Use observational skills to render a drawing.

Practice a variety of mark making.

Define form, edges, and contours with line.

Define space and dimension using a full range of value

Understand and utilize the properties of clay in its various wet, leather hard, bone dry and bisque stages

Understand different ceramic construction methods and be able to select and use techniques to achieve a specific structure

Learn about a variety of surface treatments and understand their different effects and properties

Create functional and nonfunctional ware

Demonstrate an understanding of color relationships with multiple media.

Understand the mark making qualities of different media.

Use layered processes to develop rich colored drawings.

Demonstrate spatial relationships using color.

Develop artistic vocabulary and critical thinking skills to evolve as a photographer.

Use software (adobe photoshop) to manipulate digital images.

Use the settings on a camera to manipulate ISO, aperture and shutter speed to demonstrate creative control.

Use compositional strategies with the principles and elements of design to create visually appealing photographs.

Covering the elements of art and principles of design while introducing a variety of 2D and 3D media.

Demonstrate a basic understanding of painting techniques.

Demonstrate introductory drawing skills and techniques.

Demonstrate introductory skills and techniques in a 3D media.

Convey ideas and emotions with mark making.

Express a sense of identity and style in the marks you make.

Develop process and technique for non-observational drawing.

Combine and experiment with traditional and nontraditional materials.

Show meaning in your work by investigating and developing awareness of perceptions, knowledge, and experiences.

Select and combine metalworking skills and techniques to create multistep, advanced skilled art work.

Learn metal fabrication metalworking techniques and be proficient at using the tools and equipment.

Combine metalworking skills and techniques with design, symbols and materials to create artwork.

Understand techniques and differences between paint media.

Understand color theory and apply to the pigment mixing system.

Be proficient with blending colors to show light, form and space.

Use abstraction or manipulation to convey an idea and personal style.

7.1

Understand the fundamental principles of money needed to make financial exchanges. Performance Element 

7.2

Analyze financial needs and goals to determine financial requirements.

7.6

Acquire a foundational knowledge of accounting to understand its nature and scope

7.7

Acquire a foundational knowledge of finance to understand its nature and scope.

1.2

Apply knowledge of business ownership to establish and continue business operations. 

9.1

Use information literacy skills to increase workplace efficiency and effectiveness.

9.4

Apply data mining methods to acquire pertinent information for business decision-making.

9.3

Utilize information-technology tools to manage and perform work responsibilities.

9.1

Use information literacy skills to increase workplace efficiency and effectiveness.

Safety - Ind 3.1

Demonstrate safe practices and procedures with tools and equipment.

Measuring - CWP 1.4

Know conventional measurement processes for cabinetmaking and wood products, linear measurements and conversions of fractions and decimals.

Employability Skills

(Project management) - IND 4.4 Exhibit a responsible work ethic.

CWP1.2

Understand calculation procedures for materials and production requirements for wood product designs. 

CWP1.3

Convert scaled drawing measurements to full dimensional layout and template applications.

CWP 3.1

Use portable power tools, such as single and compound miter saws, drills, sanders, saber saws and routers, safely and appropriately.

CWP4.1

Understand the proper and safe use of stationary power tools used in the milling process, such as shapers, sanders, joiners, table saws and band saws.

MNU7.1

Understand materials and processes in relation to machining and forming manufacturing systems.

CON1.2

Calculate required materials for residential construction applications. 

CON1.5

Know the use of conventional construction formulas to determine production  requirements.

CON2.1

Use the common hand tools of the trade, such as hammers, torches, pliers, wire cutters, pipe cutters, saws, chisels (wood and concrete) and wrenches, safely and  properly. 

CON2.2

Maintain and care for hand tools used in residential and commercial construction.

CON3.1

Use portable power tools, such as circular saws, table saws, saber saws, drills, planers and sanders, safely and properly.

CON3.2

Use portable pneumatic tools, such as rough framing nail guns, interior finishing and brad nail guns, hammers, impact wrenches, drills and compressors, safely and appropriately. 

CON3.3

Maintain and care for portable power tools and portable pneumatic tools. 

U-1.2

I will demonstrate job-seeking and job-keeping skills.

6.4.2

I will analyze safety and sanitation practices.

9.1.2

I will analyze the various types of cleaning methods and their environmental effects.

