Curriculum Standards
District Standards Social Studies Standards

Curriculum Standard 10. Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
Identify and use the major graphic elements of maps and globes and describe different types of map scales and map projections
Curriculum Standard 10. Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
Locate on a map or globe the continents; major nations; smaller political entities (for example, provinces, states, cities); and major oceans, rivers, and mountain ranges.
Curriculum Standard 10. Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
Employ coordinates, including latitude and longitude, to construct maps and plot locations

State Social Studies Standards by Grade
http://www.nheon.org/frameworks/matrix.php

Grade: 3

NH.5. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1.4.3. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1.4.4. - Illustrate that places and features are distributed spatially across Earth's surface, e.g., community grid maps or population density maps.

5.1.4.5. - Recognize the causes and consequences of spatial interaction on Earth's surface, e.g., the origin of consumer goods or transportation routes.

5.2. - Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

5.2.4.1. - Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

5.2.4.3. - Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions.

5.3. - Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

5.3.4.5. - Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

5.4. - Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

5.4.4.1. - Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

Grade: 4

NH.5. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1.4.3. - Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

5.1.4.4. - Illustrate that places and features are distributed spatially across Earth's surface, e.g., community grid maps or population density maps.

5.1.4.5. - Recognize the causes and consequences of spatial interaction on Earth's surface, e.g., the origin of consumer goods or transportation routes.

5.2. - Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

5.2.4.1. - Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

5.2.4.3. - Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions.

5.3. - Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

5.3.4.5. - Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

5.4. - Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

5.4.4.1. - Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

 
National Social Studies Standards  - Ten Thematic Strands in Social Studies
http://www.socialstudies.org/standards/

I Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity.

 

III People, Places, and Environments, 
Social studies programs should include experiences that provide for the study of people, places, and environments.

 

IX Global Connections
 Social studies programs should include experiences that provide for the study of global connections and interdependence.
District Standards Language Arts Standards

English Language Uses

Curriculum Standard 6. Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
 Use the tools of information technology to enhance written and spoken messages.
State Standards for Language Arts.
http://www.nheon.org/frameworks/detail.php
LA - 1.1.3.3 - Identify a specific purpose for their reading such as learning, locating information, or enjoyment.
LA - 1.1.3.10 - Employ techniques, such as previewing a text and skimming, to aid in the selection of books and articles to read.
LA - 1.1.3.11 - Demonstrate the ability and interest to read independently for learning, information, communication, and pleasure.
LA - 2.2.3.1 - Understand that they can write for different audiences such as self, classmates, family, and school and community members.
LA - 2.2.3.11 - Edit writing for spelling, punctuation, grammar, usage, and capitalization.
LA - 2.2.3.12 - Employ available print and computer resources to assist with editing.
LA - 3.3.3.4 - Listen effectively to spoken and audio-visual messages including stories, factual presentations, and directions.
LA - 5.5.3.8 - Ask appropriate questions to obtain information and clarify meaning.
National Language Arts Standards. http://www.ncte.org/about/over/standards/110846.htm
5.  Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7.  Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 
8.  Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11.  Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 
12.  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 
State Technology Standards for Students.
http://www.nheon.org/frameworks/edtech/standards.php
1. Basic operations and concepts
* Students demonstrate a sound understanding of the nature and operation of technology systems.
* Students are proficient in the use of technology.

2. Social, ethical, and human issues
* Students understand the ethical, cultural, and societal issues related to technology.
* Students practice responsible use of technology systems, information, and software.
* Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
* Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools
* Students use technology to locate, evaluate, and collect information from a variety of sources.

6. Technology problem-solving and decision-making tools
* Students use technology resources for solving problems and making informed decisions.
* Students employ technology in the development of strategies for solving problems in the real world.

National Standards Technology Standards for Students
http://cnets.iste.org/Students/s_stands.html
Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

1 Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.

2 Social, ethical, and human issues
• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3 Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4 Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5 Technology research tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.

6 Technology problem-solving and decision-making tools
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.
 

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