, 36, 42, 53, 65, 68-69, 89, 93, 112-113, 219, 246-247, 253, 257, 278-279,

299, 410-411, 415, 421, 498, 516-517, 539, 602-603, 605, 609, 612-613, 626-627, 649, 653, 658, 665, 670

AB 7, 8, 9, 12, 18, 27, 28, 48-49, 54-55, 68-69, 76-77, 88, 108, 116, 124-125, 132-133, 134, 154-155, 156-157, 162-163

A 4-5, 6-7, 8, 9, 12-13, 14-15, 16, 171.5.3 Read and derive geographic information from photographs, maps, globes, and graphs, and from computer

resources.TE 12-13, 18-23, 20, 24-25, 26-32, 33-39, 36, 42, 52, 205, 207, 223, 229, 246-247, 253, 257,

261, 283, 330-331, 333, 341, 397, 429, 445, 448, 492-493, 496, 497, 498, 504, 509, 517, 545, 547, 561, 589, 591, 613, 633, 656, 662-663

AB 7, 8, 9, 50-51, 58-59, 68-69, 90-91, 126-127, 172-173A 6-7, 9, 14-15

1.5.4 Construct maps and charts to display information about human and physical features.TE 23, 49, 59, 68, 98, 101, 112, 133, 180-181, 353, 354, 363, 379, 388, 410, 455, 459, 514,

602, 673AB 20, 30, 38, 112, 152

1.5.5 Identify the purpose and summarize content of maps of similar areas.TE 12-13, 20, 24-25, 36, 42, 45, 53, 65, 68-69, 89, 93, 100-101, 108, 112-113, 119, 122, 125,

126, 129, 133, 138, 149, 151, 154, 157, 177, 180-181, 189, 197, 202, 211, 212, 219, 225, 234, 238, 246-247, 253, 257, 269, 274, 278-279, 284, 291, 299, 323, 329, 337, 340-341, 349, 369, 385, 391, 398, 404, 406, 410-411, 415, 421, 425, 428-429, 438, 439, 440, 446, 460, 470, 488, 489, 498, 514, 516-517, 526, 539, 568-569, 574, 581, 582, 592, 602-603, 605, 609, 612-613, 621, 626-627, 649, 653, 658, 665, 670

AB 7, 8, 9, 12, 18, 27, 28, 46-47, 48-49, 54-55, 60-61, 68-69, 76-77, 88, 108, 116, 124-125, 132-133, 134, 154-155, 156-157, 162-163

A 4-5, 6-7, 8, 9, 10-11, 12-13, 14-15, 16, 171.5.6 Answer spatial questions using basic geographic vocabulary.

TE 12-13, 20, 27, 45, 57, 112-113, 119, 122, 125, 129, 133, 141, 151, 157, 177, 202, 291, 353, 385, 398, 404, 406, 446, 488, 528, 545, 612-613, 621, 653, 658, 665, 670

AB 1, 27, 28, 60-61, 124-125, 154-155, 176-177A 2-3, 4-5, 6-7, 8, 9, 10-11, 12-13, 14-15, 16, 17

Content Standard 2.0: Places and RegionsStudents understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.2.4.1 List examples of physical and human features from their own city or region. (Gr. 4)

A 12-13, 14-152.4.2 Recognize and discuss elements of their own cultures. (Gr. 4)



TE 10, 30, 70-73, 72, 74-75, 79, 81, 83, 94-95, 96-97, 123, 129, 152, 168, 191, 194-196, 204, 213, 215, 216-217, 218-222, 262-265, 277, 305, 306, 315, 316, 326, 327, 378, 400-401, 403, 405, 414, 447, 448, 462, 467, 469, 482, 503, 506, 507, 527, 533, 535, 542, 614-616, 620-623

AB 129H 1, 4, 5, 6, 8, 9, 10, 12

2.4.3 Describe the characteristics of another culture from their own perspective. (Gr. 4)TE 10, 58-59, 62-67, 70-73, 76-80, 81-85, 86-90, 92, 93, 94-95, 96-97, 110, 111, 129, 137,

191, 194-196, 213, 215, 216-217, 591, 614-616, 620-623, 654, 659, 672, 677, 682AB 17, 19, 20, 21, 24, 161H 5

2.4.4 List examples of technology in their community. (Gr. 4)TE 114-119, 412-419, 420, 466, 494-499, 498-499, 500-501, 624-625AB 109, 110, 128, 160

2.4.5 Choose a historical figure and locate the place and region on which they had an impact. (Gr. 4)TE 30, 72, 102-103, 121-126, 140, 141, 160-164, 166-170, 172, 173, 178, 188-193, 194-199,

206, 207, 210-215, 221-222, 228, 229, 232-239, 244, 252, 253, 256-257, 270-271, 275-277, 280-285, 289, 293-297, 296, 302-307, 303, 312, 314-319, 317, 318-319, 322-329, 325, 333, 351-357, 352, 376, 380, 381, 384-388, 389-394, 405, 412-419, 420, 421, 422-423, 424-425, 436-441, 444-449, 447-448, 450-455, 458-464, 461, 463, 465-471, 472, 473, 479, 494-499, 500-501, 505, 532-536, 551, 585-589, 597, 605

AB 30, 33, 42, 44-45, 46-47, 52, 54-55, 64-65, 66, 71, 80, 81, 84-85, 88, 95, 103, 104-105, 109, 113, 114, 115, 119, 120, 129, 136, 152

R 8, 9H 2, 8, 9

2.4.6 Give an example of how a place where they have lived has changed in their lifetime. (Gr. 4)(none)

2.4.7 Recognize differences between physical and cultural regions. (Gr. 4)TE 18-23, 44-49, 52, 53, 65, 68-69, 89, 93, 621AB 13, 18A 4-5, 12-13

2.5.1 Describe physical and human features and cultural characteristics of places and regions.TE 10, 12-13, 18-23, 24-25, 26-32, 30, 33-39, 44-49, 52, 58-59, 62-67, 65, 68-69, 70-73, 72,

74-75, 76-80, 79, 81-85, 83, 86-90, 89, 93, 94-95, 96-97, 123, 129, 152, 168, 191, 194-196, 204, 213, 215, 216-217, 218-222, 219, 246-247, 248-251, 253, 257, 262-265, 277, 305, 306, 315, 316, 326, 327, 378, 400-401, 403, 405, 414, 447, 448, 462, 467, 469, 482, 502-507, 503, 506, 516-517, 527, 533, 535, 542, 614-616, 620-623, 680