11.5.1

I can demonstrate safe handling of knives, tools, and equipment.

6.2.4

I will analyze sources of food and nutrition information, including food labels, related to health and wellness.

11.5.10

I will prepare breads, baked goods and desserts using safe handling and appropriate preparation techniques.

U-1.2

I will demonstrate job-seeking and job-keeping skills.

6.4.2

The student will analyze safety and sanitation practices.

6.4.5

The student will analyze foodborne illness factors, including causes, potentially hazardous foods, and methods of prevention.
(Culinary 2)

9.1.2

The students will analyze the various types of cleaning methods and their environmental effects.

11.5.5

The students will prepare various meats, seafood, and poultry using safe handling and appropriate preparation techniques.

11.5.11

The students will prepare breakfast items such as eggs and batter products using safe handling and appropriate preparation techniques.

U-1.2

I will demonstrate job-seeking and job-keeping skills.

6.4.2

The student will analyze safety and sanitation practices.

9.1.2

The students will analyze the various types of cleaning methods and their environmental effects.

9.3.3

Demonstrate safe procedures in the use, care, and storage of equipment.

10.2.2

Demonstrate professional and ethical behavior with peers in a variety of settings.

11.5.10

I will prepare breads, baked goods and desserts using safe handling and appropriate preparation techniques.

6.1

Describe fundamental entrepreneurship factors.

1.2

Apply knowledge of business ownership to establish and continue business operations.

12.2

Utilize critical-thinking skills to determine the best options/outcomes.

3.1

Foster positive relationships with customers to enhance the company image.

21.9-12.ES.4

Essential Concept and/or Skill: Demonstrate initiative and self-direction through high achievement and lifelong learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life.

12.3

Participate in career planning to enhance job-success potential.

12.4

Implement job-seeking skills to obtain employment.

U-1.2

I will demonstrate job-seeking and job-keeping skills.

7.1.2

Analyze how individuals and families make choices to satisfy needs and wants.

7.2.2

Summarize environmental trends and issues affecting families and future generations.

12.2.3

Analyze the effects that the principles and elements of design have on aesthetics and function. 

12.4.1

Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.

Safety - Ind 3.1

Demonstrate safe practices and procedures with tools and equipment.

Measuring - CWP 1.4

Know conventional measurement processes for cabinetmaking and wood products, linear measurements and conversions of fractions and decimals.

Employability Skills

(Project management) -IND 4.4 Exhibit a responsible work ethic.

Economics/Management

4.2

Understand the nature of business to show its contributions to society 

8.1

Understand the role and function of human resources management to obtain a foundational knowledge of its nature and scope

13.1

Recognize management’s role to understand its contribution to business success

Business Organizations/Social Responsibility

5.3

Apply ethics to demonstrate trustworthiness

1.2

Apply knowledge of business ownership to establish and continue business operations

Marketing/Finance

3.1

Foster positive relationships with customers to enhance company image

7.7

Acquire a foundational knowledge of finance to understand its nature and scope

10.1

Understand marketing's role and function in business to facilitate economic exchanges with customers.

Marketing in a Global Economy

10.1.1

Explain marketing and its importance in a global economy

Marketing Functions (Product, Place, Price, Promotion)

10.1.2

Describe marketing functions and related activities

Social Responsibility

10.1.3

Demonstrate socially responsible marketing practices 

Financial Planning

7.2

Analyze financial needs and goals to determine financial requirements

7.3

Manage personal finances to achieve financial goals

Risk Management

7.5

Use investment strategies to ensure financial well-being

7.8

Use risk management products to protect personal and business financial well-being 

7.8.1

Analyze the use of insurance for risk management

Consumer Awareness

7.1.6

Explain the purposes and importance of credit 

7.3.7

Demonstrate the wise use of credit

U-1.2

I will demonstrate job-seeking and job-keeping skills.

8.1.2

Design or analyze a consumer product.

9.2.2

Demonstrate a waste minimization plan.

9.3.3

The student will demonstrate safe procedures in the use, care, and storage of equipment.

12.3.1

The student will apply appropriate terminology for identifying, comparing, and analyzing the most common generic textile fibers and fabrics.

1.1.2

The student will analyze opportunities for employment and entrepreneurial endeavors.

12.1.1

The student will analyze the effects of textiles, fashion, and apparel industries on local, state, national, and global economies.

