# The Voluntary State Curriculum

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"The Voluntary State Curriculum"

```					The Voluntary State
Curriculum
Influences for the Development of
the VSC
 Visionary Panel

 No   Child Left Behind

 Bridge   to Excellence
What is the curriculum?
   Voluntary State Curriculum
   What does the VSC contain?
   Defines what students need to know and be able to do
   Assessment information is embedded.
   Grade level specific for Pre-K through 8,
   HSA courses
   Geometry/End of Course
   What is not part of the VSC at this time?
   Scope and sequence
   Lessons
   Formative assessments
   Public release items
Voluntary State Curriculum
Organization – Grade 8, page 1
Knowledge of Algebra, Patterns, and Functions
Topic A. Patterns and Functions
1. Identify, describe, extend, and create patterns, functions
and sequences
Objectives
a. Determine the recursive relationship of arithmetic sequences
represented in words, in a table or in a graph
Assessment limit: Provide the nth term no more than 10 terms beyond the
last given term using common differences no more than 10 with
integers (-100 to 5000)
1.    Identify, describe, extend, and
1.   Identify, describe, extend, and           create patterns, functions and
create linear patterns and                         sequences
functions                     a) Determine the recursive
a) Complete a function table                relationship of arithmetic
with a given two-operation               sequences represented in
rule                        words, in a table or in a graph
 Assessment limit: Provide
    Assessment limit: Use the                the nth term no more than
operations (+, -, x), numbers              10 terms beyond the last
no more than 20 in the rule              given term using common
and whole numbers (0 – 500)                differences no more than
b) Identify and extend a                    10 with integers (-100 to
geometric sequence                                5000)
b) Determine the recursive
c) Describe how a change in                 relationship of geometric
one variable in a linear               sequences represented in
function affects the other            words, in a table, or in a graph
variable in a table of values
Geometry VSC
Pre-requisites                   CLG 2 The student will                     Additional Topics
Summarized from                  demonstrate the ability to solve           for a Complete
Voluntary State                  mathematical and real-world                Course Would
Curriculum                       problems using measurement                 Include
Mathematics Grades 3 –          and geometric models and will
8 and Algebra/Data               justify solutions and explain
Analysis CLG                     processes used

Solid Geometric
Grades 7 & 8                     2.1.1 The student will analyze the         Figures
properties of geometric figures.
Identify and describe the                                                   The student will
relationships between            Assessment Limits                          analyze the
angles formed when parallel      Essential properties, relationships, and   properties and
lines are cut by a transversal   geometric models include the following:    relationships of
including alternate interior,    congruence and similarity                 geometric solids with
alternate exterior, and          line/segment/plane relationships          bases other than
corresponding angles             (parallel, perpendicular, intersecting,    rectangles, triangles,
bisecting, midpoint, median, altitude)     or circles.
Government – Unit Titles

1. Purposes, Forms, and Types of Political and Economic
Structures
2. Foundations and Principles of Government and the
Constitution
3. Legislative Branches (national, state, and local)
4. Executive Branches (national, state, and local)
5. Judicial Branches (national and state)
6. Domestic and Foreign Policy
7. Participation in Government
Government
   1.0 CONTENT STANDARD: POLITICAL SCIENCE-
STUDENTS WILL UNDERSTAND THE HISTORICAL
DEVELOPMENT AND CURRENT STATUS OF THE
FUNDAMENTAL CONCEPTS AND PROCESSES OF
AUTHORITY, POWER, AND INFLUENCE, WITH
PARTICULAR EMPHASIS ON THE DEMOCRATIC
SKILLS AND ATTITUDES NECESSARY TO BECOME
RESPONSIBLE CITIZENS.
   CLG Expectation 1.1: The student will demonstrate
understanding of the structure and functions of
government and politics in the United States
A. The Foundations and Function of
Government
Indicator
1. The student will evaluate how the principles of government assist or
impede the functioning of government (1.1.2).
Assessment Limits:
 Concepts: federalism, separation of powers, checks and balances,
judicial review, representative democracy, limited government, rule of
law, individual rights and responsibilities, consent of the governed,
majority rule, popular sovereignty, equal protection, and eminent
domain.
 Federal and Maryland state government: Legislative, Executive and
Judicial powers, structure and organization.
 Local government will be assessed in terms of powers and
responsibilities.