AB 7, 8, 18, 68-69, 129, 161A 6-7, 9, 14-15H 1, 4, 5, 6, 8, 9, 10, 12

2.5.2 Identify examples in a community or region that reflect cultural identity.TE 10, 155, 218-222, 262-265, 414, 502-507, 503, 535, 542, 614-616, 620-623, 622, 680AB 129, 161

2.5.3 Describe the characteristics of the community and state from different perspectives.TE 124A 12-13, 14-15

2.5.4 Identify the effects of the use of technology in the community.TE 114-119, 412-419, 420, 466, 494-499, 498-499, 500-501, 624-625, 667-668AB 109, 110, 128

2.5.5 Identify and describe the locations of historical events.TE 160-164, 166-170, 172, 173, 176-177, 178, 280-285, 288-292, 298, 299, 351-357, 376-

377, 380, 381, 402-409, 427, 465-471, 490, 593, 611L, 638-639, 644-645, 652-656, 678-679, 682

AB 42, 80, 82, 101, 107, 119, 167H 9

2.5.6 Describe how the community and the state have changed over time.



TE 602-603, 605, 609, 620-623AB 156-157R 2-5

2.5.7 Identify the criteria used to define different types of regions.TE 18-23, 44-49, 52, 53AB 13A 4-5

Content Standard 3.0: Physical SystemsStudents understand how physical processes shape Earth’s surface patterns and ecosystems.3.4.1 Recognize that plants and animals have habitats on both land and in water. (Gr. 4)

TE 33-39, 53, 400-4013.4.2 Describe the effects of various natural hazards. (Gr. 4)

TE 657-661AB 171

3.4.3 Generate examples of various ecosystems found in the U.S. (Gr. 4)TE 12-13, 33-39, 96, 400-401AB 7A 9, 14-15

3.4.4 Explain the location and distribution of a specific ecosystem throughout the world. (Gr. 4)TE 12-13, 18-23, 24-25, 26-32, 33-39, 96, 652-656, 657-661, 658, 664-668, 669-673AB 6, 7, 8, 175A 6-7, 9, 10-11, 12-13, 14-15, 16, 17, 18-19

3.4.5 Identify the living and non-living elements of an ecosystem. (Gr. 4)TE 33-39, 40-43, 400-401, 494-499, 658, 664-668

3.5.1 Identify the components of each of Earth’s four basic physical systems: (1) atmosphere; (2) lithosphere; (3) hydrosphere; (4) biosphere

TE 18-23, 26-32, 33-39, 667-668AB 6, 8A 6-7, 18-19

3.5.2 Define and give examples of natural hazards.TE 657-661AB 171

3.5.3 Identify the parts of different ecosystems, including soil, climate, plant life, and animal life.TE 12-13, 18-23, 24-25, 33-39, 40-43, 52, 400-401, 658, 664-668AB 6, 7, 9A 6-7, 9, 14-15, 18-19

3.5.4 Locate and describe various ecosystems on Earth.TE 12-13, 18-23, 24-25, 33-39, 96, 658, 664-668AB 6, 7A 6-7, 9, 14-15, 18-19

3.5.5 Investigate an ecosystem by asking and answering geographic questions.TE 12-13, 18-23, 24-25, 26-32, 33-39, 40-43, 44-49, 52, 621AB 7, 8, 9A 6-7, 9, 12-13, 14-15

Content Standard 4.0: Human SystemsStudents understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.4.4.1 Define basic demographic terms (e.g., dense, sparse). (Gr. 4)

TE 602-603, 605, 609, 620-623AB 156-157

4.4.2 List reasons why people move to or from a particular place. (Gr. 4)TE 48-49, 56-59, 502-507

4.4.3 Describe how student has moved from one place to another (e.g., homes, schools, cities, states). (Gr. 4)



(none)4.4.4 Locate and list examples of rural, suburban, and urban communities. (Gr. 4)

TE 44-49, 546AB 11

4.4.5 Compile a list of both goods and services that are produced in the U.S. and abroad. (Gr. 4)TE 330-331, 632-637, 655-656, 673AB 90-91, 175

4.4.6 Identify and discuss how economic issues are affected by geography. (Gr. 4)TE 21, 31, 40-43, 114-119, 201-202, 218-222, 248-251, 253, 632-637AB 28, 70

4.4.7 Compare the housing, health care, and education among the countries in North America. (Gr. 4)TE 62-67, 70-73, 76-80, 81-85, 86-90, 92, 93AB 19, 20, 21, 24

4.4.8 Discuss why different geographic regions may have different types of organizations. (Gr. 4)TE 21, 35

4.4.9 Describe how cooperation and conflict affect people in different communities. (Gr. 4)TE 373, 436-441, 450-455, 458-464, 537-541

4.5.1 Explain differences in population distribution within Nevada and the United States.TE 44-49, 91, 223, 542-546, 602-603, 605, 609, 620-623, 626-627, 648AB 50-51, 138, 156-157, 161, 162-163, 168

4.5.2 Identify the causes and effects of human migration and settlement.TE 44-49, 48-49, 56-59, 502-507

4.5.3 List examples of historical movements of people, goods, and ideas.TE 48-49, 100-101, 102-103, 114-119, 121-126, 122, 125, 127-133, 129, 136-139, 138, 140,

141, 144-149, 150-155, 151, 153, 156-159, 160-164, 166-170, 172, 173, 174-175, 176-177, 178, 188-193, 194-199, 206, 207, 210-215, 224-227, 228, 229, 232-239, 256-257, 268-269, 275-277, 278-279, 299, 346-350, 384-388, 389-394, 402-409, 412-419, 420, 421, 436-441, 466, 486-491, 494-499, 502-507, 504, 508, 509, 512-513

AB 30, 31, 32, 33, 35, 36, 37, 42, 44-45, 46-47, 52, 54-55, 60-61, 62, 64-65, 74-75, 76-77, 107, 110, 124-125, 128

H 24.5.4 Describe the differences among rural, suburban, and urban migration and settlements.