Unit 1: Primitive Types [pages 38-49]

How can we use programs to solve problems?

In what ways are numbers used in the programs and apps you use most often?

How are mathematical concepts being used in the programs and apps that you use most often?

Unit 2: Using Objects [pages 50-69]

How can we simulate election results using existing program code?

How are appropriate variables chosen to represent a remote control?

How do the games we play simulate randomness?

Unit 3: Boolean Expressions and if Statements
[pages 70-81]

How can you use different conditional statements to write a pick-your-own-path interactive story? 

Why is selection a necessary part of programming languages? 

Unit 4 - Iteration
[pages 82-93]

How does iteration improve programs and reduce the amount of program code necessary to complete a task? 

What situations would warrant the use of one type of loop over another?

Unit 5 - Writing Classes
[pages 94-113]

Students will identify appropriate behaviors and attributes of real-world entities and organizing these into classes.

Unit 6 - Array
[pages 114-123]

Students will implement a program code to create, traverse, and manipulate elements in a 1D array

Unit 7 - ArrayList
[pages 124-137]

Why is an ArrayList more appropriate for storing your music playlist, while an array might be more appropriate for storing your class schedule?

How can we use statement execution counts to choose appropriate algorithms?

What personal data is currently being collected, and how?

Unit 8 - 2D Array
[pages 138-145]

Why might you want to use a 2D array to store the spaces on a game board or the pixels in a picture, rather than a 1D array or ArrayList?

Why does the order in which elements are accessed in 2D array traversal matter in some situations?

Unit 9 - Inheritance
[pages 146-157]

How might the use of inheritance help in writing a program that simulates crops being grown in a virtual world?

How does inheritance make programs more versatile?

Unit 10 - Recursion
[pages 158-164]

What real-world processes do you follow that are recursive in nature? 

Why do programmers sometimes prefer using recursive solutions when sorting data in a large data set?

Unit 1: Intro to Comp Sci.

3A-CS-01-02 Explain and compare levels of abstraction. Show how abstractions hide the underlying implementation details of computing systems that are embedded in everyday objects and application software, system software and hardware layers.

3A-AP-18-22 Create, design and develop artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs using team roles and collaborative tools.

3A-IC-27 Use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields.

3A-AP-17-03 Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects and develop guidelines that convey systematic troubleshooting strategies to identify and fix errors.

3A-AP-13 Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

3A-AP-23 Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.

Unit 2: Intro to Comp. Sci. 

3A-AP-13 Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

3A-AP-17 Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.

3A-AP-18 Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.

3A-AP-23 Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.

Unit 3: Intro to Comp. Sci. 

3A-AP-13 Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

3A-AP-15 Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made.

3A-AP-17 Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.

3A-AP-23 Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (A-CED.A.2) (DOK 1,2)

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (A-REI.B.3) (DOK 1)

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). (A-REI.D.10) (DOK 1)

Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. (F-IF.A.2) (DOK 1,2)

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. (S-ID.C.7) (DOK 1,2)

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. (F-IF.B.6)

Interpret expressions that represent a quantity in terms of its context. (A-SSE.A.1) (DOK 1,2)

Interpret parts of an expression, such as terms, factors, and coefficients.

Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P. 

Use the structure of an expression to identify ways to rewrite it. For example, see x4-y4 as (x2)2-(y2)2thus recognizing it as a difference of squares that can be factored as (x2-y2)(x2+y2) (A-SSE.A.2) (DOK 1,2)

Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. (A-APR.B.3) (DOK 1,2)

Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. (A-REI.A.2) (DOK 1,2)

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (A-CED.A.1) (DOK 1,2)

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (A-CED.A.2) (DOK 1,2)

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. (A-CED.A.4) (DOK 1)

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (F-IF.C.7) (DOK 1,2)

Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. 

