Sample Template for Introductory

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Sample Template for Introductory Powered By Docstoc
					               
                  Sample Template for Introductory Specialty Training: (2‐3 hours) 
 
10‐20 min  Inclusion activity: familiarize members with the subject area, have members share 
personal strengths/interests in the specialty subject 
 
10‐20 min  Overview of the Specialist Role and Goals of the Specialty:  
    • Why we have specialty 
    • What is your role 
    • What a day/week/year will look like for your specialist 
    • What we want to accomplish in our specialty (goals from the facilitators and from the 
        group) 
 
40‐60 min  Introduction to Primary Curriculum (1‐2 most vital resources) 
    **See curriculum handout for suggested resources.** 
        • Review the material (what does it look like, how do you use it, where can you access it, 
            browse through the book/binder/etc) 
        • Practice a few components (training facilitators lead them in game/activity) 
        • Connect curriculum/resource to CA Standards 
 
10 min Break 
 
10‐15 min  Debrief/Q&A: Check in with members periodically about questions, concerns, etc.  
 
30‐40 min  Sample Lesson: Facilitators guide the members through a full lesson from start to 
finish. Discuss how lesson builds learning communities, supports multiple intelligences, and aligns 
with CA Standards. Include sample lesson plan, model classroom management strategies, etc.  
 
30‐40 min  Lesson Planning or Curriculum Exploration (time permitting): Work in 
pairs/small groups to start creating lessons with provided materials. 
 
10‐20 min  Discussion/ Reflection 
    • Assess what was learned today. 
    • What do members still need/want to know? 
    • What does the group need from each other? The facilitators? 
 
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                   
                                                     
                                                 
        Sample Template for Quarterly Specialist Meetings/Trainings (1‐2.5 hours) 
 
5‐10 min      Check­in/Inclusion 
 
10‐20 min  Lesson Review/Best Practices 
   • Members share favorite lesson/book/game/activity 
   • Members share ideas and themes that would work for different grade levels, 
       indoor/outdoor, etc 
 
10‐20 min  Troubleshooting/Suggestion Circle 
   • Members share concerns or issues they have encountered (planning, student engagement, 
       supplies, etc) 
   • Peers and facilitators offer suggestions, ideas—work together to create solutions 
 
20‐30  min  New Resource/Activity 
   • Introduce a new book, curriculum resource 
   • Demonstrate/practice a new activity, game, skill 
   • Guest speaker or field trip  
 
20‐30 min  Lesson Planning or Lesson Exchange (time permitting) 
 
5‐10 min      Next Steps/Long Term Goals 
   • Training and support needs 
   • Events or big projects we would like to plan 
   • Ideas for meetings 
 
5‐10 min      Reflection 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                                 Lesson Planning Form
Staff:                               Grade: ____ Lesson Title:                                                    Day/date: ___

1. Identify the content objectives to be learned and the collaborative/social skills to be practiced.

Learning Goals & Standards Addressed:


 
      Multiple Intelligence:                       Collaborative/Cooperative Skills:                            Social Skills:

   Verbal/Linguistic                   Participating Fully          Making Responsible Decisions      Sharing & Listening
   Musical/Rhythmic                    Listening attentively        Resolving conflict                Respecting
   Intrapersonal                       Expressing appreciation      Solving problems creatively       No Put-Downs
   Naturalist                          Reflecting on experience     Working on tasks together         Empathizing
   Logical/Mathematical                Valuing diversity of         Assessing improvement
   Interpersonal                        culture/ideas                Celebrating achievement
   Body/Kinesthetic                    Thinking constructively
   Existential
   Visual/Spatial
 
2. Inclusion Activity




3. Cooperative learning strategy (ies).




4. Reflection Questions & Activities:

      o Content:
      o Social/ Collaborative:
      o Personal:


5. Provide and opportunity for appreciation.

    CalSERVES is a Tribes After School Program. This lesson plan is an adaptation from Tribes Learning Communities , J.Gibbs, 2007.
                                               Lesson Planning Form
Staff: Kristen, Betsy, Annette Grade: ALL                   Lesson Title:     Pata Pata (SPARK) Day/date: 4/25/09

1. Identify the content objectives to be learned and the collaborative/social skills to be practiced.

Learning Goals & Standards Addressed: Participants will work together to learn a new dance from Africa Standards:
VAPA 3.0 Historical & Cultural Context (all grades) Participants will be able to locate Africa on a map Social Sciences3.1, 7.4,
10.4

     Multiple Intelligence:                      Collaborative/Cooperative Skills:                           Social Skills:

 Verbal/Linguistic                  Participating Fully           Making Responsible Decisions    Sharing & Listening
Musical/Rhythmic                    Listening attentively         Resolving conflict             Respecting
 Intrapersonal                      Expressing appreciation      Solving problems creatively     No Put-Downs
 Naturalist                          Reflecting on experience    Working on tasks together        Empathizing
 Logical/Mathematical               Valuing diversity of          Assessing improvement
Interpersonal                         culture/ideas               Celebrating achievement
Body/Kinesthetic                     Thinking constructively
 Existential
Visual/Spatial

2. Inclusion Activity
Display world map and locate Africa, the origin of the dance.

Break group into 4 smaller groups. Have groups answer this question as they are meeting their new partners. “Where is the
farthest that you have traveled?”

3. Cooperative learning strategy (ies).

Each group gets 1 of 4 dance prompts.
Each group learns their part well enough to teach the other groups.
Group 1 starts by teaching their part of the dance. Everyone else practices
Group 2 teaches their part of the dance. Everyone else practices
Group 3 teaches their part of the dance. Everyone else practices
Group 4 teaches their part of the dance. Everyone else practices
Put it all together and have FUN!

4. Reflection Questions & Activities:

     o Content:          How can you teach kids to dance? How would you?

     o Social/ Collaborative:        How did your leadership style affect how the group worked together?

     o Personal:          Do you like to Dance? Do your students?
5. Provide and opportunity for appreciation.
                                             Lesson Planning Form
Staff: Kristen, Betsy, Annette Grade: ALL                Lesson Title: Forehead Factor(Kidz Math) Date: 4/25/09

1. Identify the content objectives to be learned and the collaborative/social skills to be practiced.

Learning Goals & Standards Addressed: Participants will work together to practice Math Facts
Standards: Algebra and Functions 1.0 and 2.0 , Mathematical and Reasoning 1.0 and 2.0

     Multiple Intelligence:                    Collaborative/Cooperative Skills:                          Social Skills:

 Verbal/Linguistic                Participating Fully          Making Responsible Decisions    Sharing & Listening
Musical/Rhythmic                  Listening attentively        Resolving conflict             Respecting
 Intrapersonal                    Expressing appreciation     Solving problems creatively     No Put-Downs
 Naturalist                        Reflecting on experience   Working on tasks together        Empathizing
Logical/Mathematical              Valuing diversity of         Assessing improvement
Interpersonal                       culture/ideas              Celebrating achievement
Body/Kinesthetic                   Thinking constructively
 Existential
Visual/Spatial

2. Inclusion Activity
How many coin cominations will equal one dollar? (Answer: 293)

3. Cooperative learning strategy (ies).

Break into groups of 3 – each group has a partial deck of cards.
Decide fairly who will be the “forheader”
“Foreheader” hands out one card to each player who does not look at the card. Players place card on forehead and face
their partner. “Foreheader” multiplies the numbers and gives them the quotient. Players look at their partner’s card and
figure out their answer. “Foreheader” checks player’s answers, and gives clues if necessary.
Switch & Repeat

4. Reflection Questions & Activities:

     o Content: What kind of clues can you give someone who needs help without giving them the
       answer?

     o Social/ Collaborative: How did your partners help you with this activity?

     o Personal: What can you do to help yourself be able to think of these answers in your head
       faster next time?

5. Provide and opportunity for appreciation.
        CalSERVES After School Specialist Curriculum 
 
 
Literacy 
After School KidzLit http://www.devstu.org/afterschool/askl/videos/index.shtml 
 
 
Math 
*After School KidzMath  http://www.devstu.org/afterschool/askm/videos/index.shtml 
*Family Math  by Jean Kerr Stenmark 
 
 
Nutrition  
*American Diary Council of California   http://www.dairycouncilofca.org/ 
CDPH – California Department of Public Health  http://www.cdph.ca.gov/Pages/default.aspx   
Center for Collaborative Solutions    http://www.ccscenter.org/ 
*Children’s Power Play – Community Youth Organization (CYO) 
http://www.cdph.ca.gov/programs/CPNS/Pages/PowerPlayResources.aspx 
Dole Food Company, Inc   http://www.dole.com/ 
First 5 materials    http://www.ccfc.ca.gov/ 
Food Stamp Nutrition Education Program of California: My Pyramid   
http://www.mypyramid.gov/ 
*Harvest of the Month   http://www.harvestofthemonth.com/ 
Healthy Kids Resource Center – all materials     http://www.californiahealthykids.org 
*Kids Cook Farm‐Fresh Food 
Network for a Healthy California  & Champions for Change   
http://www.cdph.ca.gov/programs/CPNS/Pages/default.aspx 
Project LEAN   http://www.californiaprojectlean.org/ 
The California Department of Education    http://www.cde.ca.gov/ 
    a) Standard Health Guidelines    http://www.cde.ca.gov/nr/ne/yr09/yr09rel28.asp 
    b) Nutrition to Grow on   http://www.cde.ca.gov/ls/nu/he/nrttogrow.asp 
U.C. Davis Cooperative Extension nutrition and gardening materials    
http://ceeldorado.ucdavis.edu/ 
University of California: Agricultural and Natural Resources  http://ucanr.org/ 
USDA  ‐ United State Department of Agriculture    http://www.usda.gov 
        WIC    http://www.fns.usda.gov/wic/ 
 
 
Science 
*Amazing Science Tricks  byMichio Goto 
Project Learning Tree    http://www.plt.org/ 
Project WILD     http://www.projectwild.org/ 
*The Science Explorer  from the Exploratorium   
http://www.exploratorium.edu/science_explorer/ 
 
 
Physical Education & Activity 
American Council on Exercise (ACE)  http://www.acefitness.org 
Bam!  Body and Mind   http://www.bam.gov/ 
CANFIT (California Adolescent Nutrition and Fitness Program)   http://www.canfit.org/ 
California Center for Physical Activity   http://www.caphysicalactivity.org/ 
California Governor’s Challenge of Physical Fitness and Sports   http://www.activeca.org/ 
ESPN Play Your Way Program    http://disney.go.com/playyourway/index.html 
Get up and Do Something   http://www.getupanddosomething.org/ 
*Indoor Action Games for Elementary Children by David R. Foster 
Live It! www.liveitprogram.com 
North Carolina ENERGIZERS  http://www.ncpe4me.com/energizers.html 
*PE Central    www.pecentral.org 
San Diego County Office of Education‐ After School Physical Activity www.afterschoolpa.com 
*SPARK (Sports, Play and Active Recreation for Kids)   www.sparkpe.org 
Sports 4 Kids   www.sports4kids.org 
VERB‐ Youth Media Campaign    www.cdc.gov/youthcampaign/index.htm 
 
 
Vision and Performing Arts 
Afterschool Training ToolKit  http://www.sedl.org/afterschool/toolkits/ 
Art Curriculum for Classroom Teachers and Homeschoolers  
http://www.everydayart.com/curriculum.html 
Arts Work: Art Across the Curriculum Bilingual or Mainstream Classroom 
http://artswork.asu.edu/arts/teachers/lesson/visarts/visarts1.htm 
*California Visual and Performing Arts standards: http://www.cde.ca.gov/ci/vp/ 
 
 
*line staff favorites.
 
    Cooperative Academic 
      Enrichment Lessons 
for K-6 After School Programs 

                 Presenters:
       Betsy Jones, Supervising Teacher
     Kristen Mowers, Program Coordinator
      Annette Zucconi, Program Manager


       Napa County Office of Education




                                           "
         Who are we?
        What do we do?
         Why we do it?




Napa County Office of Education
      Three practices that increase
        academic achievement:

 

 Establishing a positive & safe learning culture

 Understanding how the human brain
    processes information
 Using student-centered learning groups
       Workshop Agenda



 Tribes TLC Learning Communities
 Collaborative Professional
 Development Model
 After School Specialty Lessons
        Inclusion Activity:
    ♫ ♬ Mingle, Mingle ♫ ♬
 

1.  In your experience, or opinion, what
     makes for a safe & positive learning
     culture? Name a key element.


2.  Share with your new group, what you
     learned in the last group.
Important ingredients for creating a
 positive & safe classroom culture:


     Inclusion Activities


     Community Agreements
      Tribes Learning
   Community Agreements


 Mutual Respect
 Right to Pass
 Attentive Listening
 Appreciations – No Put-Downs
        How the Brain
    Processes Information:


 Absence of fear
 Relevancy, or ability to connect
 new information to existing
 understandings
 Multiple Intelligences
                         Multiple Intelligences



            Verbal/
            Linguistic
                                                               Existential
                                               Body/
                                               Kinesthetic

Musical/Rhythmic              Naturalist




                                                               Visual/Spatial


                                               Interpersonal
  Intrapersonal            Logical/
                           Mathematical

                                           9
                Visual and
CalSERVES       Performing Arts
 Specialties    Math
                Science
                Nutrition/
                Garden
                PE
         Training & Support



  Collaborative Professional Development Model

  CalSERVES staff members with expertise, or
  interest, facilitate each specialty group
Group Activity: Training Strips


  What type of training do you have?

  How do you think the training should be
  assembled?
  Where should you place the breaks,
  discussions, etc?
 Challenges and Adaptations

In Pairs, or as a Trio, please share responses to
  the following:
  What would a specialty model look like at your site?

  How could you divide your staff, schedule, or
  students to make it work?

  What are some challenges?
              Group Activity:
              Solutions Poster

  Group Roles: Scribe, Time Keeper, Inclusion Specialist

  Select, Organize, Train

  DOVE: Defer judgment, Off beat, original, Vast number,
  Expand. elaborate
How do we assess the
  specialty model?


   Is it successful?
The
Pata
Pata

From
Africa
Inclusion Question:

    Where is the farthest
    that you’ve traveled?



                            "
Group
Instructions
Learn the dance cues
on your instruction
card.
Be prepared to teach
the rest of the group.
All Together
Tap Right Foot to the Right
then back Together 2 Xs

Tap Left foot out to the Left
then back 2 Xs

Point toes out, move heels out,
Move heels in, move toes out

Lift Right knee 2 Xs

Kick Left foot forward 2 Xs

Do ¼ turn to the right, pause,
Clap, Pause for 4 counts
     Reflection Question:

How can you teach Dance to students?
How did your leadership Style affect how
the group worked together?
Do you like to Dance? Do your students?


                                           "
                Learning Goals
                   Standards Tool
Lesson Plan        Multiple Intelligence

Components:        Collaborative/Cooperative Skills
                   Social Skills

                Inclusion

                Cooperative learning strategy (ies).