TE 44-49, 91, 223, 506-507, 509, 540, 542-546, 602-603, 605, 609, 620-623, 626-627, 648AB 11, 50-51, 129, 138, 156-157, 161, 162-163, 168

4.5.5 Identify the location of various economic goods and describe their movement between states or countries.TE 201-202, 205, 218-222, 248-251, 328, 330-331, 436-437, 632-637, 655-656, 660, 673,

677, 680AB 90-91, 165, 170, 175

4.5.6 Investigate an economic issue by asking and answering geographic questions.(none)

4.5.7 Compare differences in the economic development and quality of life among the countries in North America.TE 21, 632-637, 649, 655-656, 657-661, 673, 677, 680AB 68-69, 165, 170, 171

4.5.8 Classify cultural, political, and economic organizations.TE 374-379, 632-637, 638-643, 655-656, 673, 677, 680AB 165, 170

4.5.9 Explain how and why people divide Earth’s surface into a variety of territorial units.TE 18-23, 44-49, 52, 53, 621, 652-656, 669-673AB 13A 4-5, 12-13, 16, 17

Content Standard 5.0: Environment and SocietyStudents understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.5.4.1 Illustrate a change that has taken place in the student’s local environment. (Gr. 4)

(none)



5.4.2 Locate physical similar environments that support similar human activities. (Gr. 4)TE 31, 44-49, 248-251, 253

5.4.3 Locate several places whose physical environment has been altered by the same technology (e.g., clear-cutting of timber, mining, manufacturing). (Gr. 4)

TE 40-43, 53, 548-549, 667-668AB 174

5.4.4 Use maps or photographs to document human modification of the physical environment. (Gr. 4)TE 31, 40-43, 42, 53, 71, 218-222, 248-251, 253, 548-549AB 70

5.4.6 Identify various natural resources found in their state or region. (Gr. 4)TE 40-43, 494-499, 525AB 132-133

5.4.7 List examples of how people use and manage natural resources within the state. (Gr. 4)TE 31, 40-43, 494-499, 533, 562, 630-631, 667-668AB 164, 174

5.5.1 Describe ways in which changes in the physical environment affect humans.TE 657-661, 667-668AB 171

5.5.2 Discuss the constraints physical environments place on human activities.TE 31, 40-43, 44-49, 47, 218-222, 248-251, 250, 253AB 11, 70

5.5.3 Give examples of how the physical environment has been changed by technology.TE 40-43, 53, 412-419, 528-529, 548-549, 673

5.5.4 Explain how human modification of the physical environment in one place can lead to changes in other places.

TE 40-43, 548-549, 667-6685.5.5 Describe how natural hazards affect human activity.

TE 657-661AB 171

5.5.6 Describe the patterns of distribution and use of natural resources.TE 40-43, 494-499, 630-631, 667-668AB 164, 174

5.5.7 Identify different ways people in several areas of the world use the same resource.TE 40-43, 494-499, 630-631, 667-668AB 164

Content Standard 6.0: Geographic ApplicationsStudents apply geographic knowledge of people, places and environments to interpret the past, understand the present, and plan for the future.6.4.1 Describe the physical setting of a historical event. (Gr. 4)

TE 100-101, 108, 112-113, 119, 122, 125, 126, 129, 133, 138, 149, 151, 154, 157, 177, 180-181, 189, 197, 202, 211, 212, 225, 234, 238, 269, 274, 278-279, 284, 291, 299, 323, 329, 337, 340-341, 349, 369, 385, 391, 398, 404, 406, 410-411, 415, 421, 425, 428-429, 438, 439, 440, 446, 460, 470, 488, 489, 498, 514, 526, 539, 568-569, 574, 581, 582, 592

AB 27, 28, 46-47, 48-49, 54-55, 60-61, 76-77, 88, 108, 116, 124-125, 132-133, 1346.4.2 Describe the physical setting of a cultural event. (Gr. 4)

TE 65, 68-69, 89, 93AB 18

6.4.3 Identify and discuss the four geographic perspectives (spatial, ecological, economic, and historic). (Gr. 4)TE 6-7, 42, 112-113, 246-247, 253, 257, 278-279, 299, 410-411, 421, 498, 539, 602-603, 605,

609, 626-627, 649, 653, 658, 665, 670AB 4, 27, 28, 48-49, 54-55, 68-69, 76-77, 88, 108, 116, 124-125, 132-133, 134, 154-155, 156-

157, 162-163, 176-177A 4-5, 8, 16, 17

6.4.4 Choose an environmental problem that affects their community and develop possible solutions. (Gr. 4)



(none)6.5.1 Describe how the people and places have influenced events in the past.

TE 31, 44-49, 224-227, 229, 248-251, 253, 275-277, 299, 402-409, 412-419, 458-464, 494-499, 504, 509, 528-529, 673

AB 60-61, 107, 118, 1286.5.2 Use current events to ask and answer geographic questions.

TE 318, 376, 448-449, 452, 534, 556, 638-643, 641, 667-668AB 166

6.5.3 Research a contemporary issue using geographic skills and perspectives.TE 40-43, 53, 548-549, 630-631, 667-668AB 164

6.5.4 Describe a local geographic issue and the possible effects it will have in the future.TE 40-43, 657-661, 667-668AB 171

~ HISTORY ~Content Standard 1.0: ChronologyStudents use chronology to organize and understand the sequence and relationship of events.1.5.1 Identify current events from multiple sources.

TE 271, 318, 376, 448-449, 452, 534, 556, 594-595, 638-643, 641AB 166

1.5.2 Record events on a graphic organizer, such as a calendar or time line.TE 12-13, 60-61, 67, 93, 100-101, 111, 119, 126, 133, 139, 140-141, 149, 155, 159, 164, 170,

172-173, 180-181, 193, 199, 204, 206-207, 215, 222, 228-229, 239, 251, 252-253, 260-261, 272, 277, 285, 292, 297, 298-299, 307, 319, 322, 329, 332-333, 338, 340-341, 350, 357, 372, 379, 380-381, 388, 394, 399, 409, 419, 420-421, 426, 428-429, 441, 449, 455, 464, 471, 472-473, 480, 485, 491, 499, 507, 508-509, 516-517, 529, 536, 541, 549, 550-551, 558, 563, 569, 570-571, 575, 576-577, 584, 589, 593, 601, 604-605, 612-613, 656, 661, 668, 673, 676-677

AB 16, 89, 104, 119, 122, 146, 150-151, 170

Content Standard 2.0: History SkillsStudents will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision-making.2.5.1 Ask a historical question and identify resources to be used in research.

TE 85, 200, 248, 311, 318, 384, 394, 404, 419, 444, 446, 449, 451, 454, 462, 477, 493, 534, 566, 625, 655, 662, 664

2.5.2 Organize historical information from a variety of sources.TE 44, 62, 81, 212, 304, 356, 419, 444, 446, 449, 477, 486, 556, 566, 596, 625, 655, 662, 666

Content Standard 3.0: Prehistory to 400CEStudents understand the development of human societies, civilizations, and empires through 400 CE.3.5.1 Define hunter-gatherer.

TE 62-673.5.5 Locate Nevada’s earliest Native American inhabitants, known as the Desert Archaic people.

TE 62-67AB 17

Content Standard 4.0: 1 CE to 1400Students understand the characteristics, ideas, and significances of civilizations and religions from 1 CE to 1400.4.5.1 Identify explorations of the Vikings in North America.