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. (F-BF.B.3) (DOK 1,2)

For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. 
(F-LE.A.4) (DOK 1)

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. (G-CO.A.1) (DOK 1)

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. (G-CO.C.9) (DOK 3)

Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. (G-CO.C.10) (DOK 3)

Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. (G-CO.C.11) (DOK 3)

Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. (G-SRT.B.5) (DOK 1,2,3)

Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. (G-SRT.C.6) (DOK 1,2)

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. (G-SRT.C.8) (DOK 1,2)

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. (G-GMD.A.3) (DOK 1,2)

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. (G-C.A.2) (DOK 1,2)

Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. (8.NS.A.1) (DOK 1)

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 323-5=3-3=133=127 (8.EE.A.1) (DOK 1)

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. (8.EE.B.5) (DOK 1,2,3)

Solve linear equations in one variable. (8.EE.C.7) (DOK 1,2)

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 

Analyze and solve pairs of simultaneous linear equations. (8.EE.C.8) (DOK 1,2,3)

Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Explain a proof of the Pythagorean Theorem and its converse. (8.G.B.6) (DOK 2,3)

Demonstrate, using music reading skills where appropriate, how the formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

Student can independently learn and accurately perform a given rhythm or melody.

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

Student sings with a consistently supported, age and style appropriate sound.

Evaluate works and performances based on personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

Student can accurately evaluate and discuss performances based on developed criteria, utilizing basic singing vocabulary and concepts.

Demonstrate, using music reading skills where appropriate, how the formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

Student can independently learn and accurately perform a given rhythm or melody.

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

Student sings with a consistently supported, age and style appropriate sound.

Evaluate and discuss performances based on personally- and collaboratively- developed criteria, utilizing basic music vocabulary.

Student can accurately evaluate and discuss performances based on developed criteria, utilizing basic singing  vocabulary and concepts.

Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles. 

Evaluate and discuss performances based on personally - and collaboratively- developed criteria, utilizing basic music vocabulary.

Student can independently learn and accurately perform a given rhythm or melody.

Student sings with a consistently supported, age and style-appropriate sound.

Student can accurately evaluate and discuss performances based on developed criteria, utilizing basic singing  vocabulary and concepts.

Rhythm and Bowings

4.2 Performing (proficient) 

Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.

Intonation and Tone

8 Responding (proficient)

Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

Ensemble Performance

6 Performing (proficient)

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.

Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.

Listening and Identifying

Students will be able to point out specific characteristics within recordings and use specific music terminology to communicate what they hear.

Producing

Students will be able to take pre-existing recording and remix them in new and original ways. 

Creating

Students will create original audio files as well as MIDI instrumentation to bring to life new compositions that have never been conceived before.

4.2 Performing

Proficient: Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.

Interpret intent and meaning in artistic work. (Responding)

Proficient: Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

Synthesize and relate knowledge and personal experiences to make art. (Connecting)

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Creating

Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools and/or performances.

Connecting

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Responding

Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process. 

4.2 Performing 

Accomplished: Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.

Interpret intent and meaning in artistic work. (Responding)

Accomplished: Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

Synthesize and relate knowledge and personal experiences to make art. (Connecting)

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Rhythm and Bowings

4.2 Performing (accomplished) 

Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.

Intonation and Tone

8 Responding (accomplished)

Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

Ensemble Performance

6 Performing (accomplished)

Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.

Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

Student can independently learn and accurately perform a given rhythm or melody.

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

Student sings with a consistently supported, age and style appropriate sound.

Evaluate works and performances based on personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

Student can accurately evaluate and discuss performances based on developed criteria, utilizing basic singing  vocabulary and concepts.

Rhythm and Bowings

4.2 Performing (advanced) 

Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.

Intonation and Tone

8 Responding (advanced)

Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.

Ensemble Performance

6 Performing (advanced)

Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.

Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances.

Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

Evaluate and discuss performances based on personally- and collaboratively- developed criteria, utilizing basic music vocabulary.

Student can independently learn and accurately perform a given rhythm or melody.

Student sings with a consistently supported, age and style appropriate sound.

Student can accurately evaluate and discuss performances based on developed criteria, utilizing basic singing  vocabulary and concepts.

Ecology

HS-LS2-1. Students will analyze graphs to support explanations of factors that affect the carrying capacity of ecosystems at different scales.

HS-LS2-7. Students will design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-4. Use mathematical thinking to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Cells and Energy

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Natural Selection and Evolution

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors:

the potential for a species to increase in number,

the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 

 competition for limited resources; and,

the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in:

increases in the number of individuals of some species,

the emergence of new species over time; and,

the extinction of other species.

Heredity

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins that carry out the essential functions of life through systems of specialized cells.

HS-LS1-1. Modeling protein synthesis and the central dogma may include physical models, digital models, and diagrams.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: [1] new genetic combinations through meiosis, [2] viable errors occurring during replication, and/or [3] mutations caused by environmental factors.  [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.]