                Reflection Questions & Activities

                Appreciations
How many coin combinations
   will equal one dollar?
Revisit the Workshop Agenda



 Tribes TLC Learning Communities
 Collaborative Professional
 Development Model
 After School Specialty Lessons
Reflection


             "
California Content Standards: Grade One

Language Arts                                                                                                            3.0 Students use estimation strategies in computation
                                                                                                                         and problem solving that involve numbers that use the
                                                                                                                         ones, tens, and hundreds places
                                                          Written and Oral English Language
Reading                                                   Conventions
                                                                                                                         Algebra and Functions
1.0 Word Analysis, Fluency, and Systematic                1.0 Written and Oral English Language
Vocabulary Development                                    Conventions
                                                                                                                         1.0 Students use number sentences with operational
Students understand the basic features of reading.        Students write and speak with a command of
                                                                                                                         symbols and expressions to solve problems
They select letter patterns and know how to translate     standard English conventions appropriate to this
them into spoken language by using phonics,               grade level.
syllabication, and word parts. They apply this                                                                           Measurement and Geometry
knowledge to achieve fluent oral and silent reading.      Listening and Speaking
                                                          1.0 Listening and Speaking Strategies                          1.0 Students use direct comparison and nonstandard
2.0 Reading Comprehension                                                                                                units to describe the measurements of objects
Students read and understand grade-level-                 Students listen critically and respond appropriately to
appropriate material. They draw upon a variety of         oral communication. They speak in a manner that
comprehension strategies as needed e.g., generating       guides the listener to understand important ideas by           2.0 Students identify common geometric figures,
and responding to essential questions, making             using proper phrasing, pitch, and modulation.                  classify them by common attributes, and describe
predictions, comparing information from several                                                                          their relative position or their location in space
sources).                                                 2.0 Speaking Applications (Genres and Their
                                                          Characteristics)
                                                          Students deliver brief recitations and oral                    Statistics, Data Analysis and Probability
3.0 Literary Response and Analysis                        presentations about familiar experiences or interests
Students read and respond to a wide variety of            that are organized around a coherent thesis                    1.0 Students organize, represent, and compare data
significant works of children's literature. They          statement. Student speaking demonstrates a
distinguish between the structural features of the text                                                                  by category on simple graphs and charts
                                                          command of standard American English and the
and the literary terms or elements (e.g., theme, plot,    organizational and delivery strategies outlined in
setting, characters).                                     Listening and Speaking Standard 1.0.                           2.0 Students sort objects and create and describe
                                                                                                                         patterns by numbers, shapes, sizes, rhythms, or
                                                                                                                         colors
Writing                                                   Mathematics

1.0 Writing Strategies                                    By the end of grade one, students understand and               Mathematical Reasoning
Students write clear and coherent sentences and           use the concept of ones and tens in the place value
paragraphs that develop a central idea. Their writing     number system. Students add and subtract small                 1.0 Students make decisions about how to set up a
shows they consider the audience and purpose.             numbers with ease. They measure with simple units              problem
Students progress through the stages of the writing       and locate objects in space. They describe data and
process (e.g., prewriting, drafting, revising, editing    analyze and solve simple problems.
successive versions).                                                                                                    2.0 Students solve problems and justify their
                                                                                                                         reasoning
2.0 Writing Applications (Genres and Their                Number Sense
Characteristics)                                                                                                         3.0 Students note connections between one problem
Students write compositions that describe and explain     1.0 Students understand and use numbers up to 100              and another.
familiar objects, events, and experiences. Student
writing demonstrates a command of standard
American English and the drafting, research, and          2.0 Students demonstrate the meaning of addition
organizational strategies outlined in Writing Standard    and subtraction and use these operations to solve
1.0.                                                      problems



                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade One

Science                                                    and strategies that apply to the learning and
                                                           performance of physical activity.

Physical Science
                                                           Visual and Performing Arts                                     Music
1. Materials come in different forms (states), including
                                                                                                                          1.0 Artistic Perception - Processing, Analyzing,
solids, liquids, and gases.                                Dance                                                          and Responding to Sensory Information Through
                                                                                                                          the Language and Skills Unique to Music
Life Sciences                                              1.0 Artistic Expression - Processing, Analyzing,               Students read, notate, listen to, analyze, and describe
                                                           and Responding to Sensory Information through                  music and other aural information, using the
2. Plants and animals meet their needs in different        the Language and Skills Unique to Dance                        terminology of music.
ways.                                                      Students perceive and respond, using the elements of
                                                           dance. They demonstrate movement skills, process               2.0 Creative Expression - Creating, Performing,
Earth Sciences                                             sensory information, and describe movement, using              and Participating in Music
                                                           the vocabulary of dance.                                       Students apply vocal and instrumental musical skills
3.Weather can be observed, measured, and                                                                                  in performing a varied repertoire of music. They
described.                                                 2.0 Creative Expression - Creating, Performing,                compose and arrange music and improvise melodies,
                                                           and Participating in Dance                                     variations, and accompaniments, using
Investigation and Experimentation                          Students apply choreographic principles, processes,            digital/electronic technology when appropriate.
                                                           and skills to create and communicate meaning
4. Scientific progress is made by asking meaningful        through the improvisation, composition, and                    3.0 Historical and Cultural Context -
questions and conducting careful investigations. As a      performance of dance.                                          Understanding the Historical Contributions and
basis for understanding this concept and addressing                                                                       Cultural Dimensions of Music
the content in the other three strands, students should    3.0 Historical and Cultural Context -                          Students analyze the role of music in past and
develop their own questions and perform                    Understanding the Historical Contributions and                 present cultures throughout the world, noting cultural
investigations.                                            Cultural Dimensions of Dance                                   diversity as it relates to music, musicians, and
                                                           Students analyze the function and development of               composers.
                                                           dance in past and present cultures throughout the
Physical Education                                         world, noting human diversity as it relates to dance           4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                           and dancers.                                                   and Making Judgments About Works of Music
1.0 Students demonstrate the motor skills and                                                                             Students critically assess and derive meaning from
movement patterns needed to perform a variety of           4.0 Aesthetic Valuing - Responding to, Analyzing,              works of music and the performance of musicians
physical activities.                                       and Making Judgments About Works of Dance                      according to the elements of music, aesthetic
                                                           Students critically assess and derive meaning from             qualities, and human responses.
2.0 Students demonstrate knowledge of movement             works of dance, performance of dancers, and original
concepts, principles, and strategies that apply to the     works based on the elements of dance and aesthetic             5.0 Connections, Relationships, Applications -
learning and performance of physical activities.           qualities.                                                     Connecting and Applying What Is Learned in
                                                                                                                          Music to Learning in Other Art Forms and Subject
3.0 Students assess and maintain a level of physical       5.0 Connections, Relationships, Applications -                 Areas and to Careers
fitness to improve health and performance.                 Connecting and Applying What Is Learned in                     Students apply what they learn in music across
                                                           Dance to Learning in Other Art Forms and Subject               subject areas. They develop competencies and
4.0 Students demonstrate knowledge of physical             Areas and to Careers                                           creative skills in problem solving, communication, and
fitness concepts, principles, and strategies to improve    Students apply what they learn in dance to learning            management of time and resources that contribute to
health and performance.                                    across subject areas. They develop competencies                lifelong learning and career skills. They also learn
                                                           and creative skills in problem solving, communication,         about careers in and related to music.
5.0 Students demonstrate and utilize knowledge of          and management of time and resources that
psychological and sociological concepts, principles,       contribute to lifelong learning and career skills. They
                                                           also learn about careers in and related to dance.



                                                                                      Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade One


Theatre                                                    Visual Arts                                                     Health Education
1.0 Artistic Expression - Processing, Analyzing,           1.0 Artistic Perception - Processing, Analyzing,
and Responding to Sensory Information Through              and Responding to Sensory Information Through                   Overarching Content Standards and
the Language and Skills Unique to Theatre                  the Language and Skills Unique to the Visual Arts               Rationales
Students observe their environment and respond,            Students perceive and respond to works of art,                  The eight overarching health content standards for
using the elements of theatre. They also observe           objects in nature, events, and the environment. They            kindergarten through grade twelve are presented
formal and informal works of theatre, film/video, and      also use the vocabulary of the visual arts to express           below, along with the rationale for each standard.
electronic media and respond, using the vocabulary of      their observations.
theatre.                                                                                                                   Standard 1: Essential Health Concepts
                                                           2.0 Creative Expression - Creating, Performing,                 All students will comprehend essential concepts
2.0 Creative Expression - Creating, Performing,            and Participating in the Visual Arts                            related to enhancing health.
and Participating in Theatre                               Students apply artistic processes and skills, using a           Rationale: Understanding essential concepts about
Students apply processes and skills in acting,             variety of media to communicate meaning and intent              the relationships between behavior and health
directing, designing, and scriptwriting to create formal   in original works of art.                                       provides the foundation for making informed decisions
and informal theatre, film/videos, and electronic media                                                                    about health related behaviors and selecting
productions and to perform in them.                        3.0 Historical and Cultural Context -                           appropriate health products and services.
                                                           Understanding the Historical Contributions and
3.0 Historical and Cultural Context -                      Cultural Dimensions of the Visual Arts                          Standard 2: Analyzing Health Influences
Understanding the Historical Contributions and             Students analyze the role and development of the                All students will demonstrate the ability to analyze
Cultural Dimensions of Theatre                             visual arts in past and present cultures throughout the         internal and external influences that affect health.
Students analyze the role and development of               world, noting human diversity as it relates to the visual       Rationale: Health choices are affected by a variety of
theatre, film/video, and electronic media in past and      arts and artists.                                               influences. The ability to recognize, analyze, and
present cultures throughout the world, noting diversity                                                                    evaluate internal and external influences is essential
as it relates to theatre.                                  4.0 Aesthetic Valuing - Responding to, Analyzing,               to protecting and enhancing health.
                                                           and Making Judgments About Works in the Visual
4.0 Aesthetic Valuing - Responding to, Analyzing,          Arts                                                            Standard 3: Accessing Valid Health Information
and Critiquing Theatrical Experiences                      Students analyze, assess, and derive meaning from               All students will demonstrate the ability to access and
Students critique and derive meaning from works of         works of art, including their own, according to the             analyze health information, products, and services.
theatre, film/video, electronic media, and theatrical      elements of art, the principles of design, and aesthetic        Rationale: Students are exposed to numerous
artists on the basis of aesthetic qualities.               qualities.                                                      sources of information, products, and services. The
                                                                                                                           ability to access and analyze health information,
5.0 Connections, Relationships, Applications -             5.0 Connections, Relationships, Applications -                  products, and services provides a foundation for
Connecting and Applying What Is Learned in                 Connecting and Applying What Is Learned in the                  practicing health-enhancing behaviors.
Theatre, Film/Video, and Electronic Media to Other         Visual Arts to Other Art Forms and Subject Areas
Art Forms and Subject Areas and to Careers                 and to Careers                                                  Standard 4: Interpersonal Communication
Students apply what they learn in theatre, film/video,     Students apply what they learn in the visual arts               All students will demonstrate the ability to use
and electronic media across subject areas. They            across subject areas. They develop competencies                 interpersonal communication skills to enhance health.
develop competencies and creative skills in problem        and creative skills in problem solving, communication,          Rationale: Positive relationships support the
solving, communication, and time management that           and management of time and resources that                       development of healthy attitudes and behaviors. The
contribute to lifelong learning and career skills.         contribute to lifelong learning and career skills. They         ability to appropriately convey and receive
They also learn about careers in and related to            also learn about careers in and related to the visual           information, beliefs, and emotions is a skill that
theatre.                                                   arts.                                                           enables students to manage risk, conflict, and
                                                                                                                           differences and to promote health.




                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade One

Standard 5: Decision Making
All students will demonstrate the ability to use
decision-making skills to enhance health.
Rationale: Managing health behaviors requires critical
thinking and problem-solving. The ability to use
decision-making skills to guide health behaviors
fosters a sense of control and promotes the
acceptance of personal responsibility.

Standard 6: Goal Setting
All students will demonstrate the ability to use goal-
setting skills to enhance health.
Rationale: The desire to pursue health is an essential
component of building healthy habits. The ability to
use goal-setting skills enables students to translate
health knowledge into personally meaningful health
behaviors.

Standard 7: Practicing Health-Enhancing
Behaviors
All students will demonstrate the ability to practice
behaviors that reduce risk and promote health.
Rationale: Practicing healthy behaviors builds
competence and confidence to use learned skills in
real-life situations. The ability to adopt health-
enhancing behaviors demonstrates students’ ability to
use knowledge and skills to manage health and
reduce risk-taking behaviors.

Standard 8: Health Promotion
All students will demonstrate the ability to promote
and support personal, family, and community health.
Rationale: Personal, family, and community health are
interdependent and mutually supporting. The ability
to promote the health of oneself and others reflects a
well-rounded development and expression of health.

Grade-Level Recommendations and
Content Areas
The health education standards are organized into six
health content areas:
     • Nutrition and Physical Activity
     • Growth, Development, and Sexual Health
     • Injury Prevention and Safety
     • Alcohol, Tobacco, and Other Drugs
     • Mental, Emotional, and Social Health
     • Personal and Community Health



                                                         Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Two

Language Arts                                               process (e.g., prewriting, drafting, revising, editing
                                                            successive versions).                                           3.0 Students model and solve simple problems
                                                                                                                            involving multiplication and division.
Reading                                                     2.0 Writing Applications (Genres and Their
                                                            Characteristics)                                                4.0 Students understand that fractions and decimals
1.0 Word Analysis, Fluency, and Systematic                  Students write compositions that describe and explain           may refer to parts of a set and parts of a whole.
Vocabulary Development                                      familiar objects, events, and experiences. Student
Students understand the basic features of reading.          writing demonstrates a command of standard                      5.0 Students model and solve problems by
They select letter patterns and know how to translate       American English and the drafting, research, and                representing, adding, and subtracting amounts of
them into spoken language by using phonics,                 organizational strategies outlined in Writing Standard          money.
syllabication, and word
parts. They apply this knowledge to achieve fluent                                                                          6.0 Students use estimation strategies in computation
                                                            Written and Oral English Conventions
oral and silent reading.                                                                                                    and problem solving that involve numbers that use the
                                                            1.0 Written and Oral English Language                           ones, tens, hundreds, and thousands places.
2.0 Reading Comprehension
                                                            Conventions
Students read and understand grade-level-
                                                            Students write and speak with a command of                      Algebra and Functions
appropriate material. They draw upon a variety of
                                                            standard English conventions appropriate
comprehension strategies as needed (e.g., generating
                                                            to this grade level.                                            1.0 Students model, represent, and interpret number
and responding to essential questions, making
                                                                                                                            relationships to create and solve problems involving
predictions, comparing information from several
                                                            Listening and Speaking                                          addition and subtraction.
sources).
The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the            1.0 Listening and Speaking Strategies                           Measurement and Geometry
quality and complexity of the materials to be read by       Students listen critically and respond appropriately to
students. In addition to their regular school reading,      oral communication. They speak in a manner that                 1.0 Students understand that measurement is
by grade four, students read one-half million words         guides the listener to understand important ideas by            accomplished by identifying a unit of measure,
annually, 11 GRADE TWO Reading including a good             using proper phrasing, pitch, and modulation.                   iterating (repeating) that unit, and comparing it to the
representation of grade-level-appropriate narrative                                                                         item to be measured.
and expository text (e.g., classic and contemporary         2.0 Speaking Applications (Genres and Their
literature, magazines, newspapers, online                   Characteristics)                                                2.0 Students identify and describe the attributes of
information). In grade two, students continue to make       Students deliver brief recitations and oral                     common figures in the plane and of common objects
progress toward this goal.                                  presentations about familiar experiences or interests           in space.
                                                            that are organized around a coherent thesis
3.0. Literary Response and Analysis                         statement. Student speaking demonstrates a                      Statistics, Data Analysis, and
Students read and respond to a wide variety of              command of standard American English and the
                                                                                                                            Probability
significant works of children’s literature. They            organizational and delivery strategies outlined in
distinguish between the structural features of the text     Listening and Speaking Standard 1.0.
                                                                                                                            1.0 Students collect numerical data and record,
and the literary terms or elements (e.g., theme, plot,                                                                      organize, display, and interpret the data on bar
setting, characters). The selections in Recommended                                                                         graphs and other representations:
Literature, Kindergarten Through Grade Twelve               Mathematics
illustrate the quality and complexity of the materials to                                                                   2.0 Students demonstrate an understanding of
be read by students.                                        Number Sense                                                    patterns and how patterns grow and describe them in
                                                                                                                            general ways.
Writing                                                     1.0 Students understand the relationship between
                                                            numbers, quantities, and place value in whole                   Mathematical Reasoning
1.0 Writing Strategies                                      numbers up to 1,000.                                            1.0 Students make decisions about how to set up a problem:
Students write clear and coherent sentences and
paragraphs that develop a central idea. Their writing       2.0 Students estimate, calculate, and solve problems            2.0 Students solve problems and justify their reasoning.
shows they consider the audience and purpose.               involving addition and subtraction of two- and three-
                                                            digit numbers.                                                  3.0 Students note connections between one problem and
Students progress through the stages of the writing                                                                         another.