U 2-14—2-15



Content Standard 5.0: 1200 to 1750:Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.5.5.5 Identify Nevada’s Native American cultures, including: (1) Northern Paiute; (2) Southern Paiute; (3)

Washoe; (4) Western ShoshoneTE 62-67, 81-85, 92, 93, 94-95AB 21

5.5.6 Describe Native North American life prior to European contact, such as: (1) clothing; (2) communication; (3) family; (4) food; (5) shelter; (6) transportation; (7) tools

TE 62-67, 70-73, 76-80, 81-85, 83, 86-90, 92, 93, 94-95, 96-97AB 17, 19, 20, 21, 22, 24

5.5.7 Describe expeditions of early explorers, including: (1) Christopher Columbus; (2) Ferdinand MagellanTE 100-101, 102-103, 114-119, 120, 121-126, 122, 125, 127-133, 129, 136-139, 138, 140,

141, 150-155, 151, 153, 176-177, 178AB 30, 31, 32, 33, 36H 2

5.5.8 Describe relationships among Native Americans, Europeans, and Africans.TE 114-119, 144-149, 160-164, 163, 166-170, 198-199, 202-203, 207, 210-215, 232-239, 241-

245, 253, 256-257AB 35, 41, 46-47, 54-55, 67

5.5.11 Describe colonial life in North America.TE 160-164, 166-170, 168, 172, 173, 176-177, 178, 182-185, 188-193, 194-199, 200-204,

206, 207, 210-215, 216-217, 228, 229, 232-239, 241-245, 246-247, 248-251, 252, 253, 254-255, 256-257

AB 38, 42, 44-45, 46-47, 48-49, 52, 54-55, 58-59, 64-65, 66, 70, 71

Content Standard 6.0: 1700 to 1865:Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.6.5.4 Identify the events that led to the Declaration of Independence.

TE 201-202, 205, 241-245, 248-251, 256-257, 268-272, 273-275, 278-279, 280-285, 288-292, 293-297, 298, 299, 302-307, 330-331, 332, 333, 336-337

AB 73, 74-75, 76-77, 78, 79, 80, 81, 82, 84-85, 926.5.5 Identify key people of the American Revolution, including: (1) George Washington; (2) Ben Franklin

TE 221-222, 228, 229, 270-271, 280-285, 289, 293-297, 302-307, 303, 314-319, 322-329, 333AB 80, 81, 84-85, 88R 8H 9

6.5.14 Describe the relationship between the War of 1812 and the national anthem.TE 389-394, 392-393, 421, 422-423, 424-425, 642-643, 649AB 104-105H 11

6.5.17 Describe experiences of pioneers moving west, including: (1) Donner Party; (2) Oregon and California Trails

TE 224-227, 228, 229, 275-277, 402-409, 486-491, 494-499, 504, 509, 512-513AB 60-61, 62, 107, 124-125, 128

6.5.18 Identify explorers and settlers in preterritorial Nevada, including: (1) Kit Carson; (2) John C. FremontTE 384-388, 420, 421AB 103

6.5.21 Identify the Civil War and final outcome, including: (1) Union and Confederacy; (2) Generals Grant and Lee

TE 430-433, 436-441, 450-455, 456-457, 458-464, 465-471, 472, 473, 510-511, 512-513, 514AB 118, 119, 120

6.5.22 Explain the symbols, mottos, and slogans related to Nevada, including: (1) “Battle Born”; (2) state seal; (3) Silver State; (4) state flag



TE 645R 2-5

Content Standard 7.0: 1860 to 1920:Students understand the importance and impact of political, economic, and social ideas.7.5.7 Identify the contributions of the inventors and discoverers including: (1) Thomas Edison; (2) Wright

brothers; (3) Alexander Graham Bell; (4) George Washington CarverTE 494-499, 498-499, 500-501, 532-536, 624-625

7.5.9 Describe the contributions of immigrant groups to the United States.TE 494-499, 502-507, 504, 508, 509AB 128

7.5.11 Describe the significance of Labor Day.TE 533H 1

7.5.17 Describe the distinction between Veterans Day and Memorial Day.TE 471H 3, 10

Content Standard 8.0: The Twentieth Century, a Changing World: 1920 to 1945Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.8.5.5 Identify the major events of the Great Depression, such as: (1) stock market crash; (2) Dust Bowl; (3)

migration; (4) Hoover DamTE 547-549, 550, 551, 608AB 138, 139

8.5.6 Identify the United States’ participation in World War II, such as: (1) Pearl Harbor; (2) homefront; (3) D-Day; (4) atomic bomb

TE 554-558, 559, 560-563, 564, 565-569, 570-571, 572-575, 576, 577, 608, 609AB 141, 142, 143, 145, 146, 147, 148

Content Standard 9.0: The Twentieth Century, a Changing World: 1945 to 1990Students understand the shift of international relationships and power as well as the significant developments in American culture.9.5.5 Identify major advancements in science and technology, including: (1) television; (2) computers

TE 518-521, 580-584, 604, 605, 660AB 150-151, 160

9.5.8 Identify the major points in Martin Luther King Jr.’s “I Have a Dream” speech.TE 587, 589

Content Standard 10.0: New Challenges, 1990 to the PresentStudents understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.10.5.3 Identify major news events on the local, state, national, and world level.

