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Adventure to Fitness – Medieval Madness Education Standards

STATE Language Arts Language Arts Language Arts Language Arts

Common Core Use information gained from

the illustrations and words in a print or digital text to

demonstrate understanding of its characters, setting, or

plot.

Analyze how visual and

multimedia elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic novel,

multimedia presentation of

fiction, folktale, myth, poem).

Recount or describe key

ideas or details from a text read aloud or information

presented orally or through other media.

Describe the overall

structure of a story, including describing how the

beginning introduces the story and the ending

concludes the action.

ALABAMA Using captions, illustrations, and photographs to extend

meaning of written text

Respond to various types of literature read aloud.

• Focusing attention on a speaker without interrupting

• Following multistep oral directions

• Interpreting presented

information

Apply strategies of a skillful listener, including

maintaining eye contact, attending to the listening

task, and assigning meaning to the message.

Compare fictional characters and events to real-life

experiences.

ALASKA A student should be a

competent and thoughtful reader, listener, and viewer

of literature, technical materials, and a variety of

other information.

A student should understand

and respect the perspectives of others in order to

communicate effectively.

A student should be able to

think logically and reflectively in order to

present and explain positions based on relevant and

reliable information.

A student should understand

and respect the perspectives of others in order to

communicate effectively.

ARIZONA Use information gained from the illustrations and words in

a print or digital text to demonstrate understanding

of its characters, setting, or

plot.

Analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty of a text

(e.g., graphic novel,

multimedia presentation of fiction, folktale, myth,

poem).

Recount or describe key ideas or details from a text

read aloud or information presented orally or through

other media.

Describe the overall structure of a story,

including describing how the beginning introduces the

story and the ending


2



ARKANSAS Follow oral directions with

three or four steps

Distinguish the purpose of

various types of media presentations, including

persuasive presentations

Listen to acquire new

vocabulary

Identify/infer the purpose,

content, organization, and delivery of verbal

communication and nonverbal cues

CALIFORNIA Use information gained from the illustrations and words in



plot.





poem).


read aloud or information presented orally or

through other media.





COLORADO Use information gained from the illustrations and words in


of its characters, setting, or plot.



(e.g., graphic novel, multimedia presentation of

fiction, folktale, myth,

poem).






story and the ending concludes the action.

CONNECTICUT Use information gained from the illustrations and words in



plot.





poem).








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DELAWARE Use information gained from



plot.













FLORIDA The student develops the essential technology skills for

using and understanding

conventional and current tools, materials and

processes.

The student effectively applies listening and

speaking strategies.

The student develops and demonstrates an

understanding of media

literacy as a life skill that is integral to informed decision

making.

The student will identify and describe the elements of

story structure, including

setting, plot, character, problem, and resolution in a

variety of fiction

GEORGIA The student uses oral and visual strategies to

communicate. The student

Listens to and views a

variety of media to

acquire information.

The student listens to and views various forms of text

and media in order to gather

and share information, persuade others, and

express and understand ideas.

When responding to visual and oral texts and media

(e.g., television, radio, film

productions, and electronic media), the student:

Evaluates the role of the

media in focusing

attention and in forming an opinion.

When responding to visual and oral texts and media

(e.g., television, radio, film

productions, and electronic media), the student:

Judges the extent to

which media provide a

source of entertainment as well as a source of

information.

HAWAII Recall oral messages by noting key ideas and relating

them to the speaker's purpose

Form an opinion or draw a conclusion about key points

in oral messages

Identify techniques used to convey messages in visual

media

Use visual structures and summarize key ideas when

listening to oral messages in order to improve

comprehension

4



IDAHO Use information gained from



plot.













ILLINOIS Use information gained from the illustrations and words in

a print or digital text to


plot.


contribute to the meaning,



poem).


read aloud or information



including describing how the



INDIANA Determine the purpose or

purposes of listening (such as to obtain information, to

solve problems, or to enjoy humor).

Give and follow three- and

four-step oral directions.

Interpret a speaker's verbal

and nonverbal messages, purposes, and perspectives.

Analyze media as sources for

information, entertainment, persuasion, interpretation of

events, and transmission of culture.

IOWA Use information gained from



plot.





poem).








5



KANSAS Use information gained from



plot.