Objectives
•a. Evaluate the principles of federalism, popular sovereignty, consent of
the governed, separation of powers, checks and balances, majority rule,
and how they protect individual rights and impact the functioning of
government
•b. Explain how the powers of government are divided and shared on the
federal and state levels including delegated, reserved, concurrent and
denied powers
•c. Analyze the principle of equal protection and how it has affected
individual rights
•d. Analyze the relationship between governmental authority and
maintaining order under the rule of law
•e. Examine the purpose of eminent domain and how it affects citizens
rights
•f. Describe the formal process for amending the Constitution
•g. Describe how the Constitution provides for checks and balances, such
as Legislative overrides of vetoes, the limitations on the office of the
President and the appointment process (Unit 2)
Biology
Expectation 3.1 Biochemistry: The student
will be able to explain the correlation
between the structure and function of
biologically important molecules and their
relationship to cell processes.
Indicator 1. Describe the unique
characteristics of chemical substances and
macromolecules utilized by living systems.
Assessment Limits:
   water (inorganic molecule, polarity, density, and solvent properties)
   carbohydrates (organic molecule, monosaccharides are building blocks;
supplier of energy and dietary fiber; structural component of cells; cell wall;
cellulose)
   lipids (organic molecule, component of cell membranes, stored energy supply)
   proteins (organic molecule, amino acids are building blocks; structural and
functional role, including enzymes)
   nucleic acids (organic molecule; nucleotides are building blocks- sugar,
phosphate and nitrogen bases; DNA is a double helix; RNA is a single
strand; DNA replication; DNA role in storage of genetic information)
   minerals (inorganic molecule, essential for cellular processes)
   vitamins (organic molecule; role in human body: C- wound healing; K- blood
clotting; D- bone growth)
Objectives
   a. Recognize and explain that organisms use matter and chemical
energy to synthesize a variety of organic molecules for obtaining,
transforming, transporting, releasing, and eliminating matter and
energy used to sustain the organism.
   b. Recognize and describe that most cell functions involve
chemical reactions in the breakdown, rearrangement, and
synthesis of molecules from food.
   c. Recognize and explain that all cells are made mostly from six
common elements - C, H, O,
      N, P, S.
   d. Recognize and explain that the configuration of atoms in a
molecule determines the molecule’s properties.
Levels of Cognitive Demand
   Knowledge/Comprehension
   Recall
   Application/Analysis
   Applying
   Synthesis/Evaluation
   Reasoning
Find the area of the rectangle below.
15 inches

7 inches

The area of a rectangle is 60 square units, what
are the length and width of the rectangle?

If the dimensions of the rectangle above are changed
to 18 inches by 4 inches, explain how will the area be
affected?
   Teaching students to
 Develop an awareness of their thinking

 Use research-based strategies to help them
comprehend
BEFORE                           DURING                         AFTER
Preview    (title,            Reread, restate, revisit       Determine/explain
illustrations, graphs, charts, difficult parts                 important ideas (main idea,
photographs)                                                   supporting details)
Set   a purpose for reading    Paraphrase   important        Explaininferences
ideas                           Draw conclusions

Predict   and ask questions    Visualize                     Make generalizations
 Form new ideas

Record  important ideas       Summarize     main idea,
(graphically organize info.,   sequence of events, plot,
note-taking strategies)        char., conflict, resolution
Connect    to the text using   Skim for connections          Connect to prior
prior                           between ideas                  knowledge/experience
knowledge/experiences           Explain personal
connections
Levels of Cognitive Demand
   Knowledge/Comprehension
    The lowest level only requires the ability to recall rote
knowledge.

   Application/Analysis
    The middle level requires the ability to apply knowledge.

   Synthesis/Evaluation
    The highest level requires the ability to make judgments
VSC Update
   State Board Acceptance
 Mathematics

   Expert Review
 Social Studies
 Science

   Draft Format
 Fine Arts
 Health and Physical Education
VSC Update
   Social Studies
   HSA Core Learning Goals Documents
   VSC for complete course
   CE ☼ Clarification/Example

   PRS ☼ Pre-requisite Skills

   LS ☼ Lesson Activity/Seed

   LP ☼ Lesson Plan

   HOTS ☼ Higher Order Thinking Skills

   SA ☼ Sample Assessment Questions

   TE ☼ Technology

   PRI ☼ Public Release Item
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