                                                                                        Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Two

Science                                                   Visual and Performing Arts                                     Music
                                                                                                                         1.0 Artistic Perception - Processing, Analyzing,
Physical Sciences                                         Dance                                                          and Responding to Sensory Information Through
                                                                                                                         the Language and Skills Unique to Music
1. The motion of objects can be observed and
                                                          1.0 Artistic Expression - Processing, Analyzing,               Students read, notate, listen to, analyze, and describe
measured.
                                                          and Responding to Sensory Information through                  music and other aural information, using the
                                                          the Language and Skills Unique to Dance                        terminology of music.
Life Sciences                                             Students perceive and respond, using the elements of
                                                          dance. They demonstrate movement skills, process               2.0 Creative Expression - Creating, Performing,
2. Plants and animals have predictable life cycles.       sensory information, and describe movement, using              and Participating in Music
                                                          the vocabulary of dance.                                       Students apply vocal and instrumental musical skills
Earth Sciences                                                                                                           in performing a varied repertoire of music. They
                                                          2.0 Creative Expression - Creating, Performing,                compose and arrange music and improvise melodies,
3. Earth is made of materials that have distinct          and Participating in Dance                                     variations, and accompaniments, using
properties and provide resources for human activities.    Students apply choreographic principles, processes,            digital/electronic technology when appropriate.
                                                          and skills to create and communicate meaning
Investigation and Experimentation                         through the improvisation, composition, and                    3.0 Historical and Cultural Context -
                                                          performance of dance.                                          Understanding the Historical Contributions and
4. Scientific progress is made by asking meaningful                                                                      Cultural Dimensions of Music
questions and conducting careful investigations. As a     3.0 Historical and Cultural Context -                          Students analyze the role of music in past and
basis for understanding this concept and addressing       Understanding the Historical Contributions and                 present cultures throughout the world, noting cultural
the content in the other three strands, students should   Cultural Dimensions of Dance                                   diversity as it relates to music, musicians, and
develop their own questions and perform                   Students analyze the function and development of               composers.
investigation.                                            dance in past and present cultures throughout the
                                                          world, noting human diversity as it relates to dance           4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                          and dancers.                                                   and Making Judgments About Works of Music
Physical Education                                                                                                       Students critically assess and derive meaning from
                                                          4.0 Aesthetic Valuing - Responding to, Analyzing,              works of music and the performance of musicians
1.0 Students demonstrate the motor skills and             and Making Judgments About Works of Dance                      according to the elements of music, aesthetic
movement patterns needed to perform a variety of          Students critically assess and derive meaning from             qualities, and human responses.
physical activities.                                      works of dance, performance of dancers, and original
                                                          works based on the elements of dance and aesthetic             5.0 Connections, Relationships, Applications -
2.0 Students demonstrate knowledge of movement            qualities.                                                     Connecting and Applying What Is Learned in
concepts, principles, and strategies that apply to the                                                                   Music to Learning in Other Art Forms and Subject
learning and performance of physical activities.          5.0 Connections, Relationships, Applications -                 Areas and to Careers
                                                          Connecting and Applying What Is Learned in                     Students apply what they learn in music across
3.0 Students assess and maintain a level of physical      Dance to Learning in Other Art Forms and Subject               subject areas. They develop competencies and
fitness to improve health and performance.                Areas and to Careers                                           creative skills in problem solving, communication, and
                                                          Students apply what they learn in dance to learning            management of time and resources that contribute to
4.0 Students demonstrate knowledge of physical            across subject areas. They develop competencies                lifelong learning and career skills. They also learn
fitness concepts, principles, and strategies to improve   and creative skills in problem solving, communication,         about careers in and related to music.
health and performance.                                   and management of time and resources that
                                                          contribute to lifelong learning and career skills. They        Theatre
5.0 Students demonstrate and utilize knowledge of         also learn about careers in and related to dance.
psychological and sociological concepts, principles,                                                                     1.0 Artistic Expression - Processing, Analyzing,
and strategies that apply to the learning and                                                                            and Responding to Sensory Information Through
performance of physical activity.                                                                                        the Language and Skills Unique to Theatre
                                                                                                                         Students observe their environment and respond,
                                                                                                                         using the elements of theatre. They also observe

                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Two

formal and informal works of theatre, film/video, and      Students apply artistic processes and skills, using a           Standard 2: Analyzing Health Influences
electronic media and respond, using the vocabulary of      variety of media to communicate meaning and intent              All students will demonstrate the ability to analyze
theatre.                                                   in original works of art.                                       internal and external influences that affect health.
                                                                                                                           Rationale: Health choices are affected by a variety of
2.0 Creative Expression - Creating, Performing,            3.0 Historical and Cultural Context -                           influences. The ability to recognize, analyze, and
and Participating in Theatre                               Understanding the Historical Contributions and                  evaluate internal and external influences is essential
Students apply processes and skills in acting,             Cultural Dimensions of the Visual Arts                          to protecting and enhancing health.
directing, designing, and scriptwriting to create formal   Students analyze the role and development of the
and informal theatre, film/videos, and electronic media    visual arts in past and present cultures throughout the         Standard 3: Accessing Valid Health Information
productions and to perform in them.                        world, noting human diversity as it relates to the visual       All students will demonstrate the ability to access and
                                                           arts and artists.                                               analyze health information, products, and services.
3.0 Historical and Cultural Context -                                                                                      Rationale: Students are exposed to numerous
Understanding the Historical Contributions and             4.0 Aesthetic Valuing - Responding to, Analyzing,               sources of information, products, and services. The
Cultural Dimensions of Theatre                             and Making Judgments About Works in the Visual                  ability to access and analyze health information,
Students analyze the role and development of               Arts                                                            products, and services provides a foundation for
theatre, film/video, and electronic media in past and      Students analyze, assess, and derive meaning from               practicing health-enhancing behaviors.
present cultures throughout the world, noting diversity    works of art, including their own, according to the
as it relates to theatre.                                  elements of art, the principles of design, and aesthetic        Standard 4: Interpersonal Communication
                                                           qualities.                                                      All students will demonstrate the ability to use
4.0 Aesthetic Valuing - Responding to, Analyzing,                                                                          interpersonal communication skills to enhance health.
and Critiquing Theatrical Experiences                      5.0 Connections, Relationships, Applications -                  Rationale: Positive relationships support the
Students critique and derive meaning from works of         Connecting and Applying What Is Learned in the                  development of healthy attitudes and behaviors. The
theatre, film/video, electronic media, and theatrical      Visual Arts to Other Art Forms and Subject Areas                ability to appropriately convey and receive
artists on the basis of aesthetic qualities.               and to Careers                                                  information, beliefs, and emotions is a skill that
                                                           Students apply what they learn in the visual arts               enables students to manage risk, conflict, and
5.0 Connections, Relationships, Applications -             across subject areas. They develop competencies                 differences and to promote health.
Connecting and Applying What Is Learned in                 and creative skills in problem solving, communication,
Theatre, Film/Video, and Electronic Media to Other         and management of time and resources that                       Standard 5: Decision Making
Art Forms and Subject Areas and to Careers                 contribute to lifelong learning and career skills. They         All students will demonstrate the ability to use
Students apply what they learn in theatre, film/video,     also learn about careers in and related to the visual           decision-making skills to enhance health.
and electronic media across subject areas. They            arts.                                                           Rationale: Managing health behaviors requires critical
develop competencies and creative skills in problem                                                                        thinking and problem-solving. The ability to use
solving, communication, and time management that           Health Education                                                decision-making skills to guide health behaviors
contribute to lifelong learning and career skills.                                                                         fosters a sense of control and promotes the
They also learn about careers in and related to                                                                            acceptance of personal responsibility.
theatre.
                                                           Overarching Content Standards and
                                                                                                                           Standard 6: Goal Setting
                                                           Rationales                                                      All students will demonstrate the ability to use goal-
                                                           The eight overarching health content standards for              setting skills to enhance health.
Visual Arts
                                                           kindergarten through grade twelve are presented                 Rationale: The desire to pursue health is an essential
                                                           below, along with the rationale for each standard.              component of building healthy habits. The ability to
1.0 Artistic Perception - Processing, Analyzing,
and Responding to Sensory Information Through                                                                              use goal-setting skills enables students to translate
                                                           Standard 1: Essential Health Concepts                           health knowledge into personally meaningful health
the Language and Skills Unique to the Visual Arts
                                                           All students will comprehend essential concepts                 behaviors.
Students perceive and respond to works of art,
                                                           related to enhancing health.
objects in nature, events, and the environment. They
                                                           Rationale: Understanding essential concepts about               Standard 7: Practicing Health-Enhancing
also use the vocabulary of the visual arts to express
                                                           the relationships between behavior and health                   Behaviors
their observations.
                                                           provides the foundation for making informed decisions           All students will demonstrate the ability to practice
                                                           about health related behaviors and selecting                    behaviors that reduce risk and promote health.
2.0 Creative Expression - Creating, Performing,
                                                           appropriate health products and services.                       Rationale: Practicing healthy behaviors builds
and Participating in the Visual Arts

                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Two

competence and confidence to use learned skills in
real-life situations. The ability to adopt health-
enhancing behaviors demonstrates students’ ability to
use knowledge and skills to manage health and
reduce risk-taking behaviors.

Standard 8: Health Promotion
All students will demonstrate the ability to promote
and support personal, family, and community health.
Rationale: Personal, family, and community health are
interdependent and mutually supporting. The ability
to promote the health of oneself and others reflects a
well-rounded development and expression of health.

Grade-Level Recommendations and
Content Areas
The health education standards are organized into six
health content areas:
     • Nutrition and Physical Activity
     • Growth, Development, and Sexual Health
     • Injury Prevention and Safety
     • Alcohol, Tobacco, and Other Drugs
     • Mental, Emotional, and Social Health
     • Personal and Community Health




                                                         Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Three

Language Arts                                              shows they consider the audience and purpose.
                                                           Students progress through the stages of the writing             3.0 Students understand the relationship between
                                                           process (e.g., prewriting, drafting, revising, editing          whole numbers, simple fractions, and decimals.
Reading                                                    successive versions).
                                                                                                                           Algebra and Functions
1.0 Word Analysis, Fluency, and Systematic                 2.0 Writing Applications (Genres and Their
Vocabulary Development                                     Characteristics)                                                1.0 Students select appropriate symbols, operations,
Students understand the basic features of reading.         Students write compositions that describe and explain           and properties to represent, describe, simplify, and
They select letter patterns and know how to translate      familiar objects, events, and experiences. Student              solve simple number relationships.
them into spoken language by using phonics,                writing demonstrates a command of standard
syllabication, and word parts. They apply this             American English and the drafting, research, and                2.0 Students represent simple functional
knowledge to achieve fluent oral and silent reading.       organizational strategies outlined in Writing Standard          relationships.

2.0 Reading Comprehension                                  Written and Oral English Language                               Measurement and Geometry
Students read and understand grade-level-
                                                           Conventions
appropriate material. They draw upon a variety of
                                                                                                                           1.0 Students choose and use appropriate units and
comprehension strategies as needed (e.g., generating
                                                           1.0 Written and Oral English Language                           measurement tools to quantify the properties of
and responding to essential questions, making
                                                           Conventions                                                     objects.
predictions, comparing information from several
                                                           Students write and speak with a command of
sources).
                                                           standard English conventions appropriate to this                2.0 Students describe and compare the attributes of
The selections in Recommended Literature,
                                                           grade level.                                                    plane and solid geometric figures and use their
Kindergarten Through Grade Twelve illustrate the
                                                                                                                           understanding to show relationships and solve
quality and complexity of the materials to be read by
                                                           Listening and Speaking                                          problems.
students. In addition to their 16 Reading GRADE
THREE regular school reading, by grade four,
students read one-half million words annually,             1.0 Listening and Speaking Strategies                           Statistics, Data Analysis, and
including a good representation of grade-level-            Students listen critically and respond appropriately to         Probability
appropriate narrative and expository text (e.g., classic   oral communication. They speak in a manner that
and contemporary literature, magazines, newspapers,        guides the listener to understand important ideas by            1.0 Students conduct simple probability experiments
online information).                                       using proper phrasing, pitch, and modulation.                   by determining the number of possible outcomes and
In grade three, students make substantial progress                                                                         make simple predictions.
toward this goal.                                          2.0 Speaking Applications (Genres and Their
                                                           Characteristics)
                                                                                                                           Mathematical Reasoning
3.0 Literary Response and Analysis                         Students deliver brief recitations and oral
Students read and respond to a wide variety of             presentations about familiar experiences or interests
                                                                                                                           1.0 Students make decisions about how to approach
significant works of children’s literature.                that are organized around a coherent thesis
                                                                                                                           problems.
They distinguish between the structural features of        statement. Student speaking demonstrates a
the text and literary terms or elements (e.g., theme,      command of standard American English and the
                                                                                                                           2.0 Students use strategies, skills, and concepts in
plot, setting, characters). The selections in              organizational and delivery strategies outlined in
                                                                                                                           finding solutions.
Recommended Literature,                                    Listening and Speaking Standard 1.0.
Kindergarten Through Grade Twelve illustrate the                                                                           3.0 Students move beyond a particular problem by
quality and complexity of the materials to be read by      Mathematics                                                     generalizing to other situations.
students.
                                                           Number Sense
Writing
                                                           1.0 Students understand the place value of whole                Science
                                                           numbers.

1.0 Writing Strategies                                     2.0 Students calculate and solve problems involving             Physical Sciences
Students write clear and coherent sentences and            addition, subtraction, multiplication, and division.
paragraphs that develop a central idea. Their writing                                                                      1. Energy and matter have multiple forms and can be



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Three

changed from one form to another.                         Visual and Performing Arts                                     Music
2. Light has a source and travels in a direction.                                                                        1.0 Artistic Perception - Processing, Analyzing,
                                                          Dance                                                          and Responding to Sensory Information Through
Life Sciences                                                                                                            the Language and Skills Unique to Music
                                                          1.0 Artistic Expression - Processing, Analyzing,               Students read, notate, listen to, analyze, and describe
3. Adaptations in physical structure or behavior may      and Responding to Sensory Information through                  music and other aural information, using the
improve an organism’s chance for survival.                the Language and Skills Unique to Dance                        terminology of music.
                                                          Students perceive and respond, using the elements of
Earth Sciences                                            dance. They demonstrate movement skills, process               2.0 Creative Expression - Creating, Performing,
                                                          sensory information, and describe movement, using              and Participating in Music
4. Objects in the sky move in regular and predictable     the vocabulary of dance.                                       Students apply vocal and instrumental musical skills
patterns.                                                                                                                in performing a varied repertoire of music. They
                                                          2.0 Creative Expression - Creating, Performing,                compose and arrange music and improvise melodies,
                                                          and Participating in Dance                                     variations, and accompaniments, using
Investigation and Experimentation
                                                          Students apply choreographic principles, processes,            digital/electronic technology when appropriate.
                                                          and skills to create and communicate meaning
5. Scientific progress is made by asking meaningful
                                                          through the improvisation, composition, and                    3.0 Historical and Cultural Context -
questions and conducting careful investigations. As a
                                                          performance of dance.                                          Understanding the Historical Contributions and
basis for understanding this concept and addressing
                                                                                                                         Cultural Dimensions of Music
the content in the other three strands, students should
                                                          3.0 Historical and Cultural Context -                          Students analyze the role of music in past and
develop their own questions and perform
                                                          Understanding the Historical Contributions and                 present cultures throughout the world, noting cultural
investigations.
                                                          Cultural Dimensions of Dance                                   diversity as it relates to music, musicians, and
                                                          Students analyze the function and development of               composers.
Physical Education                                        dance in past and present cultures throughout the
                                                          world, noting human diversity as it relates to dance           4.0 Aesthetic Valuing - Responding to, Analyzing,
1.0 Students demonstrate the motor skills and             and dancers.                                                   and Making Judgments About Works of Music
movement patterns needed to perform a variety of                                                                         Students critically assess and derive meaning from
physical activities.                                      4.0 Aesthetic Valuing - Responding to, Analyzing,              works of music and the performance of musicians
                                                          and Making Judgments About Works of Dance                      according to the elements of music, aesthetic
2.0 Students demonstrate knowledge of movement            Students critically assess and derive meaning from             qualities, and human responses.
concepts, principles, and strategies that apply to the    works of dance, performance of dancers, and original
learning and performance of physical activities.          works based on the elements of dance and aesthetic             5.0 Connections, Relationships, Applications -
                                                          qualities.                                                     Connecting and Applying What Is Learned in
3.0 Students assess and maintain a level of physical                                                                     Music to Learning in Other Art Forms and Subject
fitness to improve health and performance.                5.0 Connections, Relationships, Applications -                 Areas and to Careers
                                                          Connecting and Applying What Is Learned in                     Students apply what they learn in music across
4.0 Students demonstrate knowledge of physical            Dance to Learning in Other Art Forms and Subject               subject areas. They develop competencies and
fitness concepts, principles, and strategies to improve   Areas and to Careers                                           creative skills in problem solving, communication, and
health and performance.                                   Students apply what they learn in dance to learning            management of time and resources that contribute to
                                                          across subject areas. They develop competencies                lifelong learning and career skills. They also learn
5.0 Students demonstrate and utilize knowledge of         and creative skills in problem solving, communication,         about careers in and related to music.
psychological and sociological concepts, principles,      and management of time and resources that
and strategies that apply to the learning and             contribute to lifelong learning and career skills. They        Theatre
performance of physical activity.                         also learn about careers in and related to dance.
                                                                                                                         1.0 Artistic Expression - Processing, Analyzing,
                                                                                                                         and Responding to Sensory Information Through
                                                                                                                         the Language and Skills Unique to Theatre