TE 596-601, 604, 605, 657-661, 669-673, 677, 681AB 154-155, 158



~~~~~ NCSD SOCIAL STUDIES CURRICULUM ~~~~~

SOCIAL STUDIES CURRICULUMGrade Five

By the end of Grade Five, students know and are able to do everything required in the previous grade and:


1.0 Rules, Law, and Government – Students know why society needs rules, laws, and governments.

CIVICS

C1.5.1 Describe the effects on society of the absence of law.C1.5.2 Identify the Declaration of Independence and the U.S. Constitution as

written documents that are the foundation of the United States government.

C1.5.4 Describe the operation of representative government, including the rights of political minorities

2.0 The U.S. Government – Students know the United States Constitution and the government it creates.

CIVICS

C2.5.1 Identify the three branches of government (as set forth in the U.S. Constitution).

C2.5.2 Name the two houses of the U.S. Congress.C2.5.3 Identify the powers of the U.S. Congress, such as power to tax, declare

war, impeach the President.C2.5.4 Identify the duties of the President.C2.5.5 Identify the Supreme Court as the highest court in the landC2.5.6 Describe the purpose of a judge and jury in a trial as it relates to

resolving disputes.3.0 National and State Government – Students can explain the

relationship between the states and national government.CIVICS

4.0 The Political Process – Students describe the roles of political parties, interest groups, and public opinion in the democratic process.

CIVICS

C4.5.1 List the qualities of a leader.C4.5.2 Name the two major political parties.C4.5.3 Give examples of interest groups.C4.5.4 Identify sources of information people use to form an opinion.

5.0 Citizenship – Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.

CIVICS

C5.5.1 Describe the difference between a natural-born and a naturalized citizen of the United States.

C5.5.3 Describe the symbolic importance of the Fourth of July and the Pledge of Allegiance.

C5.5.4 Identify the Bill of Rights. C5.5.6 Identify ways conflicts can be resolved in a peaceful manner that

respects individual rights.6.0 State and Local Government – Students know the structure and

functions of state and local governments.CIVICS

C6.5.1 Explain why local governments are created within states



C6.5.3 Name the three branches of state government.C6.5.4 Know that there are different types of courts.

7.0 Political and Economic Systems - Students explain the different political and economic systems in the world.

CIVICS

C7.5.1 List the characteristics of a nation-state, including: self-rule territory population organized government

8.0 International Relations - Students know the political and economic relationship of the United States and its citizens to other nations.

CIVICS

C8.5.1 Identify the countries bordering the United States.


1.0 The Economic Way of Thinking – Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.

ECONOMICS

E1.5.1 Describe how scarcity requires a person to make a choice and identify a cost associated with the decision.

E1.5.2 Demonstrate an understanding that people may respond to the same incentive in different ways because they may have different preferences.

E1.5.3 Demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost.

E1.5.4 Identify the benefits and costs of spending now versus saving for later.2.0 Measuring U.S. Economic Performance – Students will

demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.

ECONOMICS

E2.5.2 Identify and compare per capita measures for the U.S. for different time periods.

E2.5.4 Define inflation and deflation and explain how they affect individualsE2.5.6 Define employment and unemploymentE2.5.8 Identify and give examples of interest rates for borrowing and saving.

3.0 Functioning of Markets – Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.

ECONOMICS

E3.5.1 Explain why trade must be mutually beneficial.E3.5.2 Demonstrate an understanding of supply and demand in a market.E3.5.3 Contrast the effects of price changes on the behavior of buyers and

sellers. 4.0 Private U.S. Economic Institutions – Students will describe the

roles played by various U.S. economic institutions, including financial institutions, labor unions, for-profit business organizations, and not-for-profit organizations.

ECONOMICS

E4.5.1 Identify financial institutions.



E4.5.2 Provide examples of labor unions.E4.5.3 Explain the purposes for establishing for-profit organizations.E4.5.4 Explain the purposes for establishing not-for-profit organizations.E4.5.5 Identify the rewards and risks of saving money in financial institutions.

5.0 Money – Students demonstrate an understanding of various forms of money; how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

ECONOMICS

E5.5.1 Explain why it is easier for people to save and trade using money rather than using other commodities.

E5.5.4 Identify forms of money used in the U.S. prior to the 20th century.E5.5.5 Give examples of purchases made using credit.

6.0 The U.S. Economy as a Whole – Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation’s production, income, unemployment, and price levels; and leads to variations in individual income levels.

ECONOMICS

E6.5.1 Discuss the resources needed for production in households, schools, and community groups

E6.5.2 Demonstrate an understanding that an individual can be both a consumer and a producer.

E6.5.3 Recognize the three types of productive resources: natural (e.g., minerals) human (e.g., educated workers) and capital (e.g., machinery.)

E6.5.4 Illustrate how one person’s spending becomes another person’s income.E6.5.5 Identify factors within an individual’s control that can affect the

likelihood of being employed.E6.5.6 Describe how income reflects choices people make about education,

training, skill development, lifestyle, and careers.7.0 An Evolving Economy – Students will demonstrate an

understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy’s structure and performance.

ECONOMICS

E7.5.1 Provide an example of how purchasing a tool or acquiring education can be an investment

E7.5.4 Describe the characteristics of an entrepreneurE7.5.5 Give examples of ways sellers compete.E7.5.6 Explain why specialization increases productivity and interdependence.E7.5.7 Describe the steps an entrepreneur would take to start a business.

8.0 The Role of Government in a Market Economy – Students will explain the role of government in a market economy.

ECONOMICS

E8.5.7 Give examples of items for which a sales tax is charged and items for which a sales tax is not charged.

9.0 The International Economy – Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.

ECONOMICS

E9.5.1 Explain why the U.S. imports and exports goods.E9.5.2 Describe how the exchange of goods and services around the world

creates interdependence among people in different places (e.g., the production of a candy bar requires ingredients from different countries around the world).



E9.5.4 Give the value of the U.S. dollar in terms of the currencies of other countries.


1.0 The World in Spatial Terms – Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

GEOGRAPHY

G1.5.1 Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada, the U.S., and the world.

G1.5.2 Identify the characteristics and purposes of maps and globes.G1.5.3 Read and derive geographic information from photographs, maps,

globes, and graphs, and from computer resources.G1.5.4 Construct maps and charts to display information about human and

physical features.G1.5.5 Identify the purpose and summarize the content of maps of similar

areas.G1.5.6 Answer spatial questions using basic geographic vocabulary.

2.0 Places and Regions – Students under stand the physical and human features and cultural characteristics of place and use this information to define and study regions and their patterns of change.

GEOGRAPHY

G2.5.1 Describe physical and human features and cultural characteristics of places and regions.

G2.5.2 Identify examples in a community or region that reflect cultural identity.

G2.5.3 Describe the characteristics of the community and the state from different perspectives.

G2.5.4 Identify the effects of the use of technology in the community.G2.5.5 Identify and describe the locations of historical events.G2.5.6 Describe how the community and the state change over time.G2.5.7 Identify the criteria used to define different types of regions.

3.0 Physical Systems – Students understand how physical processes shape Earth’s surface patterns and ecosystems.

GEOGRAPHY

G3.5.1 Identify the components of each of Earth’s four basic physical systems: atmosphere, lithosphere, hydrosphere, and biosphere.

G3.5.2 Define and give examples of natural hazards.G3.5.3 Identify the parts of different ecosystems, including soil, climate, plant

life, and animal life. G3.5.4 Locate and describe various ecosystems of Earth.G3.5.5 Investigate an ecosystem by asking and answering geographic

questions. 4.0 Human Systems – Students understand how economic, political,

and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

GEOGRAPHY

G4.5.1 Explain differences in population distribution within Nevada and the United States.

G4.5.2 List the causes and effects of human migration and settlement. G4.5.3 List examples of historical movements of people, goods, and ideas. G4.5.4 Describe the differences among rural, suburban, and urban migration

and settlements.



G4.5.5 Identify the location of various economic goods and describe their movement between states and countries.

G4.5.6 Investigate an economic issue by asking and answering geographic questions.

G4.5.7 Compare differences in the economic development and quality of life among the countries in North America.

G4.5.8 Classify cultural, political, and economic organizations. G4.5.9 Explain how and why people divide Earth’s surface into a variety of

territorial units.5.0 Environment and Society – Students understand the effects of

interactions between human and physical systems and the changes in use, distribution, and importance of resources.

GEOGRAPHY

G5.5.1 Describe ways in which changes in the physical environment affect humans.

G5.5.2 Discuss the constraints physical environments place on human activities.

G5.5.3 Give examples of how the physical environment has been changed by technology.

G5.5.4 Explain how human modification of the physical environment in one place can lead to changes in other places.

G5.5.5 Describe how natural hazards affect human activity.G5.5.6 Describe the patterns of distribution and use of Earth’s resources.G5.5.7 Identify different ways people in several areas of the world use the

same resources.6.0 Geographic Applications – Students apply geographic

knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

GEOGRAPHY

G6.5.1 Describe how people and places have influenced events in the past.G6.5.2 Use current events to ask and answer geographic questions. G6.5.3 Research a contemporary issue using geographic skills and

perspectives. G6.5.4 Describe a local geographic issue and the possible effects it will have in

the future. 7.0 Geographic Skills – Students ask and answer geographic

questions by acquiring, organizing, and analyzing geographic information.

GEOGRAPHY


1.0 Chronology – Students use chronology to organize and understand the sequence and relationship of events.

HISTORY

H1.5.1 Identify current events from multiple sources. H1.5.2 Record events on a graphic organizer, such as a calendar or time line.

2.0 History Skills – Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making.

HISTORY

H2.5.1 Ask a historical question and identify resources to be used in research. H2.5.2 Organize historical information from a variety of sources.

3.0 Prehistory to 400 CE – Students understand the development of human societies, civilizations, and empires through 400 CE.

HISTORY

H3.5.1 Define hunter-gatherer.



H3.5.5 Locate Nevada’s earliest Native American inhabitants, known as the Desert Archaic people.

4.0 1 CE to 1400 – Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.

HISTORY

H4.5.1 Identify explorations of the Vikings in North America5.0 1200 to 1750 – Students understand the impact of the

interaction of peoples, cultures, and ideas from 1200 to 1750.HISTORY

H5.5.5 Identify Nevada’s Native American cultures, including: Northern Paiute Southern Paiute Washoe Western Shoshone

H5.5.6 Describe Native North American life prior to European contact, such as:

clothing communication family food shelter transportation tools

H5.5.7 Describe expeditions of early explorers, including: Christopher Columbus Ferdinand Magellan

H5.5.8 Describe relationships among Native Americans, Europeans, and Africans.

H5.5.11 Describe colonial life in North America.6.0 1700 to 1865 – Students understand the people, events, ideas,

and conflicts that led to the creation of new nations and distinctive cultures.

HISTORY

H6.5.4 Identify the events that led to the Declaration of IndependenceH6.5.5 Identify key people of the American Revolution, including:

George Washington Ben Franklin

H6.5.14 Describe the relationship between the War of 1812 and the national anthem.

H6.5.17 Describe experiences of pioneers moving west, including: Donner Party Oregon and California Trails

H6.5.21 Identify the Civil War and final outcome, including: Union and Confederacy Generals Grant and Lee

H6.5.22 Explain the symbols, mottos, and slogans related to Nevada, including: “Battle Born” state seal Silver State state flag

7.0 1860 to 1920 – Students understand the importance and impact of political, economic, and social ideas.

HISTORY

H7.5.7 Identify the contributions of the inventors and discoverers, including: Thomas Edison Wright brothers Alexander Graham Bell



George Washington CarverH7.5.9 Describe the contributions of immigrant groups to the United States

H7.5.11 Describe the significance of Labor Day.H7.5.17 Describe the distinction between Veterans Day and Memorial Day.

8.0 The Twentieth Century, a Changing Worlds: 1920 to 1945 – Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.

HISTORY

H8.5.5 Identify the major events of the Great Depression, such as: stock market crash dust bowl migration Hoover Dam

H8.5.6 Identify the United States’ participation in World War II, such as: Pearl Harbor Home front D-Day atomic bomb

9.0 The Twentieth Century, a Changing World: 1945 to 1990 – Students understand the shift of international relationships and power as well as the significant developments in American culture.

HISTORY

H9.5.5 Identify major advancements in science and technology, including: television computers

H9.5.8 Identify the major points in Martin Luther King Junior’s “I Have a Dream” speech.

10.0 New Challenges, 1990 to the Present – Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.

HISTORY

H10.5.3 Identify major news events on the local, state, national, and world level.


TECHNOLOGYGRADE FIVE


TECHNOLOGY~ GRADE FIVE ~(Continued)