KENTUCKY Use information gained from


demonstrate understanding




tone, or beauty of a text





presented orally or




beginning introduces the


LOUISIANA Identify basic story

elements, including simple plot sequences, setting, and

simple character descriptions, in a

favorite story using pictures

and/or oral responses

Interpret information from a

variety of grade-appropriate sources, including timelines,

charts, schedules, tables, diagrams, and maps

Follow procedures (e.g.,

read, question, write a response, form groups) from

detailed oral instructions

Evaluate media for various

purposes, including: • text structure

• images/sensory details • support for main position

• background information

• opinions vs. facts • sequence of ideas and

organization

6



MAINE Use information gained from



plot.













MARYLAND Use information gained from











presented orally or






MASSACHUSETTS Use information gained from

the illustrations and words in




multimedia elements





ideas or details from a text




structure of a story,



7



MICHIGAN Use information gained from



plot.













MINNESOTA Use information gained from











presented orally or






MISSISSIPPI Use information gained from





multimedia elements












8



MISSOURI In Communication Arts,

students in Missouri public schools will acquire a solid

foundation which includes knowledge of and proficiency

in comprehending and

evaluating the content and artistic aspects of oral and

visual presentations (such as story-telling, debates,

lectures, multi-media productions)

In Communication Arts,



in participating in formal and

informal presentations and discussions of issues and

ideas

In Communication Arts,



in identifying and evaluating

relationships between language and culture

MONTANA Identify and use effective

listening strategies

Identify basic literary

elements (setting, plot, problem/solution, character)

Recognize that media

messages are constructed using specific techniques for

specific purposes (e.g., entertain, persuade, inform)

Identify the sources of

media messages

NEBRASKA Students will build literary,

general academic, and content specific grade level

vocabulary.

Demonstrate listening skills

needed for multiple situations and modalities

(e.g., electronic, one-to-one,

small/large group, presentation)

Listen, ask questions to

clarify, and take notes to ensure accuracy of

information

Listen to, summarize, and

explain thoughts, ideas, and information being

communicated

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NEVADA Use information gained from



plot.













NEW

HAMPSHIRE

Use information gained from











presented orally or






NEW JERSEY Use information gained from





multimedia elements












NEW MEXICO Locate and use a variety of resources to acquire

information across the curriculum.

Demonstrate critical thinking skills to comprehend written,

spoken, and visual information.

Use language, literature and media to gain and

demonstrate awareness of cultures around the

world.

Listen to, read, react to, and interpret information

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NEW YORK Students will read, write,

listen, and speak for information and

understanding.

Students will read, write,

listen, and speak for literary response and expression.

Students will read, write,

listen, and speak for critical analysis and evaluation.

NORTH

CAROLINA

The learner will develop and

apply strategies and skills to

comprehend text that is read, heard, and viewed.

The learner will make

connections through the use

of oral language, written language, and media and

technology.

The learner will develop and

apply enabling strategies

and skills to read and write.

NORTH DAKOTA Describe the elements of a

fiction text i.e., setting, characters, events, problem,

and resolution/solution






Use a variety of text

comprehension strategies to improve and monitor

understanding i.e., building background, main

idea/details, fact/opinion,

predicting, questioning, synthesizing, inferring,

summarizing, visualizing/verbalizing, and

analyzing

Explain elements of a story

i.e., characters, events, setting, and ending

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OHIO Use information gained from



plot.













OKLAHOMA Use information gained from











presented orally or






OREGON Use information gained from





multimedia elements












PENNSYLVANIA Use media and technology resources for directed and

independent learning activities.

Select media sources to locate information.

Use media and technology resources for problem

solving, self-directed learning, and extended

learning activities.

Understand and evaluate media as a source of

information and entertainment.

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RHODE ISLAND In oral communication,

students demonstrate interactive listening by ...

Following multi-step verbal instructions and directions

(e.g., to answer questions,

to perform tasks)

In oral communication,


Conversing, and asking questions about content

(e.g., stories, songs or

poems)



Summarizing, paraphrasing, questioning, or contributing

to information presented



Reaching consensus to solve a problem, make a decision,

or achieve a goal (Local)

SOUTH

CAROLINA

Use information gained from






tone, or beauty of a text.



presented orally or






SOUTH DAKOTA Students can identify the

purpose and content of a presentation through

listening and viewing.

Students can explain the

purpose and content of the presentation.

Students can select and

organize relevant information gathered

through listening and viewing.