                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Three

Students observe their environment and respond,                                                                            the relationships between behavior and health
using the elements of theatre. They also observe           2.0 Creative Expression - Creating, Performing,                 provides the foundation for making informed decisions
formal and informal works of theatre, film/video, and      and Participating in the Visual Arts                            about health related behaviors and selecting
electronic media and respond, using the vocabulary of      Students apply artistic processes and skills, using a           appropriate health products and services.
theatre.                                                   variety of media to communicate meaning and intent
                                                           in original works of art.                                       Standard 2: Analyzing Health Influences
2.0 Creative Expression - Creating, Performing,                                                                            All students will demonstrate the ability to analyze
and Participating in Theatre                               3.0 Historical and Cultural Context -                           internal and external influences that affect health.
Students apply processes and skills in acting,             Understanding the Historical Contributions and                  Rationale: Health choices are affected by a variety of
directing, designing, and scriptwriting to create formal   Cultural Dimensions of the Visual Arts                          influences. The ability to recognize, analyze, and
and informal theatre, film/videos, and electronic media    Students analyze the role and development of the                evaluate internal and external influences is essential
productions and to perform in them.                        visual arts in past and present cultures throughout the         to protecting and enhancing health.
                                                           world, noting human diversity as it relates to the visual
3.0 Historical and Cultural Context -                      arts and artists.                                               Standard 3: Accessing Valid Health Information
Understanding the Historical Contributions and                                                                             All students will demonstrate the ability to access and
Cultural Dimensions of Theatre                             4.0 Aesthetic Valuing - Responding to, Analyzing,               analyze health information, products, and services.
Students analyze the role and development of               and Making Judgments About Works in the Visual                  Rationale: Students are exposed to numerous
theatre, film/video, and electronic media in past and      Arts                                                            sources of information, products, and services. The
present cultures throughout the world, noting diversity    Students analyze, assess, and derive meaning from               ability to access and analyze health information,
as it relates to theatre.                                  works of art, including their own, according to the             products, and services provides a foundation for
                                                           elements of art, the principles of design, and aesthetic        practicing health-enhancing behaviors.
4.0 Aesthetic Valuing - Responding to, Analyzing,          qualities.
and Critiquing Theatrical Experiences                                                                                      Standard 4: Interpersonal Communication
Students critique and derive meaning from works of         5.0 Connections, Relationships, Applications -                  All students will demonstrate the ability to use
theatre, film/video, electronic media, and theatrical      Connecting and Applying What Is Learned in the                  interpersonal communication skills to enhance health.
artists on the basis of aesthetic qualities.               Visual Arts to Other Art Forms and Subject Areas                Rationale: Positive relationships support the
                                                           and to Careers                                                  development of healthy attitudes and behaviors. The
5.0 Connections, Relationships, Applications -             Students apply what they learn in the visual arts               ability to appropriately convey and receive
Connecting and Applying What Is Learned in                 across subject areas. They develop competencies                 information, beliefs, and emotions is a skill that
Theatre, Film/Video, and Electronic Media to Other         and creative skills in problem solving, communication,          enables students to manage risk, conflict, and
Art Forms and Subject Areas and to Careers                 and management of time and resources that                       differences and to promote health.
Students apply what they learn in theatre, film/video,     contribute to lifelong learning and career skills. They
and electronic media across subject areas. They            also learn about careers in and related to the visual           Standard 5: Decision Making
develop competencies and creative skills in problem        arts.                                                           All students will demonstrate the ability to use
solving, communication, and time management that                                                                           decision-making skills to enhance health.
contribute to lifelong learning and career skills.         Health Education                                                Rationale: Managing health behaviors requires critical
They also learn about careers in and related to                                                                            thinking and problem-solving. The ability to use
theatre.                                                                                                                   decision-making skills to guide health behaviors
                                                                                                                           fosters a sense of control and promotes the
                                                           Overarching Content Standards and
                                                                                                                           acceptance of personal responsibility.
Visual Arts                                                Rationales
                                                           The eight overarching health content standards for              Standard 6: Goal Setting
                                                           kindergarten through grade twelve are presented                 All students will demonstrate the ability to use goal-
1.0 Artistic Perception - Processing, Analyzing,
                                                           below, along with the rationale for each standard.              setting skills to enhance health.
and Responding to Sensory Information Through
the Language and Skills Unique to the Visual Arts                                                                          Rationale: The desire to pursue health is an essential
                                                           Standard 1: Essential Health Concepts                           component of building healthy habits. The ability to
Students perceive and respond to works of art,
                                                           All students will comprehend essential concepts                 use goal-setting skills enables students to translate
objects in nature, events, and the environment. They
                                                           related to enhancing health.                                    health knowledge into personally meaningful health
also use the vocabulary of the visual arts to express
                                                           Rationale: Understanding essential concepts about               behaviors.
their observations.



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Three

Standard 7: Practicing Health-Enhancing
Behaviors
All students will demonstrate the ability to practice
behaviors that reduce risk and promote health.
Rationale: Practicing healthy behaviors builds
competence and confidence to use learned skills in
real-life situations. The ability to adopt health-
enhancing behaviors demonstrates students’ ability to
use knowledge and skills to manage health and
reduce risk-taking behaviors.

Standard 8: Health Promotion
All students will demonstrate the ability to promote
and support personal, family, and community health.
Rationale: Personal, family, and community health are
interdependent and mutually supporting. The ability
to promote the health of oneself and others reflects a
well-rounded development and expression of health.

Grade-Level Recommendations and
Content Areas
The health education standards are organized into six
health content areas:
     • Nutrition and Physical Activity
     • Growth, Development, and Sexual Health
     • Injury Prevention and Safety
     • Alcohol, Tobacco, and Other Drugs
     • Mental, Emotional, and Social Health
     • Personal and Community Health




                                                         Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Four

Language Arts                                               editing successive versions).
                                                                                                                           2.0 Students extend their use and understanding of
                                                            2.0 Writing Applications (Genres and Their                     whole numbers to the addition and subtraction of
                                                            Characteristics)                                               simple decimals.
Reading
                                                            Students write compositions that describe and explain
                                                            familiar objects, events, and experiences. Student             3.0 Students solve problems involving addition,
1.0 Word Analysis, Fluency, and Systematic
                                                            writing demonstrates a command of standard                     subtraction, multiplication, and division of whole
Vocabulary Development
                                                            American English and the drafting, research, and               numbers and understand the relationships among the
Students understand the basic features of reading.
                                                            organizational strategies outlined in Writing Standard         operations.
They select letter patterns and know how to translate
them into spoken language by using phonics,
                                                            Written and Oral English Language                              4.0 Students know how to factor small whole
syllabication, and word parts. They apply this
                                                                                                                           numbers.
knowledge to achieve fluent oral and silent reading.        Conventions
2.0 Reading Comprehension                                   1.0 Written and Oral English Language                          Algebra and Functions
Students read and understand grade-level-                   Conventions
appropriate material. They draw upon a variety of           Students write and speak with a command of                     1.0 Students use and interpret variables,
comprehension strategies as needed (e.g., generating        standard English conventions appropriate to this               mathematical symbols, and properties to write and
and responding to essential questions, making               grade level.                                                   simplify expressions and sentences.
predictions, comparing information from several                                                                            2.0 Students know how to manipulate equations.
sources). The selections in Recommended                     Listening and Speaking
Literature, Kindergarten Through Grade Twelve                                                                              Measurement and Geometry
illustrate the quality and complexity of the materials to   1.0 Listening and Speaking Strategies
be read by students. In addition to their regular school    Students listen critically and respond appropriately to        1.0 Students understand perimeter and area.
reading, students read one-half million words               oral communication. They speak
annually, including a good representation of grade-         in a manner that guides the listener to understand             2.0 Students use two-dimensional coordinate grids to
level-appropriate narrative and expository text (e.g.,      important ideas by using proper phrasing, pitch, and           represent points and graph lines and simple figures.
classic and contemporary literature, magazines,             modulation.
newspapers, online information).                                                                                           3.0 Students demonstrate an understanding of plane
                                                            2.0 Speaking Applications (Genres and Their                    and solid geometric objects and use this knowledge to
3.0 Literary Response and Analysis                          Characteristics)                                               show relationships and solve problems.
Students read and respond to a wide variety of              Students deliver brief recitations and oral
significant works of children’s literature.                 presentations about familiar experiences or interests          Statistics, Data Analysis, and
They distinguish between the structural features of         that are organized around a coherent thesis                    Probability
the text and the literary terms or elements (e.g.,          statement. Student speaking demonstrates a
theme, plot, setting, characters). The selections in        command of standard American English and the                   1.0 Students organize, represent, and interpret
Recommended Literature,                                     organizational and delivery strategies outlined in             numerical and categorical data and clearly
Kindergarten Through Grade Twelve illustrate the            Listening and Speaking Standard 1.0.                           communicate their findings.
quality and complexity of the materials to be read by
students.
                                                            Mathematics                                                    2.0 Students make predictions for simple probability
                                                                                                                           situations.
Writing
                                                            Number Sense
                                                                                                                           Mathematical Reasoning
1.0 Writing Strategies
                                                            1.0 Students understand the place value of whole               1.0 Students make decisions about how to approach
Students write clear, coherent sentences and
                                                            numbers and decimals to two decimal places and how             problems.
paragraphs that develop a central idea.
                                                            whole numbers and decimals relate to simple                    2.0 Students use strategies, skills, and concepts in
Their writing shows they consider the audience and
                                                            fractions. Students use the concepts of negative               finding solutions.
purpose. Students progress through the stages of the
                                                            numbers.                                                       3.0 Students move beyond a particular problem by
writing process (e.g., prewriting, drafting, revising,
                                                                                                                           generalizing to other situations.



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Four

                                                          4.0 Students demonstrate knowledge of physical                 Students apply what they learn in dance to learning
Science                                                   fitness concepts, principles, and strategies to improve        across subject areas. They develop competencies
                                                          health and performance.                                        and creative skills in problem solving, communication,
                                                                                                                         and management of time and resources that
Physical Sciences                                         5.0 Students demonstrate and utilize knowledge of              contribute to lifelong learning and career skills. They
                                                          psychological and sociological concepts, principles,           also learn about careers in and related to dance.
1. Electricity and magnetism are related effects that     and strategies that apply to the learning and
have many useful applications in everyday life.           performance of physical activity.                              Music
Life Sciences                                                                                                            1.0 Artistic Perception - Processing, Analyzing,
                                                          Visual and Performing Arts                                     and Responding to Sensory Information Through
2. All organisms need energy     matter to live and                                                                      the Language and Skills Unique to Music
grow.                                                                                                                    Students read, notate, listen to, analyze, and describe
                                                          Dance
                                                                                                                         music and other aural information, using the
3. Living organisms depend on one another and on                                                                         terminology of music.
their environment for survival.                           1.0 Artistic Expression - Processing, Analyzing,
                                                          and Responding to Sensory Information through
                                                                                                                         2.0 Creative Expression - Creating, Performing,
                                                          the Language and Skills Unique to Dance
Earth Sciences                                            Students perceive and respond, using the elements of
                                                                                                                         and Participating in Music
                                                                                                                         Students apply vocal and instrumental musical skills
                                                          dance. They demonstrate movement skills, process
4. The properties of rocks and minerals reflect the                                                                      in performing a varied repertoire of music. They
                                                          sensory information, and describe movement, using
processes that formed them.                                                                                              compose and arrange music and improvise melodies,
                                                          the vocabulary of dance.
                                                                                                                         variations, and accompaniments, using
5. Waves, wind, water, and ice shape and reshape                                                                         digital/electronic technology when appropriate.
                                                          2.0 Creative Expression - Creating, Performing,
Earth’s land surface.
                                                          and Participating in Dance
Investigation and Experimentation                                                                                        3.0 Historical and Cultural Context -
                                                          Students apply choreographic principles, processes,
                                                                                                                         Understanding the Historical Contributions and
                                                          and skills to create and communicate meaning
6. Scientific progress is made by asking meaningful                                                                      Cultural Dimensions of Music
                                                          through the improvisation, composition, and
questions and conducting careful investigations. As a                                                                    Students analyze the role of music in past and
                                                          performance of dance.
basis for understanding this concept and addressing                                                                      present cultures throughout the world, noting cultural
the content in the other three strands, students should                                                                  diversity as it relates to music, musicians, and
                                                          3.0 Historical and Cultural Context -
develop their own questions and perform                                                                                  composers.
                                                          Understanding the Historical Contributions and
investigations.
                                                          Cultural Dimensions of Dance
                                                                                                                         4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                          Students analyze the function and development of
                                                                                                                         and Making Judgments About Works of Music
                                                          dance in past and present cultures throughout the
Physical Education                                        world, noting human diversity as it relates to dance
                                                                                                                         Students critically assess and derive meaning from
                                                                                                                         works of music and the performance of musicians
                                                          and dancers.
1.0 Students demonstrate the motor skills and                                                                            according to the elements of music, aesthetic
movement patterns needed to perform a variety of                                                                         qualities, and human responses.
                                                          4.0 Aesthetic Valuing - Responding to, Analyzing,
physical activities.
                                                          and Making Judgments About Works of Dance
                                                                                                                         5.0 Connections, Relationships, Applications -
                                                          Students critically assess and derive meaning from
2.0 Students demonstrate knowledge of movement                                                                           Connecting and Applying What Is Learned in
                                                          works of dance, performance of dancers, and original
concepts, principles, and strategies that apply to the                                                                   Music to Learning in Other Art Forms and Subject
                                                          works based on the elements of dance and aesthetic
learning and performance of physical activities.                                                                         Areas and to Careers
                                                          qualities.
                                                                                                                         Students apply what they learn in music across
3.0 Students assess and maintain a level of physical                                                                     subject areas. They develop competencies and
                                                          5.0 Connections, Relationships, Applications -
fitness to improve health and performance.                                                                               creative skills in problem solving, communication, and
                                                          Connecting and Applying What Is Learned in
                                                                                                                         management of time and resources that contribute to
                                                          Dance to Learning in Other Art Forms and Subject
                                                                                                                         lifelong learning and career skills. They also learn
                                                          Areas and to Careers
                                                                                                                         about careers in and related to music.



                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Four

Theatre                                                    Visual Arts                                                     Health Education
1.0 Artistic Expression - Processing, Analyzing,           1.0 Artistic Perception - Processing, Analyzing,
and Responding to Sensory Information Through              and Responding to Sensory Information Through                   Overarching Content Standards and
the Language and Skills Unique to Theatre                  the Language and Skills Unique to the Visual Arts
                                                                                                                           Rationales
Students observe their environment and respond,            Students perceive and respond to works of art,
                                                                                                                           The eight overarching health content standards for
using the elements of theatre. They also observe           objects in nature, events, and the environment. They
                                                                                                                           kindergarten through grade twelve are presented
formal and informal works of theatre, film/video, and      also use the vocabulary of the visual arts to express
                                                                                                                           below, along with the rationale for each standard.
electronic media and respond, using the vocabulary of      their observations.
theatre.
                                                                                                                           Standard 1: Essential Health Concepts
                                                           2.0 Creative Expression - Creating, Performing,
                                                                                                                           All students will comprehend essential concepts
2.0 Creative Expression - Creating, Performing,            and Participating in the Visual Arts
                                                                                                                           related to enhancing health.
and Participating in Theatre                               Students apply artistic processes and skills, using a
                                                                                                                           Rationale: Understanding essential concepts about
Students apply processes and skills in acting,             variety of media to communicate meaning and intent
                                                                                                                           the relationships between behavior and health
directing, designing, and scriptwriting to create formal   in original works of art.
                                                                                                                           provides the foundation for making informed decisions
and informal theatre, film/videos, and electronic media
                                                                                                                           about health related behaviors and selecting
productions and to perform in them.                        3.0 Historical and Cultural Context -
                                                                                                                           appropriate health products and services.
                                                           Understanding the Historical Contributions and
3.0 Historical and Cultural Context -                      Cultural Dimensions of the Visual Arts
                                                                                                                           Standard 2: Analyzing Health Influences
Understanding the Historical Contributions and             Students analyze the role and development of the
                                                                                                                           All students will demonstrate the ability to analyze
Cultural Dimensions of Theatre                             visual arts in past and present cultures throughout the
                                                                                                                           internal and external influences that affect health.
Students analyze the role and development of               world, noting human diversity as it relates to the visual
                                                                                                                           Rationale: Health choices are affected by a variety of
theatre, film/video, and electronic media in past and      arts and artists.
                                                                                                                           influences. The ability to recognize, analyze, and
present cultures throughout the world, noting diversity
                                                                                                                           evaluate internal and external influences is essential
as it relates to theatre.                                  4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                                                                                           to protecting and enhancing health.
                                                           and Making Judgments About Works in the Visual
4.0 Aesthetic Valuing - Responding to, Analyzing,          Arts
                                                                                                                           Standard 3: Accessing Valid Health Information
and Critiquing Theatrical Experiences                      Students analyze, assess, and derive meaning from
                                                                                                                           All students will demonstrate the ability to access and
Students critique and derive meaning from works of         works of art, including their own, according to the
                                                                                                                           analyze health information, products, and services.
theatre, film/video, electronic media, and theatrical      elements of art, the principles of design, and aesthetic
                                                                                                                           Rationale: Students are exposed to numerous
artists on the basis of aesthetic qualities.               qualities.
                                                                                                                           sources of information, products, and services. The
                                                                                                                           ability to access and analyze health information,
5.0 Connections, Relationships, Applications -             5.0 Connections, Relationships, Applications -
                                                                                                                           products, and services provides a foundation for
Connecting and Applying What Is Learned in                 Connecting and Applying What Is Learned in the
                                                                                                                           practicing health-enhancing behaviors.
Theatre, Film/Video, and Electronic Media to Other         Visual Arts to Other Art Forms and Subject Areas
Art Forms and Subject Areas and to Careers                 and to Careers
                                                                                                                           Standard 4: Interpersonal Communication
Students apply what they learn in theatre, film/video,     Students apply what they learn in the visual arts
                                                                                                                           All students will demonstrate the ability to use
and electronic media across subject areas. They            across subject areas. They develop competencies
                                                                                                                           interpersonal communication skills to enhance health.
develop competencies and creative skills in problem        and creative skills in problem solving, communication,
                                                                                                                           Rationale: Positive relationships support the
solving, communication, and time management that           and management of time and resources that
                                                                                                                           development of healthy attitudes and behaviors. The
contribute to lifelong learning and career skills.         contribute to lifelong learning and career skills. They
                                                                                                                           ability to appropriately convey and receive
They also learn about careers in and related to            also learn about careers in and related to the visual
                                                                                                                           information, beliefs, and emotions is a skill that
theatre.                                                   arts.
                                                                                                                           enables students to manage risk, conflict, and
                                                                                                                           differences and to promote health.