~~~~~ TECHNOLOGY STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Problem Solving – Students utilize problem-solving processes through the use of

resources to reach a desired outcome.2.0 Productivity Tools – Students use appropriate productivity tools including, but not

limited to, word processing, spreadsheet, database, multimedia, and telecommunications.

3.0 Research Tools – Students use various technology tools to research information and evaluate its accuracy and appropriateness in order to solve problems and make decisions.

4.0 Tools and Processes – Students identify, apply concepts, and manage various tools and resources to evaluate their accuracy and appropriateness involving problems and making decisions.

5.0 Systems – Students recognize that systems are made up of individual components and that each component affects the operation of the system and its relationship with other systems.

6.0 Implications on Society – Students evaluate the impact and ethical implications on individuals, society and the environment.


PROBLEM SOLVINGIt is expected that students will:(5) 1.1 Identify and discuss using appropriate terminology a design/problem-solving

method. [NS 1.3.1](5) 1.2 Explain a design/problem-solving method. [NS 1.5.1](5) 1.3 Present a method of solving a problem. [NS 1.5.2](5) 1.4 Utilize a design/problem-solving method. [NS 1.3.3](5) 1.5 Evaluate appropriate designs. [NS 1.5.3]

PRODUCTIVITY TOOLSIt is expected that students will:(5) 2.1 Identify parts of the computer.(5) 2.2 Identify basic parts of a variety of technological learning tools.(5) 2.3 Demonstrate proper care and handling of equipment (e.g., computers, projection

devices, scanners, copiers, cameras, video and audio).



(5) 2.4 Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.

(5) 2.5 Use a variety of media and technology resources for directed and independent learning activities.