Students can repeat and

follow four-step oral directions.

TENNESSEE Develop critical listening

skills essential for comprehension, problem

solving, and task completion.

Listen attentively to speaker

for specific information.

Understand and follow multi-

step oral directions.

Continue to develop critical

listening skills necessary for comprehension and

task completion.

TEXAS Students work productively

with others in teams.

Students are expected to

follow agreed-upon rules for discussion, including

listening to others, speaking when recognized, and

making appropriate contributions.


participate in teacher- and student-led discussions by

posing and answering questions with appropriate

detail and by providing suggestions that build upon

the ideas of others.


participate in student-led discussions by eliciting and

considering suggestions from other group members and

by identifying points of agreement and

disagreement.

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UTAH Use multiple resources to

learn new words by relating them to known words and/or

concepts.

Learn new words through

listening and reading widely.

Develop language through

listening and speaking.

Develop language through

viewing media and presenting.

VERMONT Use information gained from





multimedia elements




poem).









VIRGINIA Use information gained from











presented orally or






WASHINGTON Use information gained from





multimedia elements




poem).









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WEST VIRGINIA Recount or describe key



Ask and answer questions

about what a speaker says in order to clarify

comprehension, gather additional information or

deepen understanding of a

topic or issue.

Summarize a written text

read aloud or information presented in diverse media

and formats, including visually, quantitatively and

orally.

Summarize the points a

speaker makes and explain how each claim is supported

by reasons and evidence.

WISCONSIN Use information gained from the illustrations and words in



plot.





poem).








WYOMING Students engage with a variety of literature/ media.

Students follow simple one-step directions using actions,

words, symbols, pictures,

objects, and/ or logos.

Students demonstrate understanding of literary and

informational texts.

Students follow simple two-step directions using words,

symbols, pictures, objects,

and/or logos.

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STATE HEALTH HEALTH HEALTH

NATIONAL Standard 1: Students will comprehend

concepts related to health promotion and disease prevention to enhance

health.

Standard 2: Students will analyze the

influence of family, peers, culture, media, technology, and other factors

on health behaviors.

Standard 3: Students will

demonstrate the ability to access valid information, products, and services to

enhance health.


demonstrate the ability to use interpersonal communication skills to

enhance health and avoid or reduce health risks.


demonstrate the ability to practice health-enhancing behaviors and avoid

or reduce health risks.


demonstrate the ability to advocate for personal, family, and community

health.

ALABAMA Explain relationships among nutrition, health, and wellness.

-Describing how media, culture, and availability influence food choices

Identify benefits of adequate sleep, nutrition, and exercise for the body.

Describe the major components of MyPyramid, including food groups,

number of servings, variety of foods,

nutrients, and physical activity. • Distinguishing between healthy and

unhealthy dietary patterns

ALASKA A student should be able to acquire a

core knowledge related to

well-being.

A student should be able to

demonstrate responsibility for the

student’s well-being.

A student should understand how

well-being is affected by relationships

with others.

ARIZONA Students use the health skill of

analyzing the influence of culture,

media, technology, and other factors on health.

Students demonstrate the health skill

of practicing health-enhancing

behaviors and reduce health risks.

Students will comprehend concepts

related to health promotion and

disease prevention.

ARKANSAS Students shall demonstrate the ability to use decision-making, goal-setting,

and interpersonal communication

skills to enhance relationships and promote holistic wellness.

Students shall understand concepts related to nutrition and develop skills

for making healthy food choices.

Students shall recognize and practice health-enhancing behaviors to avoid

or reduce health risks.

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CALIFORNIA All students will demonstrate the

ability to analyze internal and external influences that affect health.

All students will demonstrate the

ability to practice behaviors that reduce risk and promote health.

All students will demonstrate the

ability to access and analyze health information, products, and services.

COLORADO Analyze internal and external factors that influence mental and emotional

health

Apply personal safety knowledge and skills to prevent and treat intentional

or unintentional injury

Apply knowledge and skills related to health promotion, disease prevention,

and health maintenance

CONNECTICUT Analyze the influence of culture, media, technology and other factors

on health

Demonstrate competency in motor skills and movement patterns needed

to perform a variety of physical

activities

Demonstrate the ability to practice health-enhancing behaviors to reduce

health risks

DELAWARE Students will analyze the influence of

family, peers, culture, media, technology and other factors on

health behaviors.