                                                                                                                           Standard 5: Decision Making
                                                                                                                           All students will demonstrate the ability to use
                                                                                                                           decision-making skills to enhance health.



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Four

Rationale: Managing health behaviors requires critical
thinking and problem-solving. The ability to use
decision-making skills to guide health behaviors
fosters a sense of control and promotes the
acceptance of personal responsibility.

Standard 6: Goal Setting
All students will demonstrate the ability to use goal-
setting skills to enhance health.
Rationale: The desire to pursue health is an essential
component of building healthy habits. The ability to
use goal-setting skills enables students to translate
health knowledge into personally meaningful health
behaviors.

Standard 7: Practicing Health-Enhancing
Behaviors
All students will demonstrate the ability to practice
behaviors that reduce risk and promote health.
Rationale: Practicing healthy behaviors builds
competence and confidence to use learned skills in
real-life situations. The ability to adopt health-
enhancing behaviors demonstrates students’ ability to
use knowledge and skills to manage health and
reduce risk-taking behaviors.

Standard 8: Health Promotion
All students will demonstrate the ability to promote
and support personal, family, and community health.
Rationale: Personal, family, and community health are
interdependent and mutually supporting. The ability
to promote the health of oneself and others reflects a
well-rounded development and expression of health.

Grade-Level Recommendations and
Content Areas
The health education standards are organized into six
health content areas:
     • Nutrition and Physical Activity
     • Growth, Development, and Sexual Health
     • Injury Prevention and Safety
     • Alcohol, Tobacco, and Other Drugs
     • Mental, Emotional, and Social Health
     • Personal and Community Health




                                                         Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Five

English Language Arts                                       Students progress through the stages of the writing            Mathematics
                                                            process as needed.

Reading                                                     1.0 Writing Applications (Genres and Their                     By the end of grade five, students increase their
                                                                 Characteristics)                                          facility with the four basic arithmetic operations
                                                            Students write narrative, expository, persuasive, and          applied to fractions, decimals, and positive and
1.0 Word Analysis, Fluency, and Systematic
                                                            descriptive texts of at least 500 to 700 words in each         negative numbers. They know and use common
Vocabulary Development
                                                            genre. Student writing demonstrates a command of               measuring units to determine length and area and
Students use their knowledge of word origins and
                                                            standard American English and the research,                    know and use formulas to determine the volume of
word relationships, as well as historical and literary
                                                            organizational, and drafting strategies outlined in            simple geometric figures. Students know the concept
context clues, to determine the meaning of
                                                            Writing Standard 1.0.                                          of angle measurement and use a protractor and
specialized vocabulary and to understand the precise
                                                                                                                           compass to solve problems. They use grids, tables,
meaning of grade-level-appropriate words.
                                                            Written and Oral English Language                              graphs, and charts to record and analyze data.
                                                            Conventions
2.0 Reading Comprehension (Focus on                         The standards for written and oral English language            Number Sense
Informational Materials)                                    conventions have been placed between those for
Students read and understand grade-level-                   writing and for listening and speaking because these
appropriate material. They describe and connect the         conventions are essential to both sets of skills.              1.0 Students compute with very large and very small
                                                                                                                           numbers, positive integers, decimals, and fractions
essential ideas, arguments, and perspectives of the
                                                            1.0 Written and Oral English Language                          and understand the relationship between decimals,
text by using their knowledge of text structure,
organization, and purpose. The selections in                Conventions                                                    fractions, and percents. They understand the relative
                                                            Students write and speak with a command of                     magnitudes of numbers
Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of       standard English conventions appropriate to this
the materials to be read by students. In addition, by       grade level.                                                   2.0 Students perform calculations and solve problems
grade eight, students read one million words annually                                                                      involving addition, subtraction, and simple
on their own, including a good representation of            Listening and Speaking                                         multiplication and division of fractions and decimals
grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines,      1.0 Listening and Speaking Strategies
newspapers, online information). In grade five,             Students deliver focused, coherent presentations that          Algebra Functions
students make progress toward this goal.                    convey ideas clearly and relate to the background and
                                                            interests of the audience. They evaluate the content           1.0 Students use variables in simple expressions,
3.0 Literary Response and Analysis                          of oral communication.                                         compute the value of the expression for specific
Students read and respond to historically or culturally                                                                    values of the variable, and plot and interpret the
significant works of literature. They begin to find ways    2.0 Speaking Applications (Genres and Their
                                                                                                                           results
to clarify the ideas and make connections between           Characteristics)
literary works. The selections in Recommended               Students deliver well-organized formal presentations
Literature, Kindergarten Through Grade Twelve               employing traditional rhetorical strategies (e.g.,             Measurement and Geometry
illustrate the quality and complexity of the materials to   narration, exposition, persuasion, description).
be read by students.                                        Student speaking demonstrates a command of                     1.0 Students understand and compute the volumes
                                                            standard American English and the organizational               and areas of simple objects
                                                            and delivery strategies outlined in Listening and
Writing
                                                            Speaking Standard 1.0.                                         2.0 Students identify, describe, and classify the
1.0 Writing Strategies                                                                                                     properties of, and the relationships between, plane
Students write clear, coherent, and focused essays.                                                                        and solid geometric figures
The writing exhibits the students’ awareness of the
audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Five

Statistics, Data Analysis, and                                                                                          Students apply choreographic principles, processes,
                                                         Investigation and Experimentation                              and skills to create and communicate meaning
Probability
                                                                                                                        through the improvisation, composition, and
                                                         6. Scientific progress is made by asking meaningful            performance of dance.
1.0 Students display, analyze, compare, and interpret
different data sets, including data sets of different    questions and conducting careful investigations. As a
                                                         basis for understanding this concept and addressing            3.0 Historical and Cultural Context -
sizes
                                                         the content in the other three strands, students should        Understanding the Historical Contributions and
                                                         develop their own questions and perform                        Cultural Dimensions of Dance
Mathematical Reasoning                                                                                                  Students analyze the function and development of
                                                         investigations.
                                                                                                                        dance in past and present cultures throughout the
1.0 Students make decisions about how to approach                                                                       world, noting human diversity as it relates to dance
problems                                                 Physical Education                                             and dancers.

2.0 Students use strategies, skills, and concepts in     1.0 Students demonstrate the motor skills and                  4.0 Aesthetic Valuing - Responding to, Analyzing,
finding solutions                                        movement patterns needed to perform a variety of               and Making Judgments About Works of Dance
                                                         physical activities.                                           Students critically assess and derive meaning from
3.0 Students move beyond a particular problem by                                                                        works of dance, performance of dancers, and original
generalizing to other situations                         2.0 Students demonstrate knowledge of movement                 works based on the elements of dance and aesthetic
                                                         concepts, principles, and strategies that apply to the         qualities.
                                                         learning and performance of physical activities.
Science                                                                                                                 5.0 Connections, Relationships, Applications -
                                                         3.0 Students assess and maintain a level of physical           Connecting and Applying What Is Learned in
Physical Sciences                                        fitness to improve health and performance.                     Dance to Learning in Other Art Forms and Subject
                                                                                                                        Areas and to Careers
1. Elements and their combinations account for all the   4.0 Students demonstrate knowledge of physical                 Students apply what they learn in dance to learning
varied types of matter in the world. As a basis for      fitness concepts, principles, and strategies to improve        across subject areas. They develop competencies
understanding this concept:                              health and performance.                                        and creative skills in problem solving, communication,
                                                                                                                        and management of time and resources that
                                                         5.0 Students demonstrate and utilize knowledge of              contribute to lifelong learning and career skills. They
Life Sciences
                                                         psychological and sociological concepts, principles,           also learn about careers in and related to dance.
                                                         and strategies that apply to the learning and
2. Plants and animals have structures for respiration,
                                                         performance of physical activity.
digestion, waste disposal, and transport of materials.                                                                  Music
As a basis for understanding this concept:
                                                         Visual and Performing Arts                                     1.0 Artistic Perception - Processing, Analyzing,
Earth Sciences                                                                                                          and Responding to Sensory Information Through
                                                                                                                        the Language and Skills Unique to Music
3. Water on Earth moves between the oceans and           Dance                                                          Students read, notate, listen to, analyze, and describe
land through the processes of evaporation and                                                                           music and other aural information, using the
condensation. As a basis for understanding this          1.0 Artistic Expression - Processing, Analyzing,               terminology of music.
concept:                                                 and Responding to Sensory Information through
                                                         the Language and Skills Unique to Dance                        2.0 Creative Expression - Creating, Performing,
4. Energy from the Sun heats Earth unevenly, causing     Students perceive and respond, using the elements of           and Participating in Music
air movements that result in changing weather            dance. They demonstrate movement skills, process               Students apply vocal and instrumental musical skills
patterns. As a basis for understanding this concept:     sensory information, and describe movement, using              in performing a varied repertoire of music. They
                                                         the vocabulary of dance.                                       compose and arrange music and improvise melodies,
5. The solar system consists of planets and other                                                                       variations, and accompaniments, using
bodies that orbit the Sun in predictable paths. As a     2.0 Creative Expression - Creating, Performing,                digital/electronic technology when appropriate.
basis for understanding this concept:                    and Participating in Dance




                                                                                    Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Five

3.0 Historical and Cultural Context -                      present cultures throughout the world, noting diversity         Students analyze, assess, and derive meaning from
Understanding the Historical Contributions and             as it relates to theatre.                                       works of art, including their own, according to the
Cultural Dimensions of Music                                                                                               elements of art, the principles of design, and aesthetic
Students analyze the role of music in past and             4.0 Aesthetic Valuing - Responding to, Analyzing,               qualities.
present cultures throughout the world, noting cultural     and Critiquing Theatrical Experiences
diversity as it relates to music, musicians, and           Students critique and derive meaning from works of              5.0 Connections, Relationships, Applications -
composers.                                                 theatre, film/video, electronic media, and theatrical           Connecting and Applying What Is Learned in the
                                                           artists on the basis of aesthetic qualities.                    Visual Arts to Other Art Forms and Subject Areas
4.0 Aesthetic Valuing - Responding to, Analyzing,                                                                          and to Careers
and Making Judgments About Works of Music                  5.0 Connections, Relationships, Applications -                  Students apply what they learn in the visual arts
Students critically assess and derive meaning from         Connecting and Applying What Is Learned in                      across subject areas. They develop competencies
works of music and the performance of musicians            Theatre, Film/Video, and Electronic Media to Other              and creative skills in problem solving, communication,
according to the elements of music, aesthetic              Art Forms and Subject Areas and to Careers                      and management of time and resources that
qualities, and human responses.                            Students apply what they learn in theatre, film/video,          contribute to lifelong learning and career skills. They
                                                           and electronic media across subject areas. They                 also learn about careers in and related to the visual
5.0 Connections, Relationships, Applications -             develop competencies and creative skills in problem             arts.
Connecting and Applying What Is Learned in                 solving, communication, and time management that
Music to Learning in Other Art Forms and Subject           contribute to lifelong learning and career skills.              Health Education
Areas and to Careers                                       They also learn about careers in and related to
Students apply what they learn in music across             theatre.
subject areas. They develop competencies and
                                                                                                                           Overarching Content Standards and
creative skills in problem solving, communication, and
management of time and resources that contribute to        Visual Arts                                                     Rationales
lifelong learning and career skills. They also learn                                                                       The eight overarching health content standards for
about careers in and related to music.                                                                                     kindergarten through grade twelve are presented
                                                           1.0 Artistic Perception - Processing, Analyzing,
                                                                                                                           below, along with the rationale for each standard.
                                                           and Responding to Sensory Information Through
Theatre                                                    the Language and Skills Unique to the Visual Arts
                                                                                                                           Standard 1: Essential Health Concepts
                                                           Students perceive and respond to works of art,
                                                                                                                           All students will comprehend essential concepts
1.0 Artistic Expression - Processing, Analyzing,           objects in nature, events, and the environment. They
                                                                                                                           related to enhancing health.
and Responding to Sensory Information Through              also use the vocabulary of the visual arts to express
                                                                                                                           Rationale: Understanding essential concepts about
the Language and Skills Unique to Theatre                  their observations.
                                                                                                                           the relationships between behavior and health
Students observe their environment and respond,
                                                                                                                           provides the foundation for making informed decisions
using the elements of theatre. They also observe           2.0 Creative Expression - Creating, Performing,
                                                                                                                           about health related behaviors and selecting
formal and informal works of theatre, film/video, and      and Participating in the Visual Arts
                                                                                                                           appropriate health products and services.
electronic media and respond, using the vocabulary of      Students apply artistic processes and skills, using a
theatre.                                                   variety of media to communicate meaning and intent
                                                                                                                           Standard 2: Analyzing Health Influences
                                                           in original works of art.
                                                                                                                           All students will demonstrate the ability to analyze
2.0 Creative Expression - Creating, Performing,
                                                                                                                           internal and external influences that affect health.
and Participating in Theatre                               3.0 Historical and Cultural Context -
                                                                                                                           Rationale: Health choices are affected by a variety of
Students apply processes and skills in acting,             Understanding the Historical Contributions and
                                                                                                                           influences. The ability to recognize, analyze, and
directing, designing, and scriptwriting to create formal   Cultural Dimensions of the Visual Arts
                                                                                                                           evaluate internal and external influences is essential
and informal theatre, film/videos, and electronic media    Students analyze the role and development of the
                                                                                                                           to protecting and enhancing health.
productions and to perform in them.                        visual arts in past and present cultures throughout the
                                                           world, noting human diversity as it relates to the visual
                                                                                                                           Standard 3: Accessing Valid Health Information
3.0 Historical and Cultural Context -                      arts and artists.
                                                                                                                           All students will demonstrate the ability to access and
Understanding the Historical Contributions and
                                                                                                                           analyze health information, products, and services.
Cultural Dimensions of Theatre                             4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                                                                                           Rationale: Students are exposed to numerous
Students analyze the role and development of               and Making Judgments About Works in the Visual
                                                                                                                           sources of information, products, and services. The
theatre, film/video, and electronic media in past and      Arts



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Five

ability to access and analyze health information,        acceptance of personal responsibility.
products, and services provides a foundation for                                                                        Standard 8: Health Promotion
practicing health-enhancing behaviors.                   Standard 6: Goal Setting                                       All students will demonstrate the ability to promote
                                                         All students will demonstrate the ability to use goal-         and support personal, family, and community health.
Standard 4: Interpersonal Communication                  setting skills to enhance health.                              Rationale: Personal, family, and community health are
All students will demonstrate the ability to use         Rationale: The desire to pursue health is an essential         interdependent and mutually supporting. The ability
interpersonal communication skills to enhance health.    component of building healthy habits. The ability to           to promote the health of oneself and others reflects a
Rationale: Positive relationships support the            use goal-setting skills enables students to translate          well-rounded development and expression of health.
development of healthy attitudes and behaviors. The      health knowledge into personally meaningful health
ability to appropriately convey and receive              behaviors.                                                     Grade-Level Recommendations and
information, beliefs, and emotions is a skill that
                                                                                                                        Content Areas
enables students to manage risk, conflict, and           Standard 7: Practicing Health-Enhancing
                                                                                                                        The health education standards are organized into six
differences and to promote health.                       Behaviors
                                                                                                                        health content areas:
                                                         All students will demonstrate the ability to practice
                                                                                                                             • Nutrition and Physical Activity
Standard 5: Decision Making                              behaviors that reduce risk and promote health.
                                                                                                                             • Growth, Development, and Sexual Health
All students will demonstrate the ability to use         Rationale: Practicing healthy behaviors builds
                                                                                                                             • Injury Prevention and Safety
decision-making skills to enhance health.                competence and confidence to use learned skills in
                                                                                                                             • Alcohol, Tobacco, and Other Drugs
Rationale: Managing health behaviors requires critical   real-life situations. The ability to adopt health-
                                                                                                                             • Mental, Emotional, and Social Health
thinking and problem-solving. The ability to use         enhancing behaviors demonstrates students’ ability to
                                                                                                                             • Personal and Community Health
decision-making skills to guide health behaviors         use knowledge and skills to manage health and
fosters a sense of control and promotes the              reduce risk-taking behaviors.