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.]

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in
the functioning of designed materials.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

AS HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

JJ: HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

MM HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

MM: HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

LB: HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

SS HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

MM: HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS2-2. Use data to support a claim that one change to Earth’s systems can create feedbacks that cause changes to other Earth systems.

JJ: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Motion is described verbally, diagrammatically, graphically, and mathematically.

Objects moving in two different dimensions follow the same basic laws of motion regardless of the initial velocity or position.

Explore Newton’s Laws of Motion to describe the conceptual and mathematical relationship among the net force, mass, and acceleration.

Conceptually and mathematically support the claim that the change in momentum of a system is dependent on the net force experienced over time (impulse).

Conceptually and mathematically support the claim that the change in energy of a system is dependent on the net force experienced over distance (work).

Conceptually and mathematically explore the relationships among the frequency, wavelength, and speed of waves traveling in various media.

Understand the roles of setting goals, saving and spending, credit and debt, investing, and measuring financial risk in making sound financial decisions. (SS-FL.9-12)

Use economic indicators to evaluate economic conditions. (SS-Econ.9-12.20)

Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. (SS-Econ.9-12.21)

Analyze how national and global economic issues and systems impact Iowa’s economy. (SS-Econ.9-12.24)

Identify the characteristics of capitalism. (SS-Econ.9-12)

Evaluate the pros and cons of government involvement in different aspects of the economy. (SS-Econ.9-12)

Foundations and Principles

SS-Gov.9-12.20. Explain the significance of civic values to a well-functioning democracy including concepts such as conviction vs. compromise, majority rule vs. minority rights, state interests vs. individual interests, rights vs. responsibilities, & other related topics.

SS-Gov.9-12.15. Analyze the origins of government with attention to the purpose(s) of government, various theories of democracy, rule of law, and alternative models from other nations and groups. 

SS-Gov.9-12.16. Evaluate how the U.S. Constitution establishes the Rule of Law, governmental powers and responsibilities, as well as limits to a government. 

SS-Gov.9-12.24. Analyze how people use and challenge public policies through formal and informal means with attention to important judicial processes and landmark court cases. (21st century skills)

SS-Gov.9-12.18. Critique the influence of intermediary institutions on government and policy such as, interest groups, political parties, the mass media, campaigns, caucuses, elections, PACs, and local, state, tribal, and international organizations. 

SS-Gov.9-12.26. Analyze the historical, contemporary, and emerging patterns of political action and activism including voter demographics, party trends over time, polling data, campaign strategies and trends, and alternative means of participating.

SS-Gov.9-12.14. Analyze the role of citizens in the U.S. political system, with attention to the definition of who is a citizen, expansion of that definition over time, and changes in participation over time.

SS-Gov.9-12.19. Evaluate the effectiveness of political action in changing government and policy, such as voting, debate, contacting officials, campaign contributions, protest, civil disobedience, and any alternative methods to participation.

Institutions and Principles

SS-Gov.9-12.17. Evaluate and explain the relationships among the branches of government, including federalism, separation of powers, the supremacy clause, the necessary and proper clause, judicial review, executive privilege, pocket veto, executive orders, quorum, filibuster, and other related topics. (21st century skills)

SS-Gov.9-12.23. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels.

SS-Gov.9-12.25. Evaluate the intended and unintended consequences of the implementation of public policy, specifically looking at the bureaucracy, citizen feedback, public opinion polls, interest groups, media coverage, and other related topics. (21st century skills)

SS-Gov.9-12.27. Compare and contrast the institutions and systems of Iowa government and politics that are unique to the state including but not limited to Iowa’s unique role in presidential selection and in the special status of Meskwaki lands as non-reservation lands. 

SS-Gov.9-12.28. Identify local and state issues in Iowa and evaluate formal or informal courses of action used to affect policy.

SS-Gov.9-12.25. Evaluate the intended and unintended consequences of the implementation of public policy, specifically looking at the bureaucracy, citizen feedback, public opinion polls, interest groups, media coverage, and other related topics. (21st century skills)

SS-Gov.9-12.24. Analyze how people use and challenge public policies through formal and informal means with attention to important judicial processes and landmark court cases. (21st century skills)