(5) 2.6 Demonstrate proper keyboarding skills.a. locate and use

letters, numbers, and special keys on a keyboard using the left or right hand [NS 2.3.2]

b. apply correct finger placement for basic keyboarding skills [NS 2.5.1]

(5) 2.7 Demonstrate proper navigation of the desktop, which includes:a. appropriate

cursor movementb. opening and

closingc. proper use of

the task bar, other buttons, and functional iconsd. appropriate use

of command buttons, text boxes, list boxes and check boxes(5) 2.8 Create and save files on various storage media. [NS 2.3.6](5) 2.9 Explain the differences between data files, program files, operating system files,

and describe and use the file management software of a computer. [NS 2.5.6](5) 2.10 Demonstrate proper management of files and folders, which includes:

a. viewingb. creatingc. renamingd. movinge. copyingf. deleting

(5) 2.11 Follow proper sequence to run programs and accessories, which includes:a. starting and exiting programs and accessoriesb. switching between multiple programs

(5) 2.12 Demonstrate sharing of data among a variety of programs through copying, linking, and/or embedding text and graphical objects.

(5) 2.13 Properly manage, maintain, and care for technological learning tools.(5) 2.14 Understand commands, procedures, and management of multimedia.(5) 2.15 Understand and demonstrate the exchange of data with the other applications.(5) 2.16 Type and edit a document. [NS 2.3.2](5) 2.17 Type, edit, and print a document using basic formatting techniques, including a

graphic. [NS 2.5.2]a. type simple sentences using a word processorb. understand and demonstrate use of word processing reference tools (spell

check, grammar check, dictionary, thesaurus, etc.)c. use cut, copy, paste, save, open, formatting and printing to edit a word

processed document



d. use formatting tools to change or modify a word processed documente. insert graphics into a word processed documentf. use a basic drawing program to include preprogrammed graphics (inserting,

selecting, sizing, cropping, editing, importing, editing)g. demonstrate use and function of drawing toolsh. combine preprogrammed images into graphicsi. use peripheral tools to create graphics

(5) 2.18 Use multimedia software and explain the purpose of a multimedia presentation. [NS 2.3.5]

(5) 2.19 Create a multimedia document or presentation using text, graphics, and/or sound. [NS 2.5.5]

(5) 2.20 Search a database to locate specific information (e.g., electronic sources, telephone book, encyclopedia, and library card catalog). [NS 2.3.3]

(5) 2.21 Create a database with predefined fields, enter data for multiple records, and print reports based on sort query using ascending and descending order. [NS 2.5.3]

(5) 2.22 Utilize a pre-designed spreadsheet, enter simple labels, values, and formulas. [NS 2.3.4]

(5) 2.23 Construct a guided spreadsheet containing appropriate labels, values, formulas, and simple functions. [NS 2.5.4]

(5) 2.24 Use technological learning tools to enhance and extend learning and achievement through the development of effective communication skills.

(5) 2.25 Identify electronic communication devices. [NS 2.3.7.1](5) 2.26 Identify devices that require connectivity. [NS 2.3.7.2](5) 2.27 Describe access privileges to a LAN and demonstrate the process as available.

[NS 2.5.7.1](5) 2.28 Explain how local and global networks function.(5) 2.29 Define and explain the uses of an electronic communication device,

telecommuting, and teleconferencing. [NS 2.5.7.2](5) 2.30 Demonstrate responsible use of communication network applications.(5) 2.31 Demonstrate use of communication capabilities such as electronic mail,

conferencing, etc.(5) 2.32 Create messages which integrate written, audio, video, and text information.

RESEARCH TOOLSIt is expected that students will:(5) 3.1 Select a research topic or define a problem with possible outcomes using

technology tools. [NS 3.5.1](5) 3.2 Generate keywords for a research topic or problem and conduct a search of

electronic-based sources. [NS 3.5.2](5) 3.3 Select information from a variety of remote resources for a research topic or

problem exploring hyperlinks. [NS 3.5.3](5) 3.4 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias

of electronic information sources.(5) 3.5 Identify and examine organizational formats using a technology tool to arrange

information.[NS 3.3.4]



(5) 3.6 Use an organizational format to arrange information for presentation or decision-making. [NS 3.5.4]

(5) 3.7 Use technology to organize data.a. calculateb. collect datac. analyze data

(5) 3.8 Demonstrate an understanding of intellectual property and identify source and content of information collected. [NS 3.5.5]

(5) 3.9 Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

(5) 3.10 Generate a list of sources. [NS 3.5.6](5) 3.11 Summarize and share the research process and its outcome. [NS 3.3.7, NS 3.5.7]

TOOLS AND PROCESSESIt is expected that students will:(5) 4.1 Identify the appropriateness and uses of resources and tools in technology based

activities. [NS 4.3.1](5) 4.2 Explain that technological resources include people, information, materials,

machines, energy, capital, and time. [NS 4.5.1](5) 4.3 Use technologies as an educational tool in all content areas.(5) 4.4 Use technologies independently and collaboratively.(5) 4.5 Select and use applicable tools for tasks. [NS 4.3.2](5) 4.6 Employ tools and materials to design or develop products or projects. [NS 4.5.2](5) 4.7 Use technology information processing skills to enhance and extend learning in all

areas.(5) 4.8 Discuss the importance of safety. [NS 4.3.3](5) 4.9 Demonstrate the importance of safety and ease of use in selecting appropriate

tools. [NS 4.5.3](5) 4.10 With teacher guidance, resolve difficulties using tools or devices including input

devices, output devices, and devices requiring connectivity to successfully perform basic computer operations. [NS 4.3.4]

(5) 4.11 Solve difficulties with tools or devices to accomplish the desired result including computer operations and recognize basic operational problems, such as printer jams, and possible solutions. [NS 4.5.4]

SYSTEMSIt is expected that students will:(5) 5.1 Define a system. [NS 5.3.1](5) 5.2 Explain open, closed, simple, complex, micro and macro systems. [NS 5.5.1](5) 5.3 Identify the parts of a system and explain how the parts working together allow the

system to do things the individual parts are unable to do alone (e.g., components of a computer system). [NS 5.3.2]

(5) 5.4 Explain how systems depend on a variety of resources to produce a desirable outcome (e.g., computer information processing cycle). [NS 5.5.2]



(5) 5.5 Identify and categorize systems that provide food, clothing, shelter, entertainment, communications, health care, security, and other necessities and comforts of life. [NS 5.3.3]

(5) 5.6 Classify systems according to type and level (e.g., open loop system or closed loop system, simple or complex, and micro or macro). [NS 5.5.3]

IMPLICATIONS ON SOCIETYIt is expected that students will:(5) 6.1 Describe and use required district, school, and classroom procedures for use of

technology.(5) 6.2 Describe how technology is used in daily activities to meet personal needs.