                                                                                    Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Six

English Language Arts                                       Students progress through the stages of the writing            Mathematics
                                                            process as needed.

Reading                                                     2.0 Writing Applications (Genres and Their                     By the end of grade six, students have mastered the
                                                            Characteristics)                                               four arithmetic operations with whole numbers,
                                                            Students write narrative, expository, persuasive, and          positive fractions, positive decimals, and positive and
1.0 Word Analysis, Fluency, and Systematic
                                                            descriptive texts of at least 500 to 700 words in each         negative integers; they accurately compute and solve
Vocabulary Development
                                                            genre. Student writing demonstrates a command of               problems. They apply their knowledge to statistics
Students use their knowledge of word origins and
                                                            standard American English and the research,                    and probability. Students understand the concepts of
word relationships, as well as historical and literary
                                                            organizational, and drafting strategies outlined in            mean, median, and mode of data sets and how to
context clues, to determine the meaning of
                                                            Writing Standard 1.0.                                          calculate the range. They analyze data and sampling
specialized vocabulary and to understand the precise
                                                                                                                           processes for possible bias and misleading
meaning of grade-level-appropriate words.
                                                            Written and Oral English Language                              conclusions; they use addition and multiplication of
                                                            Conventions                                                    fractions routinely to calculate the probabilities for
2.0 Reading Comprehension                                                                                                  compound events. Students conceptually understand
(Focus on Informational Materials)                          The standards for written and oral English language
                                                                                                                           and work with ratios and proportions; they compute
Students read and understand grade-level-                   conventions have been placed between those for
                                                                                                                           percentages (e.g., tax, tips, interest). Students know
appropriate material. They describe and connect the         writing and for listening and speaking because these
                                                                                                                           about π and the formulas for the circumference and
essential ideas, arguments, and perspectives of the         conventions are essential to both sets of skills.
                                                                                                                           area of a circle. They use letters for numbers in
text by using their knowledge of text structure,                                                                           formulas involving geometric shapes and in ratios to
organization, and purpose. The selections in                1.0 Written and Oral English Language
                                                                                                                           represent an unknown part of an expression. They
Recommended Literature, Kindergarten Through                Conventions
                                                                                                                           solve one-step linear equations.
Grade Twelve illustrate the quality and complexity of       Students write and speak with a command of
the materials to be read by students. In addition, by       standard English conventions appropriate to this
grade eight, students read one million words annually       grade level.                                                   Number Sense
on their own, including a good representation of
grade-level-appropriate narrative and expository text       Listening and Speaking
(e.g., classic and contemporary literature, magazines,                                                                     1.0 Students compare and order positive and
                                                                                                                           negative fractions, decimals, and mixed numbers.
newspapers, online information). In grade six,              1.0 Listening and Speaking Strategies
                                                                                                                           Students solve problems involving fractions, ratios,
students make progress toward this goal.                    Students deliver focused, coherent presentations that
                                                            convey ideas clearly and relate to the background and          proportions, and percentages:
3.0 Literary Response and Analysis                          interests of the audience. They evaluate the content
Students read and respond to historically or culturally     of oral communication.                                         2.0 Students calculate and solve problems involving
significant works of literature that reflect and enhance                                                                   addition, subtraction, multiplication, and division
their studies of history and social science. They clarify   2.0 Speaking Applications (Genres and Their
the ideas and connect them to other literary works.         Characteristics)
The selections in Recommended Literature,                   Students deliver well-organized formal presentations           Algebra Functions
Kindergarten Through Grade Twelve illustrate the            employing traditional rhetorical strategies (e.g.,
quality and complexity of the materials to be read by       narration, exposition, persuasion, description).               1.0 Students write verbal expressions and sentences
students.                                                   Student speaking demonstrates a command of                     as algebraic expressions and equations; they
                                                            standard American English and the organizational               evaluate algebraic expressions, solve simple linear
                                                            and delivery strategies outlined in Listening and              equations, and graph and interpret their results:
Writing
                                                            Speaking Standard 1.0.

1.0 Writing Strategies                                                                                                     2.0 Students analyze and use tables, graphs, and
Students write clear, coherent, and focused essays.                                                                        rules to solve problems involving rates and
The writing exhibits the students’ awareness of the                                                                        proportions
audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.                                                                       3.0 Students investigate geometric patterns and
                                                                                                                           describe them algebraically



                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Six

Measurement and Geometry                                2. Topography is reshaped by the weathering of rock
                                                        and soil and by the transportation and deposition of            4.0 Students demonstrate knowledge of physical
1.0 Students deepen their understanding of the          sediment. As a basis for understanding this concept:            fitness concepts, principles, and strategies to improve
measurement of plane and solid shapes and use this                                                                      health and performance.
understanding to solve problems                         Heat (Thermal Energy) (Physical Sciences)
                                                        3. Heat moves in a predictable flow from warmer                 5.0 Students demonstrate and utilize knowledge of
2.0 Students identify and describe the properties of    objects to cooler objects until all the objects are at the      psychological and sociological concepts, principles,
two-dimensional figures                                 same temperature. As a basis for understanding this             and strategies that apply to the learning and
                                                        concept:                                                        performance of physical activity.

                                                        Energy In the Earth System
Statistics, Data Analysis, and                                                                                          Visual and Performing Arts
                                                        4. Many phenomena on Earth’s surface are affected
Probability                                             by the transfer of energy through radiation and
                                                        convection currents. As a basis for understanding this
1.0 Students compute and analyze statistical            concept:                                                        Dance
measurements for data sets:
                                                        Ecology (Life Sciences)                                         1.0 Artistic Expression - Processing, Analyzing,
2.0 Students use data samples of a population and       5. Organisms in ecosystems exchange energy and                  and Responding to Sensory Information through
describe the characteristics and limitations of the     nutrients among themselves and with the                         the Language and Skills Unique to Dance
samples                                                 environment. As a basis for understanding this                  Students perceive and respond, using the elements of
                                                        concept:                                                        dance. They demonstrate movement skills, process
3.0 Students determine theoretical and experimental                                                                     sensory information, and describe movement, using
probabilities and use these to make predictions about   Resources                                                       the vocabulary of dance.
events                                                  6. Sources of energy and materials differ in amounts,
                                                        distribution, usefulness, and the time required for their       2.0 Creative Expression - Creating, Performing,
Mathematical Reasoning                                  formation. As a basis for understanding this concept:           and Participating in Dance
                                                                                                                        Students apply choreographic principles, processes,
1.0 Students make decisions about how to approach       Investigation and Experimentation                               and skills to create and communicate meaning
problems                                                7. Scientific progress is made by asking meaningful             through the improvisation, composition, and
                                                        questions and conducting careful investigations. As a           performance of dance.
2.0 Students use strategies, skills, and concepts in    basis for understanding this concept and addressing
finding solutions                                       the content in the other three strands, students should         3.0 Historical and Cultural Context -
                                                        develop their own questions and perform                         Understanding the Historical Contributions and
3.0 Students move beyond a particular problem by        investigations.                                                 Cultural Dimensions of Dance
generalizing to other situations                                                                                        Students analyze the function and development of
                                                                                                                        dance in past and present cultures throughout the
                                                                                                                        world, noting human diversity as it relates to dance
Science                                                 Physical Education                                              and dancers.

                                                        1.0 Students demonstrate the motor skills and                   4.0 Aesthetic Valuing - Responding to, Analyzing,
Earth Sciences                                          movement patterns needed to perform a variety of                and Making Judgments About Works of Dance
                                                        physical activities.                                            Students critically assess and derive meaning from
Plate Tectonics and Earth’s Structure
                                                                                                                        works of dance, performance of dancers, and original
1. Plate tectonics accounts for important features of   2.0 Students demonstrate knowledge of movement                  works based on the elements of dance and aesthetic
Earth’s surface and major geologic events. As a basis   concepts, principles, and strategies that apply to the          qualities.
for understanding this concept:                         learning and performance of physical activities.
                                                                                                                        5.0 Connections, Relationships, Applications -
Shaping Earth’s Surface                                 3.0 Students assess and maintain a level of physical            Connecting and Applying What Is Learned in
                                                        fitness to improve health and performance.



                                                                                    Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Six

Dance to Learning in Other Art Forms and Subject          lifelong learning and career skills. They also learn            Visual Arts
Areas and to Careers                                      about careers in and related to music.
Students apply what they learn in dance to learning                                                                       1.0 Artistic Perception - Processing, Analyzing,
across subject areas. They develop competencies           Theatre                                                         and Responding to Sensory Information Through
and creative skills in problem solving, communication,                                                                    the Language and Skills Unique to the Visual Arts
and management of time and resources that                 1.0 Artistic Expression - Processing, Analyzing,                Students perceive and respond to works of art,
contribute to lifelong learning and career skills. They   and Responding to Sensory Information Through                   objects in nature, events, and the environment. They
also learn about careers in and related to dance.         the Language and Skills Unique to Theatre                       also use the vocabulary of the visual arts to express
                                                          Students observe their environment and respond,                 their observations.
Music                                                     using the elements of theatre. They also observe
                                                          formal and informal works of theatre, film/video, and           2.0 Creative Expression - Creating, Performing,
1.0 Artistic Perception - Processing, Analyzing,          electronic media and respond, using the vocabulary of           and Participating in the Visual Arts
and Responding to Sensory Information Through             theatre.                                                        Students apply artistic processes and skills, using a
the Language and Skills Unique to Music                                                                                   variety of media to communicate meaning and intent
Students read, notate, listen to, analyze, and describe   2.0 Creative Expression - Creating, Performing,                 in original works of art.
music and other aural information, using the              and Participating in Theatre
terminology of music.                                     Students apply processes and skills in acting,                  3.0 Historical and Cultural Context -
                                                          directing, designing, and scriptwriting to create formal        Understanding the Historical Contributions and
2.0 Creative Expression - Creating, Performing,           and informal theatre, film/videos, and electronic media         Cultural Dimensions of the Visual Arts
and Participating in Music                                productions and to perform in them.                             Students analyze the role and development of the
Students apply vocal and instrumental musical skills                                                                      visual arts in past and present cultures throughout the
in performing a varied repertoire of music. They          3.0 Historical and Cultural Context -                           world, noting human diversity as it relates to the visual
compose and arrange music and improvise melodies,         Understanding the Historical Contributions and                  arts and artists.
variations, and accompaniments, using                     Cultural Dimensions of Theatre
digital/electronic technology when appropriate.           Students analyze the role and development of                    4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                          theatre, film/video, and electronic media in past and           and Making Judgments About Works in the Visual
3.0 Historical and Cultural Context -                     present cultures throughout the world, noting diversity         Arts
Understanding the Historical Contributions and            as it relates to theatre.                                       Students analyze, assess, and derive meaning from
Cultural Dimensions of Music                                                                                              works of art, including their own, according to the
Students analyze the role of music in past and            4.0 Aesthetic Valuing - Responding to, Analyzing,               elements of art, the principles of design, and aesthetic
present cultures throughout the world, noting cultural    and Critiquing Theatrical Experiences                           qualities.
diversity as it relates to music, musicians, and          Students critique and derive meaning from works of
composers.                                                theatre, film/video, electronic media, and theatrical           5.0 Connections, Relationships, Applications -
                                                          artists on the basis of aesthetic qualities.                    Connecting and Applying What Is Learned in the
4.0 Aesthetic Valuing - Responding to, Analyzing,                                                                         Visual Arts to Other Art Forms and Subject Areas
and Making Judgments About Works of Music                 5.0 Connections, Relationships, Applications -                  and to Careers
Students critically assess and derive meaning from        Connecting and Applying What Is Learned in                      Students apply what they learn in the visual arts
works of music and the performance of musicians           Theatre, Film/Video, and Electronic Media to Other              across subject areas. They develop competencies
according to the elements of music, aesthetic             Art Forms and Subject Areas and to Careers                      and creative skills in problem solving, communication,
qualities, and human responses.                           Students apply what they learn in theatre, film/video,          and management of time and resources that
                                                          and electronic media across subject areas. They                 contribute to lifelong learning and career skills. They
5.0 Connections, Relationships, Applications -            develop competencies and creative skills in problem             also learn about careers in and related to the visual
Connecting and Applying What Is Learned in                solving, communication, and time management that                arts.
Music to Learning in Other Art Forms and Subject          contribute to lifelong learning and career skills.
Areas and to Careers                                      They also learn about careers in and related to
Students apply what they learn in music across            theatre.
subject areas. They develop competencies and
creative skills in problem solving, communication, and
management of time and resources that contribute to



                                                                                      Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Six

Health Education                                          Rationale: Managing health behaviors requires critical
                                                          thinking and problem-solving. The ability to use
                                                          decision-making skills to guide health behaviors
                                                          fosters a sense of control and promotes the
Overarching Content Standards and
                                                          acceptance of personal responsibility.
Rationales
The eight overarching health content standards for        Standard 6: Goal Setting
kindergarten through grade twelve are presented           All students will demonstrate the ability to use goal-
below, along with the rationale for each standard.        setting skills to enhance health.
                                                          Rationale: The desire to pursue health is an essential
Standard 1: Essential Health Concepts                     component of building healthy habits. The ability to
All students will comprehend essential concepts           use goal-setting skills enables students to translate
related to enhancing health.                              health knowledge into personally meaningful health
Rationale: Understanding essential concepts about         behaviors.
the relationships between behavior and health
provides the foundation for making informed decisions     Standard 7: Practicing Health-Enhancing
about health related behaviors and selecting              Behaviors
appropriate health products and services.                 All students will demonstrate the ability to practice
                                                          behaviors that reduce risk and promote health.
Standard 2: Analyzing Health Influences                   Rationale: Practicing healthy behaviors builds
All students will demonstrate the ability to analyze      competence and confidence to use learned skills in
internal and external influences that affect health.      real-life situations. The ability to adopt health-
Rationale: Health choices are affected by a variety of    enhancing behaviors demonstrates students’ ability to
influences. The ability to recognize, analyze, and        use knowledge and skills to manage health and
evaluate internal and external influences is essential    reduce risk-taking behaviors.
to protecting and enhancing health.
                                                          Standard 8: Health Promotion
Standard 3: Accessing Valid Health Information            All students will demonstrate the ability to promote
All students will demonstrate the ability to access and   and support personal, family, and community health.
analyze health information, products, and services.       Rationale: Personal, family, and community health are
Rationale: Students are exposed to numerous               interdependent and mutually supporting. The ability
sources of information, products, and services. The       to promote the health of oneself and others reflects a
ability to access and analyze health information,         well-rounded development and expression of health.
products, and services provides a foundation for
practicing health-enhancing behaviors.
                                                          Grade-Level Recommendations and
Standard 4: Interpersonal Communication                   Content Areas
All students will demonstrate the ability to use          The health education standards are organized into six
interpersonal communication skills to enhance health.     health content areas:
Rationale: Positive relationships support the                  • Nutrition and Physical Activity
development of healthy attitudes and behaviors. The            • Growth, Development, and Sexual Health
ability to appropriately convey and receive                    • Injury Prevention and Safety
information, beliefs, and emotions is a skill that             • Alcohol, Tobacco, and Other Drugs
enables students to manage risk, conflict, and                 • Mental, Emotional, and Social Health
differences and to promote health.                             • Personal and Community Health

Standard 5: Decision Making
All students will demonstrate the ability to use
decision-making skills to enhance health.