Students will demonstrate the ability

to practice health-enhancing behaviors and avoid or reduce health

risks. (self-management)

Students will understand essential

health concepts in order to transfer knowledge into healthy actions for

life.

FLORIDA Analyze the influence of family, peers,

culture, media, technology, and other

factors on health behaviors.

Demonstrate the ability to practice

advocacy, health-enhancing

behaviors, and avoidance or reduction of health risks for oneself.

Comprehend concepts related to

health promotion and disease

prevention to enhance health.

GEORGIA Students will analyze the influence of family, peers, culture, media,

technology, and other factors on health behaviors.

Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.

Students will comprehend concepts related to health promotion and

disease prevention to enhance health.

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HAWAII Understand the influences of culture,

family, peers, media, technology, and other factors on health

Practice health enhancing behaviors

and reduce health risks

Understand concepts related to health

promotion and disease prevention

IDAHO Students will analyze the influence of

family, peers, culture, media, technology, and other factors on

health behavior.



risks.

Students will comprehend core

concepts related to health promotion and disease prevention to enhance

health including: Alcohol, Tobacco

and Other Drugs; Nutrition and Physical Activity, Injury Prevention

and Safety; Mental, Emotional and Social Health; Prevention and Control

of Disease; Consumer and Community Health; Growth, Development and

Family Life; and Environmental

Health.

ILLINOIS Promote and enhance health and

well-being through the use of

effective communication and decision-making skills.

Understand human body systems and

factors that influence growth and

development.

Understand principles of health

promotion and the prevention and

treatment of illness and injury.

INDIANA Students will analyze the influence of family, peers, culture, media,

technology and other factors on health behaviors.





IOWA Identify influences that affect

personal health and the health of others.

Demonstrate behaviors that foster

healthy, active lifestyles for individuals and the benefit of society.

Understand and use basic health

concepts to enhance personal, family, and community health.

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KANSAS The student will analyze the influence

of culture, media, technology, and other factors on health.

The student will demonstrate the

ability to practice health-enhancing behaviors and reduce health risks.

The student will comprehend

concepts related to health promotion and disease prevention as related to:

(a) nutrition

KENTUCKY The student will analyze the influence



ability to practice health-enhancing behaviors and reduce health risks.


concepts related to health promotion, disease prevention, and safety

practices.

LOUISIANA The student will analyze the influence of culture, media, technology, and

other factors on health.





MAINE The student will analyze the influence




risks.


related to health promotion and disease prevention to enhance health.

MARYLAND Students will demonstrate the ability to use human development

knowledge, social skills, and health enhancing strategies to promote

positive relationships and health growth and development throughout

the life cycle.

Students will demonstrate the ability to use nutrition and fitness

knowledge, skills, and strategies to promote a healthy lifestyle.

Students will demonstrate the ability to use mental and emotional health

knowledge, skills, and strategies to enhance wellness.

19



MASSACHUSETTS Students will, by repeated practice,

acquire and refine a variety of manipulative, locomotor, and non-

locomotor movement skills, and will utilize principles of training and

conditioning, will learn biomechanics

and exercise physiology, and will apply the concept of wellness to their

lives.

Students will gain the knowledge and

skills to select a diet that supports health and reduces the risk of illness

and future chronic diseases.

Students will gain knowledge of the

interdependence between the environment and physical health, and

will acquire skills to care for the environment.

MICHIGAN All students will analyze the influence

of family, peers, culture, media, and

technology on health.

All students will practice health-

enhancing behaviors and avoid or

reduce health risks.

All students will demonstrate

advocacy skills for enhanced personal,

family, and community health.

MINNESOTA The student will analyze the influence

of culture, media, technology, and



to practice health-enhancing





MISSISSIPPI The student will analyze the influence of culture, media, technology, and



behaviors and avoid or reduce health

risks.



MISSOURI Principles and practices of physical

and mental health (such as personal

health habits, nutrition, stress management)

Principles of movement and physical

fitness

Consumer health issues (such as the

effects of mass media and

technologies on safety and health)

MONTANA Students apply movement concepts and principles while learning and

developing motor skills.

Students achieve and maintain a challenging level of health-related

physical fitness.

Students have a basic knowledge and understanding of concepts that

promote comprehensive health.

