WORLD LANGUAGE
GRADES 5-8
7.1.b Interpersonal mode
20 ways to start a conversation
Wednesday, April 9, 2014
Tuesday, April 8, 2014
Saturday, April 5, 2014
4-5-14 Be a Good Sport!
HEALTH AND PHYSICAL EDUCATION STANDARDS
GRADES 5-8
sportsmanship, rules, and safety
2.5 Motor Skill
Development: All students will utilize safe, efficient, and effective
movement to develop and maintain a healthy, active lifestyle.
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C. Sportsmanship, Rules, and Safety
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RESOURCES
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6
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Practicing appropriate and safe behaviors while participating in
and viewing games, sports, and other competitive events contributes to
enjoyment of the event.
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2.5.6.C.1
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Compare the roles and responsibilities of players and observers
and recommend strategies to enhance sportsmanship-like behavior.
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2.5.6.C.2
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Apply rules and procedures for specific games, sports, and other
competitive activities and describe how they enhance participation and
safety.
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There is a strong cultural, ethnic, and historical background
associated with competitive sports and dance.
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2.5.6.C.3
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Relate the origin and rules associated with certain games,
sports, and dances to different cultures.
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8
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Self-initiated behaviors that promote personal and group success
include safety practices, adherence to rules, etiquette, cooperation,
teamwork, ethical behavior, and positive social interaction.
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2.5.8.C.1
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Assess player behavior for evidence of sportsmanship in
individual, small-group, and team activities.
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2.5.8.C.2
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Summarize types of equipment, products, procedures, and rules
that contribute to the safety of specific individual, small-group, and team
activities.
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Movement activities provide a timeless opportunity to connect
with people around the world.
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2.5.8.C.3
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Analyze the impact of different world cultures on present-day
games, sports, and dance.
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Friday, April 4, 2014
4-4-14 Physical Education Requires Skillful Movement
health and physical education STANDARDS
GRADES 5-8
movement skills and concepts
| 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. | ||||
| A. Movement Skills and Concepts | RESOURCES | |||
6
| Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. |
2.5.6.A.1
| Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). | |
2.5.6.A.2
| Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. | |||
2.5.6.A.3
| Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance). | |||
| Performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others. |
2.5.6.A.4
| Use self-evaluation and external feedback to detect and correct errors in one’s movement performance. | ||
8
| Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. |
2.5.8.A.1
| Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). | |
2.5.8.A.2
| Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. | |||
2.5.8.A.3
| Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance). | |||
2.5.8.A.4
| Detect, analyze, and correct errors and apply to refine movement skills. | |||
Thursday, April 3, 2014
4-3-2014 INSPIRING ACTIVE CITIZENSHIP IN THE 21ST CENTURY
sOCIAL sTUDIES STANDARDS
GRADES 5-8
aCTIVE CITIZENSHIP IN THE 21ST CENTURY
6.3 Active Citizenship in the 21st
Century All students will acquire the
skills needed to be active, informed citizens who value diversity and promote
cultural understanding by working collaboratively to address the challenges
that are inherent in living in an interconnected world.
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Active citizens in the 21st century:
· Recognize
the causes and effects of prejudice on individuals, groups, and society.
· Recognize
the value of cultural diversity, as well as the potential for
misunderstanding.
· Critically
analyze media to assess different viewpoints and detect bias, opinion, and
stereotypes.
· Listens
open-mindedly to views contrary to their own.
· Collaboratively
develop and practice strategies for managing and resolving conflict.
· Demonstrate
understanding of democratic values and processes.
· Recognize
that the actions or inactions of individuals, groups, and nations can have
intended and unintended consequences.
· Challenge
unfair viewpoints and behavior by taking action.
· Make
informed and reasoned decisions.
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Accept decisions that are made for
the common good.
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By the end of grade 8
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RESOURCES
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A.
Civics, Government, and Human Rights
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6.3.8.A.1
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Deliberate on a public issue affecting an upcoming election,
consider opposing arguments, and develop a reasoned conclusion.
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6.3.8.A.2
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Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue, and share it with an
appropriate legislative body (e.g., school board, municipal or county
government, state legislature).
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6.3.8.A.3
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Collaborate with international students to deliberate
about and address issues of gender equality, child mortality, or education.
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B.
Geography, People and the Environment
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6.3.8.B.1
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Evaluate alternative land use proposals and make
recommendations to the appropriate governmental agency regarding the best
course of action.
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C.
Economics, Innovation, and Technology
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6.3.8.C.1
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Contact local officials and community members to obtain
information about the local school district or municipal budget and assess
budget priorities.
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D.
History, Culture, and Perspectives
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6.3.8.D.1
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Engage in simulated democratic
processes (e.g., legislative hearings, judicial proceedings, elections) to
understand how conflicting points of view are addressed in a democratic
society.
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Wednesday, April 2, 2014
4-2-14 Scattering the Possibilities
MATHEMATICS STANDARDS
GRADES 6-8
MATH GRADE 8: Statistics and Probability
Investigate patterns of
association in bivariate data.
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RESOURCES
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8.SP.1.
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Construct and interpret scatter plots for
bivariate measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or
negative association, linear association, and nonlinear association.
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Scatter Plots
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8.SP.2.
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Know that straight lines are widely used to
model relationships between two quantitative variables. For scatter plots
that suggest a linear association, informally fit a straight line, and
informally assess the model fit by judging the closeness of the data points
to the line.
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8.SP.3.
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Use the equation of a linear model to solve
problems in the context of bivariate measurement data, interpreting the slope
and intercept. For example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight
each day is associated with an additional 1.5 cm in mature plant height.
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8.SP.4.
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Understand that patterns of association can
also be seen in bivariate categorical data by displaying frequencies and
relative frequencies in a two-way table. Construct and interpret a two-way
table summarizing data on two categorical variables collected from the same
subjects. Use relative frequencies calculated for rows or columns to describe
possible association between the two variables. For
example, collect data from students in your class on whether or not they have
a curfew on school nights and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew also tend to have
chores?
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Two Way Tables
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