                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Seven
 
English Language Arts                                     Students progress through the stages of the writing            Mathematics
                                                          process as needed.

Reading                                                   2.0 Writing Applications (Genres and Their                     By the end of grade seven, students are adept at
                                                          Characteristics)                                               manipulating numbers and equations and understand
1.0 Word Analysis, Fluency, and Systematic                Students write narrative, expository, persuasive, and          the general principles at work. Students understand
Vocabulary Development                                    descriptive texts of at least 500 to 700 words in each         and use factoring of numerators and denominators
Students use their knowledge of word origins and          genre. Student writing demonstrates a command of               and properties of exponents. They know the
word relationships, as well as histori-cal and literary   standard American English and the research,                    Pythagorean theorem and solve problems in which
context clues, to determine the meaning of                organizational, and drafting strategies outlined in            they compute the length of an unknown side.
specialized vocabulary and to understand the precise      Writing Standard 1.0.                                          Students know how to compute the surface area and
meaning of grade-level-appropriate words.                                                                                volume of basic three-dimensional objects and
                                                          Written and Oral English Language                              understand how area and volume change with a
                                                          Conventions                                                    change in scale. Students make conversions between
2.0 Reading Comprehension
                                                                                                                         different units of measurement. They know and use
(Focus on Informational Materials)                        The standards for written and oral English language
                                                                                                                         different representations of fractional numbers
Students read and understand grade-level-                 conventions have been placed between those for
                                                                                                                         (fractions, decimals, and percents) and are proficient
appropriate material. They describe and connect the       writing and for listening and speaking because these
                                                                                                                         at changing from one to another. They increase their
essential ideas, arguments, and perspectives of the       conventions are essential to both sets of skills.
                                                                                                                         facility with ratio and proportion, compute percents of
text by using their knowledge of text structure,
                                                                                                                         increase and decrease, and compute simple and
organization, and purpose. The selections in              1.0 Written and Oral English Language
                                                                                                                         compound interest. They graph linear functions and
Recommended Literature, Kindergarten Through              Conventions
                                                                                                                         understand the idea of slope and its relation to ratio.
Grade Twelve illustrate the quality and complexity of     Students write and speak with a command of
the materials to be read by students. In addition, by     standard English conventions appropriate to this
grade eight, students read one million words annually     grade level.                                                   Number Sense
on their own, including a good representation of
grade-level-appropriate narrative and expository text     Listening and Speaking
(e.g., classic and contemporary literature, magazines,                                                                   1.0 Students know the properties of, and compute
newspapers, online information). In grade seven,                                                                         with, rational numbers expressed in a variety of forms
                                                          1.0 Listening and Speaking Strategies
students make progress toward this goal.                  Students deliver focused, coherent presentations that
                                                          convey ideas clearly and relate to the background and          2.0
3.0 Literary Response and Analysis Students read                                                                         Students use exponents, powers, and roots and use
                                                          interests of the audience. They evaluate the content           exponents in working with fractions
and respond to historically or culturally significant     of oral communication.
works of literature that reflect and enhance their
studies of history and social science. They clarify the   2.0 Speaking Applications (Genres and Their                    Algebra Functions
ideas and connect them to other literary works. The       Characteristics)
selections in Recommended Literature, Kindergarten        Students deliver well-organized formal presentations           1.0 Students express quantitative relationships by
Through Grade Twelve illustrate the quality and           employing traditional rhetorical strategies (e.g.,             using algebraic terminology, expressions, equations,
complexity of the materials to be read by students.       narration, exposition, persuasion, description).               inequalities, and graphs:
                                                          Student speaking demonstrates a command of                     2.0 Students interpret and evaluate expressions
Writing                                                   standard American English and the organizational               involving integer powers and simple roots
1.0 Writing Strategies                                    and delivery strategies outlined in Listening and
Students write clear, coherent, and focused essays.       Speaking Standard 1.0.                                         3.0 Students graph and interpret linear and some
The writing exhibits the students’ awareness of the                                                                      nonlinear functions
audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.                                                                     4.0 Students solve simple linear equations and
                                                                                                                         inequalities over the rational numbers




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Seven
 
Measurement and Geometry                                  Genetics                                                        2.0 Students demonstrate knowledge of movement
                                                          2. A typical cell of any organism contains genetic              concepts, principles, and strategies that apply to the
1.0 Students choose appropriate units of measure          instructions that specify its traits. Those traits may be       learning and performance of physical activities.
and use ratios to convert within and between              modified by environmental influences. As a basis for
measurement systems to solve problems                     understanding this concept                                      3.0 Students assess and maintain a level of physical
                                                                                                                          fitness to improve health and performance.
2.0 Students compute the perimeter, area, and             Evolution
volume of common geometric objects and use the            3. Biological evolution accounts for the diversity of           4.0 Students demonstrate knowledge of physical
results to find measures of less common objects. They     species developed through gradual processes over                fitness concepts, principles, and strategies to improve
know how perimeter, area, and volume are affected         many generations. As a basis for understanding this             health and performance.
by changes of scale                                       concept
                                                                                                                          5.0 Students demonstrate and utilize knowledge of
Statistics, Data Analysis, and                            Earth Sciences                                                  psychological and sociological concepts, principles,
                                                                                                                          and strategies that apply to the learning and
Probability                                                                                                               performance of physical activity.
                                                          Earth and Life History
1.0 Students collect, organize, and represent data sets   4. Evidence from rocks allows us to understand the
                                                          evolution of life on Earth. As a basis for understanding
that have one or more variables and identify
                                                          this concept                                                    Visual and Performing Arts
relationships among variables within a data set by
hand and through the use of an electronic spreadsheet
software program                                          Structure and Function in Living Systems                        Dance
                                                          5. The anatomy and physiology of plants and animals
                                                          illustrate the complementary nature of structure and
Mathematical Reasoning                                                                                                    1.0 Artistic Expression - Processing, Analyzing,
                                                          function. As a basis for understanding this concept
                                                                                                                          and Responding to Sensory Information through
1.0 Students make decisions about how to approach                                                                         the Language and Skills Unique to Dance
                                                          Physical Principles in Living Systems (Physical
problems                                                                                                                  Students perceive and respond, using the elements of
                                                          Sciences)
                                                                                                                          dance. They demonstrate movement skills, process
                                                          6. Physical principles underlie biological structures
2.0 Students use strategies, skills, and concepts in                                                                      sensory information, and describe movement, using
                                                          and functions. As a basis for understanding this
finding solutions                                                                                                         the vocabulary of dance.
                                                          concept:
3.0 Students determine a solution is complete and                                                                         2.0 Creative Expression - Creating, Performing,
                                                          Investigation and Experimentation
move beyond a particular problem by generalizing to                                                                       and Participating in Dance
                                                          7. Scientific progress is made by asking meaningful
other situations                                                                                                          Students apply choreographic principles, processes,
                                                          questions and conducting careful investigations. As a
                                                                                                                          and skills to create and communicate meaning
                                                          basis for understanding this concept and addressing
                                                                                                                          through the improvisation, composition, and
Science                                                   the content in the other three strands, students should
                                                          develop their own questions and perform
                                                                                                                          performance of dance.
                                                          investigations.
Life Sciences                                                                                                             3.0 Historical and Cultural Context -
                                                                                                                          Understanding the Historical Contributions and
                                                                                                                          Cultural Dimensions of Dance
Cell Biology                                              Physical Education                                              Students analyze the function and development of
1. All living organisms are composed of cells, from
just one to many trillions, whose details usually are                                                                     dance in past and present cultures throughout the
                                                          1.0 Students demonstrate the motor skills and
visible only through a microscope. As a basis for                                                                         world, noting human diversity as it relates to dance
                                                          movement patterns needed to perform a variety of
understanding this concept                                                                                                and dancers.
                                                          physical activities.
                                                                                                                          4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                                                                                          and Making Judgments About Works of Dance




                                                                                      Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Seven
 
Students critically assess and derive meaning from                                                                       Theatre, Film/Video, and Electronic Media to Other
works of dance, performance of dancers, and original      5.0 Connections, Relationships, Applications -                 Art Forms and Subject Areas and to Careers
works based on the elements of dance and aesthetic        Connecting and Applying What Is Learned in                     Students apply what they learn in theatre, film/video,
qualities.                                                Music to Learning in Other Art Forms and Subject               and electronic media across subject areas. They
                                                          Areas and to Careers                                           develop competencies and creative skills in problem
5.0 Connections, Relationships, Applications -            Students apply what they learn in music across                 solving, communication, and time management that
Connecting and Applying What Is Learned in                subject areas. They develop competencies and                   contribute to lifelong learning and career skills.
Dance to Learning in Other Art Forms and Subject          creative skills in problem solving, communication, and         They also learn about careers in and related to
Areas and to Careers                                      management of time and resources that contribute to            theatre.
Students apply what they learn in dance to learning       lifelong learning and career skills. They also learn
across subject areas. They develop competencies           about careers in and related to music.
and creative skills in problem solving, communication,                                                                   Visual Arts
and management of time and resources that                 Theatre
contribute to lifelong learning and career skills. They                                                                  1.0 Artistic Perception - Processing, Analyzing,
also learn about careers in and related to dance.         1.0 Artistic Expression - Processing, Analyzing,               and Responding to Sensory Information Through
                                                          and Responding to Sensory Information Through                  the Language and Skills Unique to the Visual Arts
Music                                                     the Language and Skills Unique to Theatre                      Students perceive and respond to works of art,
                                                          Students observe their environment and respond,                objects in nature, events, and the environment. They
1.0 Artistic Perception - Processing, Analyzing,          using the elements of theatre. They also observe               also use the vocabulary of the visual arts to express
and Responding to Sensory Information Through             formal and informal works of theatre, film/video, and          their observations.
the Language and Skills Unique to Music                   electronic media and respond, using the vocabulary of
Students read, notate, listen to, analyze, and describe   theatre.                                                       2.0 Creative Expression - Creating, Performing,
music and other aural information, using the                                                                             and Participating in the Visual Arts
terminology of music.                                     2.0 Creative Expression - Creating, Performing,                Students apply artistic processes and skills, using a
                                                          and Participating in Theatre                                   variety of media to communicate meaning and intent
2.0 Creative Expression - Creating, Performing,           Students apply processes and skills in acting,                 in original works of art.
and Participating in Music                                directing, designing, and scriptwriting to create formal
Students apply vocal and instrumental musical skills      and informal theatre, film/videos, and electronic media        3.0 Historical and Cultural Context -
in performing a varied repertoire of music. They          productions and to perform in them.                            Understanding the Historical Contributions and
compose and arrange music and improvise melodies,                                                                        Cultural Dimensions of the Visual Arts
variations, and accompaniments, using                     3.0 Historical and Cultural Context -                          Students analyze the role and development of the
digital/electronic technology when appropriate.           Understanding the Historical Contributions and                 visual arts in past and present cultures throughout the
                                                          Cultural Dimensions of Theatre                                 world, noting human diversity as it relates to the visual
3.0 Historical and Cultural Context -                     Students analyze the role and development of                   arts and artists.
Understanding the Historical Contributions and            theatre, film/video, and electronic media in past and
Cultural Dimensions of Music                              present cultures throughout the world, noting diversity        4.0 Aesthetic Valuing - Responding to, Analyzing,
Students analyze the role of music in past and            as it relates to theatre.                                      and Making Judgments About Works in the Visual
present cultures throughout the world, noting cultural                                                                   Arts
diversity as it relates to music, musicians, and          4.0 Aesthetic Valuing - Responding to, Analyzing,              Students analyze, assess, and derive meaning from
composers.                                                and Critiquing Theatrical Experiences                          works of art, including their own, according to the
                                                          Students critique and derive meaning from works of             elements of art, the principles of design, and aesthetic
4.0 Aesthetic Valuing - Responding to, Analyzing,         theatre, film/video, electronic media, and theatrical          qualities.
and Making Judgments About Works of Music                 artists on the basis of aesthetic qualities.
Students critically assess and derive meaning from                                                                       5.0 Connections, Relationships, Applications -
works of music and the performance of musicians           5.0 Connections, Relationships, Applications -                 Connecting and Applying What Is Learned in the
according to the elements of music, aesthetic             Connecting and Applying What Is Learned in                     Visual Arts to Other Art Forms and Subject Areas
qualities, and human responses.                                                                                          and to Careers




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Seven
 
Students apply what they learn in the visual arts         Rationale: Positive relationships support the                  The health education standards are organized into six
across subject areas. They develop competencies           development of healthy attitudes and behaviors. The            health content areas:
and creative skills in problem solving, communication,    ability to appropriately convey and receive                         • Nutrition and Physical Activity
and management of time and resources that                 information, beliefs, and emotions is a skill that                  • Growth, Development, and Sexual Health
contribute to lifelong learning and career skills. They   enables students to manage risk, conflict, and                      • Injury Prevention and Safety
also learn about careers in and related to the visual     differences and to promote health.                                  • Alcohol, Tobacco, and Other Drugs
arts.                                                                                                                         • Mental, Emotional, and Social Health
                                                          Standard 5: Decision Making                                         • Personal and Community Health
Health Education                                          All students will demonstrate the ability to use
                                                          decision-making skills to enhance health.
                                                          Rationale: Managing health behaviors requires critical
                                                          thinking and problem-solving. The ability to use
Overarching Content Standards and
                                                          decision-making skills to guide health behaviors
Rationales                                                fosters a sense of control and promotes the
The eight overarching health content standards for        acceptance of personal responsibility.
kindergarten through grade twelve are presented
below, along with the rationale for each standard.        Standard 6: Goal Setting
                                                          All students will demonstrate the ability to use goal-
Standard 1: Essential Health Concepts                     setting skills to enhance health.
All students will comprehend essential concepts           Rationale: The desire to pursue health is an essential
related to enhancing health.                              component of building healthy habits. The ability to
Rationale: Understanding essential concepts about         use goal-setting skills enables students to translate
the relationships between behavior and health             health knowledge into personally meaningful health
provides the foundation for making informed decisions     behaviors.
about health related behaviors and selecting
appropriate health products and services.                 Standard 7: Practicing Health-Enhancing
                                                          Behaviors
Standard 2: Analyzing Health Influences                   All students will demonstrate the ability to practice
All students will demonstrate the ability to analyze      behaviors that reduce risk and promote health.
internal and external influences that affect health.      Rationale: Practicing healthy behaviors builds
Rationale: Health choices are affected by a variety of    competence and confidence to use learned skills in
influences. The ability to recognize, analyze, and        real-life situations. The ability to adopt health-
evaluate internal and external influences is essential    enhancing behaviors demonstrates students’ ability to
to protecting and enhancing health.                       use knowledge and skills to manage health and
                                                          reduce risk-taking behaviors.
Standard 3: Accessing Valid Health Information
All students will demonstrate the ability to access and   Standard 8: Health Promotion
analyze health information, products, and services.       All students will demonstrate the ability to promote
Rationale: Students are exposed to numerous               and support personal, family, and community health.
sources of information, products, and services. The       Rationale: Personal, family, and community health are
ability to access and analyze health information,         interdependent and mutually supporting. The ability
products, and services provides a foundation for          to promote the health of oneself and others reflects a
practicing health-enhancing behaviors.                    well-rounded development and expression of health.

Standard 4: Interpersonal Communication
                                                          Grade-Level Recommendations and
All students will demonstrate the ability to use
interpersonal communication skills to enhance health.     Content Areas




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Eight
English Language Arts                                     Students progress through the stages of the writing            Mathematics
                                                          process as needed.