Describe computer piracy and the personal consequences of inappropriate use. [NS 6.3.1]

(5) 6.3 Examine products and communicate how that product solved a human need or want. [NS 6.5.1]

(5) 6.4 Practice etiquette using technology. Describe changes in the local community because of technology. [NS 6.3.2]

(5) 6.5 Explain how physical environments are changed by technological developments. [NS 6.5.2]

(5) 6.6 Discuss and describe the relationship between careers and technological developments. [NS 6.3.3 and NS 6.5.3]

(5) 6.7 Discuss common uses of technology in daily life and how environments are changed. [NS 6.3.4]

(5) 6.8 Explain societies use of technology and discuss both the positive and negative impacts on the workplace, society, and the environment. [NS 6.5.4]



~~~~~ CURRICULUM MAP OVERVIEW ~~~~~TECHNOLOGY (Technology mapping will be added at a later date)


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VISUAL ARTSGRADE FIVE


VISUAL ARTS~ GRADE FIVE ~(Continued)

~~~~~ VISUAL ARTS STANDARDS ~~~~~

Nevada Grades K-12 Content Standards1.0 Students know and apply visual arts media, techniques, and processes.2.0 Students use knowledge of visual characteristics, purposes, and functions.3.0 Students choose, apply, and evaluate a range of subject matter, symbols, and

ideas.4.0 Students understand the visual arts in relation to history and cultures.5.0 Students analyze and assess characteristics, merits, and meanings in their own

artwork and the work of others.6.0 Students demonstrate relationships between visual arts, the other arts, and

disciplines outside the arts.


ART CRITICISMIt is expected that students will:(5) 1.1 Describe works of art, using appropriate vocabulary (e.g., identify subject matter,

symbols and/or ideas; distinguish media, techniques or processes). [NS 1.5.1, NS 2.5.1]

(5) 1.2 Analyze works of art (e.g., compare and contrast the application of elements and principles of design, etc.). [NS 5.5.1]

(5) 1.3 Interpret works of art (e.g., describe possible meanings by examining the treatment of subject matter, symbols and/or ideas; associate visual characteristics with possible responses to the artwork). [NS 5.5.3]

(5) 1.4 Judge works of art, based on observed merits.a. share opinions on merits in artworks [NS 5.5.4]b. support opinions by citing qualities observed in the artwork [NS 5.5.1]

(5) 1.5 Evaluate own artwork. [NS 3.5.3, NS 5.5.2]

ART HISTORYIt is expected that students will:(5) 2.1 Examine historical/cultural context (e.g., categorize works of art according to

culture, time or place). [NS 4.5.2](5) 2.2 Discuss materials, processes, purposes (e.g., learn how artist’s choices are

influenced by time and place). [NS 4.5.2]



(5) 2.3 Discuss artistic styles (e.g., define characteristics in works of art that identify individual artists, groups of artists, or cultures). [NS 4.5.2]

(5) 2.4 Examine inventions and technology in art (e.g., observe how changes in tools and methods affect the appearance of art). [NS 4.5.2]

(5) 2.5 Discuss social impact of art on culture (e.g., learn how art can influence people’s ideas, feelings, or actions). [NS 4.5.2]

(5) 2.6 Engage in art historical research/inquiry (e.g., find answers to questions about an art object’s time, place or people by examining images, reading, listening, etc.). [NS 4.5.2]

AESTHETICSIt is expected that students will:(5) 3.1 Engage in aesthetic inquiry by discussing responses to art through various

aesthetic issues/topics.a. artist’s intent

and viewer’s interpretation [NS 3.5.1]b. purposes for

works of art [NS 2.5.2]c. beauty and

ugliness [NS 2.5.3]d. defining art [NS

2.5.3]e. creativity, the

creative process, originality [NS 1.5.2]f. art and other

values [NS 2.5.3]g. aesthetic

awareness (heightened sensory awareness in response to art) [NS 1.5.2](5) 3.2 Discuss aesthetic positions/stances.

a. realism (art that is true to life) [NS 2.5.1]b. expressionism (art that shows feelings) [NS 2.5.2]c. functionalism (art with a practical purpose) [NS 2.5.2]d. hedonism (art that is beautiful and pleasant) [NS 2.5.3]e. formalism (art that emphasizes design) [NS 2.5.1]

ART PRODUCTIONIt is expected that students will:(5) 4.1 Demonstrate elements of art: line, shape, color, texture, value, form, space. [NS

2.5.4](5) 4.2 Demonstrate design concepts and principles: repetition, pattern, symmetry,

geometric shape, color theory (mix complementary colors and tones/hues), scale, contrast, overlapping, contours, emphasis, composition, organic shape, unity/harmony, negative shape/space, balance, movement, rhythm. [NS 2.5.4]



(5) 4.3 Create works of art that communicate ideas through subject matter and symbols; visual characteristics; or media, techniques and processes. [NS 3.5.2]

(5) 4.4 Draw; using varied media, techniques and processes. [NS 1.5.3](5) 4.5 Paint; using varied media, techniques and processes. [NS 1.5.3](5) 4.6 Create a minimum of one three-dimensional art form using varied media,

techniques and processes.a. sculpture (fully three-dimensional) [NS 1.5.3] ORb. relief (raised elements on a background) [NS 1.5.3](Media may be chosen from paper, paper mache, found objects, plaster, modeling clay, etc.)

(5) 4.7 Create a ceramic object using varied media, techniques and processes.a. clay modeling (manipulating in three-dimensions) (e.g., forming human figures,

animals, etc.) [NS 1.5.3] ORb. pottery (functional vessels) (e.g., pinch pots, coiled cups, slab bowls or boxes,

etc.) [NS 1.5.3](5) 4.8 Make prints; using media, techniques and processes for multiple edition print. [NS

1.5.3](5) 4.9 Weave; using varied media such as using paper, yarn, other fibers, etc., and

applying the techniques and processes of weaving. [NS 1.5.3](5) 4.10 Represent architecture; using two-dimensional or three-dimensional media,

techniques and processes. [NS 1.5.3](5) 4.11 Work in at least one mixed medium; using varied media, techniques and

processes (e.g., collage, wearable art {garments, headpieces, etc.}, mask-making, puppetry, book-making, jewelry, animation, combined media, etc.). [NS 1.5.3]

(5) 4.12 Create a work of art that shows the influence of a particular historical period or culture. [NS 4.5.3]

(5) 4.13 Use technology to create works of art (e.g., computer art). [NS 1.5.3]



~~~~~CURRICULUM MAP OVERVIEW ~~~~~VISUAL ARTS (Visual Arts mapping will be added at a later date)

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