Reading                                                   2.0 Writing Applications (Genres and Their                     By grade eight, students’ mathematical sensitivity
                                                          Characteristics)                                               should be sharpened. Students need to start
1.0 Word Analysis, Fluency, and Systematic                Students write narrative, expository, persuasive, and          perceiving logical subtleties and appreciate the need
Vocabulary Development                                    descriptive texts of at least 500 to 700 words in each         for sound mathematical arguments before making
Students use their knowledge of word origins and          genre. Student writing demonstrates a command of               conclusions. As students progress in the study of
word relationships, as well as historical and literary    standard American English and the research,                    mathematics, they learn to distinguish between
context clues, to determine the meaning of                organizational, and drafting strategies outlined in            inductive and deductive reasoning; understand the
specialized vocabulary and to understand the precise      Writing Standard 1.0.                                          meaning of logical implication; test general assertions;
meaning of grade-level-appropriate words.                                                                                realize that one counterexample is enough to show
                                                          Written and Oral English Language                              that a general assertion is false; understand
2.0 Reading Comprehension                                 Conventions                                                    conceptually that although a general assertion is true
(Focus on Informational Materials)                        The standards for written and oral English language            in a few cases, it is not true in all cases; distinguish
Students read and understand grade-level-                 conventions have been placed between those for                 between something being proven and a mere
appropriate material. They describe and connect the       writing and for listening and speaking because these           plausibility argument; and identify logical errors in
essential ideas, arguments, and perspectives of the       conventions are essential to both sets of skills.              chains of reasoning. Mathematical reasoning and
text by using their knowledge of text structure,                                                                         conceptual understanding are not separate from
organization, and purpose. The selections in              1.0 Written and Oral English Language                          content; they are intrinsic to the mathematical
Recommended Literature, Kindergarten Through Grade        Conventions                                                    discipline students master at more advanced levels.
Twelve illustrate the quality and complexity of the       Students write and speak with a command of
materials to be read by students. In addition, students   standard English conventions appropriate to this               Algebra 1
read one million words annually on their own,             grade level.
including a good representation of narrative and                                                                         Symbolic reasoning and calculations with symbols are
expository text (e.g., classic and contemporary           Listening and Speaking                                         central in algebra. Through the study of algebra, a
literature, magazines, newspapers, online                                                                                student develops an understanding of the symbolic
information).                                             1.0 Listening and Speaking Strategies                          language of mathematics and the sciences. In
                                                          Students deliver focused, coherent presentations that          addition, algebraic skills and concepts are developed
3.0 Literary Response and Analysis Students read          convey ideas clearly and relate to the background and          and used in a wide variety of problem-solving
and respond to historically or culturally significant     interests of the audience. They evaluate the content           situations.
works of literature that reflect and enhance their        of oral communication.
studies of history and social science. They clarify the                                                                  Geometry
ideas and connect them to other literary works. The       2.0 Speaking Applications (Genres and Their
selections in Recommended Literature, Kindergarten        Characteristics)                                               The geometry skills and concepts developed in this
Through Grade Twelve illustrate the quality and           Students deliver well-organized formal presentations           discipline are useful to all students. Aside from
complexity of the materials to be read by students.       employing traditional rhetorical strategies (e.g.,             learning these skills and concepts, students will
                                                          narration, exposition, persuasion, description).               develop their ability to construct formal, logical
Writing                                                   Student speaking demonstrates a command of                     arguments and proofs in geometric settings and
                                                          standard American English and the organizational               problems.
1.0 Writing Strategies                                    and delivery strategies outlined in Listening and
Students write clear, coherent, and focused essays.       Speaking Standard 1.0.                                         Algebra 2
The writing exhibits the students’ awareness of the
audience and purpose. Essays contain formal                                                                              This discipline complements and expands the
                                                                                                                         mathematical content and concepts of algebra I and
introductions, supporting evidence, and conclusions.
                                                                                                                         geometry. Students who master algebra II will gain




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Eight
experience with algebraic solutions of problems in          6. Principles of chemistry underlie the functioning of
various content areas, including the solution of            biological systems. As a basis for understanding this
systems of quadratic equations, logarithmic and             concept                                                        Visual and Performing Arts
exponential functions, the binomial theorem, and the
complex number system.                                      Periodic Table
                                                            7. The organization of the periodic table is based on          Dance
Probability and Statistics                                  the properties of the elements and reflects the
                                                            structure of atoms. As a basis for understanding this          1.0 Artistic Expression - Processing, Analyzing,
This discipline is an introduction to the study of          concept                                                        and Responding to Sensory Information through
probability, interpretation of data, and fundamental                                                                       the Language and Skills Unique to Dance
statistical problem solving. Mastery of this academic                                                                      Students perceive and respond, using the elements of
                                                            Density and Buoyancy                                           dance. They demonstrate movement skills, process
content will provide students with a solid foundation in
                                                            8. All objects experience a buoyant force when                 sensory information, and describe movement, using
probability and facility in processing statistical
                                                            immersed in a fluid. As a basis for understanding this         the vocabulary of dance.
information.
                                                            concept
                                                                                                                           2.0 Creative Expression - Creating, Performing,
Science                                                     Investigation and Experimentation                              and Participating in Dance
                                                            9. Scientific progress is made by asking meaningful            Students apply choreographic principles, processes,
                                                            questions and conducting careful investigations. As a          and skills to create and communicate meaning
Focus on Physical Sciences                                                                                                 through the improvisation, composition, and
                                                            basis for understanding this concept and addressing
                                                            the content in the other three strands, students should        performance of dance.
Motion
1. The velocity of an object is the rate of change of its   develop their own questions and perform
                                                            investigations. Students will                                  3.0 Historical and Cultural Context -
position. As a basis for understanding this concept                                                                        Understanding the Historical Contributions and
                                                                                                                           Cultural Dimensions of Dance
Forces                                                                                                                     Students analyze the function and development of
2. Unbalanced forces cause changes in velocity. As a        Physical Education                                             dance in past and present cultures throughout the
basis for understanding this concept                                                                                       world, noting human diversity as it relates to dance
                                                            1.0 Students demonstrate the motor skills and                  and dancers.
Structure of Matter                                         movement patterns needed to perform a variety of
3. Each of the more than 100 elements of matter has         physical activities.                                           4.0 Aesthetic Valuing - Responding to, Analyzing,
distinct properties and a distinct atomic structure. All                                                                   and Making Judgments About Works of Dance
forms of matter are composed of one or more of the          2.0 Students demonstrate knowledge of movement                 Students critically assess and derive meaning from
elements. As a basis for understanding this concept         concepts, principles, and strategies that apply to the         works of dance, performance of dancers, and original
                                                            learning and performance of physical activities.               works based on the elements of dance and aesthetic
Earth in the Solar System (Earth Sciences)                                                                                 qualities.
4. The structure and composition of the universe can        3.0 Students assess and maintain a level of physical
be learned from studying stars and galaxies and their       fitness to improve health and performance.                     5.0 Connections, Relationships, Applications -
evolution. As a basis for understanding this concept                                                                       Connecting and Applying What Is Learned in
                                                            4.0 Students demonstrate knowledge of physical                 Dance to Learning in Other Art Forms and Subject
Reactions                                                   fitness concepts, principles, and strategies to improve        Areas and to Careers
5. Chemical reactions are processes in which atoms          health and performance.                                        Students apply what they learn in dance to learning
are rearranged into different combinations of                                                                              across subject areas. They develop competencies
molecules. As a basis for understanding this concept        5.0 Students demonstrate and utilize knowledge of              and creative skills in problem solving, communication,
                                                            psychological and sociological concepts, principles,           and management of time and resources that
Chemistry of Living Systems (Life Sciences)                 and strategies that apply to the learning and                  contribute to lifelong learning and career skills. They
                                                            performance of physical activity.                              also learn about careers in and related to dance.




                                                                                       Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Eight
                                                          Theatre                                                        Visual Arts
Music
                                                          1.0 Artistic Expression - Processing, Analyzing,               1.0 Artistic Perception - Processing, Analyzing,
1.0 Artistic Perception - Processing, Analyzing,          and Responding to Sensory Information Through                  and Responding to Sensory Information Through
and Responding to Sensory Information Through             the Language and Skills Unique to Theatre                      the Language and Skills Unique to the Visual Arts
the Language and Skills Unique to Music                   Students observe their environment and respond,                Students perceive and respond to works of art,
Students read, notate, listen to, analyze, and describe   using the elements of theatre. They also observe               objects in nature, events, and the environment. They
music and other aural information, using the              formal and informal works of theatre, film/video, and          also use the vocabulary of the visual arts to express
terminology of music.                                     electronic media and respond, using the vocabulary of          their observations.
                                                          theatre.
2.0 Creative Expression - Creating, Performing,                                                                          2.0 Creative Expression - Creating, Performing,
and Participating in Music                                2.0 Creative Expression - Creating, Performing,                and Participating in the Visual Arts
Students apply vocal and instrumental musical skills      and Participating in Theatre                                   Students apply artistic processes and skills, using a
in performing a varied repertoire of music. They          Students apply processes and skills in acting,                 variety of media to communicate meaning and intent
compose and arrange music and improvise melodies,         directing, designing, and scriptwriting to create formal       in original works of art.
variations, and accompaniments, using                     and informal theatre, film/videos, and electronic media
digital/electronic technology when appropriate.           productions and to perform in them.                            3.0 Historical and Cultural Context -
                                                                                                                         Understanding the Historical Contributions and
3.0 Historical and Cultural Context -                     3.0 Historical and Cultural Context -                          Cultural Dimensions of the Visual Arts
Understanding the Historical Contributions and            Understanding the Historical Contributions and                 Students analyze the role and development of the
Cultural Dimensions of Music                              Cultural Dimensions of Theatre                                 visual arts in past and present cultures throughout the
Students analyze the role of music in past and            Students analyze the role and development of                   world, noting human diversity as it relates to the visual
present cultures throughout the world, noting cultural    theatre, film/video, and electronic media in past and          arts and artists.
diversity as it relates to music, musicians, and          present cultures throughout the world, noting diversity
composers.                                                as it relates to theatre.                                      4.0 Aesthetic Valuing - Responding to, Analyzing,
                                                                                                                         and Making Judgments About Works in the Visual
4.0 Aesthetic Valuing - Responding to, Analyzing,         4.0 Aesthetic Valuing - Responding to, Analyzing,              Arts
and Making Judgments About Works of Music                 and Critiquing Theatrical Experiences                          Students analyze, assess, and derive meaning from
Students critically assess and derive meaning from        Students critique and derive meaning from works of             works of art, including their own, according to the
works of music and the performance of musicians           theatre, film/video, electronic media, and theatrical          elements of art, the principles of design, and aesthetic
according to the elements of music, aesthetic             artists on the basis of aesthetic qualities.                   qualities.
qualities, and human responses.
                                                          5.0 Connections, Relationships, Applications -                 5.0 Connections, Relationships, Applications -
5.0 Connections, Relationships, Applications -            Connecting and Applying What Is Learned in                     Connecting and Applying What Is Learned in the
Connecting and Applying What Is Learned in                Theatre, Film/Video, and Electronic Media to Other             Visual Arts to Other Art Forms and Subject Areas
Music to Learning in Other Art Forms and Subject          Art Forms and Subject Areas and to Careers                     and to Careers
Areas and to Careers                                      Students apply what they learn in theatre, film/video,         Students apply what they learn in the visual arts
Students apply what they learn in music across            and electronic media across subject areas. They                across subject areas. They develop competencies
subject areas. They develop competencies and              develop competencies and creative skills in problem            and creative skills in problem solving, communication,
creative skills in problem solving, communication, and    solving, communication, and time management that               and management of time and resources that
management of time and resources that contribute to       contribute to lifelong learning and career skills.             contribute to lifelong learning and career skills. They
lifelong learning and career skills. They also learn      They also learn about careers in and related to                also learn about careers in and related to the visual
about careers in and related to music.                    theatre.                                                       arts.




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
California Content Standards: Grade Eight
Health Education                                          All students will demonstrate the ability to use
                                                          decision-making skills to enhance health.
                                                          Rationale: Managing health behaviors requires critical
                                                          thinking and problem-solving. The ability to use
Overarching Content Standards and
                                                          decision-making skills to guide health behaviors
Rationales                                                fosters a sense of control and promotes the
The eight overarching health content standards for        acceptance of personal responsibility.
kindergarten through grade twelve are presented
below, along with the rationale for each standard.        Standard 6: Goal Setting
                                                          All students will demonstrate the ability to use goal-
Standard 1: Essential Health Concepts                     setting skills to enhance health.
All students will comprehend essential concepts           Rationale: The desire to pursue health is an essential
related to enhancing health.                              component of building healthy habits. The ability to
Rationale: Understanding essential concepts about         use goal-setting skills enables students to translate
the relationships between behavior and health             health knowledge into personally meaningful health
provides the foundation for making informed decisions     behaviors.
about health related behaviors and selecting
appropriate health products and services.                 Standard 7: Practicing Health-Enhancing
                                                          Behaviors
Standard 2: Analyzing Health Influences                   All students will demonstrate the ability to practice
All students will demonstrate the ability to analyze      behaviors that reduce risk and promote health.
internal and external influences that affect health.      Rationale: Practicing healthy behaviors builds
Rationale: Health choices are affected by a variety of    competence and confidence to use learned skills in
influences. The ability to recognize, analyze, and        real-life situations. The ability to adopt health-
evaluate internal and external influences is essential    enhancing behaviors demonstrates students’ ability to
to protecting and enhancing health.                       use knowledge and skills to manage health and
                                                          reduce risk-taking behaviors.
Standard 3: Accessing Valid Health Information
All students will demonstrate the ability to access and   Standard 8: Health Promotion
analyze health information, products, and services.       All students will demonstrate the ability to promote
Rationale: Students are exposed to numerous               and support personal, family, and community health.
sources of information, products, and services. The       Rationale: Personal, family, and community health are
ability to access and analyze health information,         interdependent and mutually supporting. The ability
products, and services provides a foundation for          to promote the health of oneself and others reflects a
practicing health-enhancing behaviors.                    well-rounded development and expression of health.

Standard 4: Interpersonal Communication
                                                          Grade-Level Recommendations and
All students will demonstrate the ability to use
interpersonal communication skills to enhance health.     Content Areas
Rationale: Positive relationships support the             The health education standards are organized into six
development of healthy attitudes and behaviors. The       health content areas:
ability to appropriately convey and receive                    • Nutrition and Physical Activity
information, beliefs, and emotions is a skill that             • Growth, Development, and Sexual Health
enables students to manage risk, conflict, and                 • Injury Prevention and Safety
differences and to promote health.                             • Alcohol, Tobacco, and Other Drugs
                                                               • Mental, Emotional, and Social Health
Standard 5: Decision Making                                    • Personal and Community Healt




                                                                                     Content Standards. Retrieved January, 2009, from http://www.cde.ca.gov/be/st/ss/index.asp
                                Creating
                     Tribes Learning Communities®
           in After School and Youth Development Programs
                                                       Join after-school educators, youth workers, and
                                                       community members throughout the country who are
                                                       convinced that the community building process called
                                                       “TRIBES” is the secret ingredient that transforms the
                                                       after-school learning center environment to one of caring
                                                       and cooperation.

                                                       Resilience research demonstrates that schools, and
                                                       the people within them, have the power to transform
                                                       young lives. The Tribes process shows educators
                                                       and youth workers exactly what they can do to
                                                       provide the caring relationships, positive
                                                       expectations, and opportunities for participation and
                                                       contribution that promote positive youth
                                                       development and successful learning.
                                                                        Bonnie Benard, WestEd
                                                                            Human Development Program

The Tribes TLC® Staff Development Process: The purpose of this 12-hour experiential training is to
prepare after school educators, youth workers, and community members to develop a caring learning
center environment and to reach and teach children and youth through an active learning approach that
promotes human development, resiliency, and social-emotional competence. Participants will learn to use
the community building process of Tribes as the foundation for transforming the after-school learning center
environment to one in which group facilitation and Tribes strategies are effective in reaching and teaching
children and youth. Using multiple intelligences, brain compatible learning and cooperative methods, the
community learning center climate and staff awareness will begin to reflect the message of life-long
learning, personal development, and social responsibility as the keys to success in the 21st Century.

Educators will learn how to:
   • Provide safe and educationally enriching alternatives for children and youth during non-school
      hours by developing a positive recreational and learning environment
   • Teach children and youth specific collaborative skills so that they can play and work well together
   • Transfer responsibility to children and youth to help each other maintain the positive Tribes
      agreements and caring environment
   • Use the process for problem-solving, conflict resolution, prevention, and youth development
   • Facilitate cooperative strategies for social, emotional and academic learning and enrichment
   • Encourage an understanding and appreciation for diversity of ideas, culture and values
   • Understand the relationship between effective Arts programs, after school environments, and the
      Tribes TLC® process
   • Come together as a staff for planning, co-coaching and support.

You will receive a copy of the 432 page book, Reaching All by Creating Tribes Learning Communities,
by Jeanne Gibbs, a Certificate of Completion, and the materials to enable you to implement Tribes in your
after-school community learning center. Follow-up coaching and support are available so that your staff can
intensify the use of the Tribes process throughout the year and at every level of the after-school program.


Contact CenterSource for information on After School Funding
        Tribes TLC is recognized as a Model or Promising Program by –
                 Collaborative for Academic, Social and Emotional Learning
                 Office of Juvenile Justice Delinquency Prevention
                 CSAP’s Western CAPT
                 Helping America’s Youth



                           CenterSource Systems, the Home of Tribes www.tribes.com
                         7975 Cameron Dr. Suite 500 Windsor, CA. 95492 800-810-1701