NEBRASKA Students will analyze the influence of

family, culture, media, technology, and other factors on health.


related to healthy lifestyles and disease prevention.


to practice health-enhancing behaviors and eliminate/reduce health

risks.

20



NEVADA The student will analyze the influence




risks.



NEW HAMPSHIRE

Students need to know benefits of healthful eating (short-term and long-

term benefits and risks)

Students need to know how to select variety and proportions of foods

(consistent with Food Guide Pyramid)

Students need to know benefits of consuming more water, fruits,

vegetables, grains, and calcium-rich foods

NEW JERSEY The student will analyze the influence




risks.



NEW MEXICO The student will analyze the influence

of culture, media, technology, and



to practice health-enhancing





NEW YORK Students will have the necessary

knowledge and skills to establish and maintain physical fitness, participate

in physical activity, and maintain personal health.

Students will acquire the knowledge

and ability necessary to create and maintain a safe and healthy

environment.

Students will understand and be able

to manage their personal and community resources.

NORTH

CAROLINA

The learner will apply knowledge and

behavior self-management skills to areas of nutrition and physical activity

for healthy growth, development, and

maintenance.

The learner will develop knowledge

and skills to enhance mental and emotional well-being.

The learner will develop knowledge

and skills to enhance personal and consumer health.

21



NORTH DAKOTA Students understand concepts related

to the promotion of health and the prevention of disease.

Students understand the effect of

external factors on the health of individuals, families, communities,

and the environment.

Students demonstrate the ability to

access, use, and evaluate health-related information, products, and

services.

OHIO The student will analyze the influence




risks.



OKLAHOMA The student will analyze the influence of culture, media, technology, and






OREGON Acquire knowledge and skills to

determine how protecting the environment impacts health for

individuals and society.

Acquire knowledge and skills to

understand the role physical activity has in promoting health.

Acquire knowledge and skills to

understand and practice healthful nutrition that contributes to growth

and energy and helps prevent chronic

diseases.

PENNSYLVANIA Identify and engage in physical activities that promote physical fitness

and health.

Know the positive and negative effects of regular participation in

moderate to vigorous physical activities.

Know and recognize changes in body responses during moderate to

vigorous physical activity (heart rate and breathing rate).

RHODE ISLAND The student will analyze the influence of culture, media, technology, and




risks.



SOUTH

CAROLINA

The student will analyze the influence

of family, peers, culture, media, technology, and other factors on

health behaviors.


ability to practice health-enhancing behaviors and to avoid or reduce

health risks.


concepts related to health promotion to enhance health.

22



SOUTH DAKOTA The student will analyze the influence




risks.



TENNESSEE The student will understand the relationship of physical activity and

rest to healthy living.

The student will understand the relationship of nutrition to healthy

living.

The student will demonstrate the ability to implement decision making

and goal setting skills to promote his/her personal health and wellness,

thereby enhancing quality of life for himself/herself and those around

him/her.

TEXAS The student understands that

personal health decisions and

behaviors affect health throughout the life span.

The student recognizes factors that

influence the health of an individual.

The student recognizes the influence

of media and technology on personal

health.

UTAH The students will understand how a healthy diet and exercise can increase

the likelihood of physical and mental wellness.

The students will understand and respect self and others related to

human development and relationships.

The students will adopt behaviors to maintain personal health and safety

and develop appropriate strategies to resolve conflict.

VERMONT Students will show understanding of

how culture, media, peers, family, and other factors influence healthy

behaviors.

Students will understand how to

reduce their health risks through the practice of healthy behaviors.


to set personal goals to enhance health.

VIRGINIA The student will explain that personal

health decisions and health habits

influence health and wellness throughout life.

The student will explain how nutrition

affects personal health and academic

achievement.

The student will access and use

health resources to improve personal

and family health.

23



WASHINGTON The student acquires the knowledge

and skills necessary to maintain an active life: Movement, physical

fitness, and nutrition.

The student analyzes and evaluates

the impact of real-life influences on health.

The student effectively analyzes

personal information to develop individualized health and fitness

plans.

WEST VIRGINIA Students will analyze the influence of family, peers, culture, media,

technology and other factors on health behaviors.





WISCONSIN Students in Wisconsin will demonstrate the ability to access valid

health information and services.

Students in Wisconsin will practice behaviors to promote health, prevent

disease, and reduce health risks.

Students in Wisconsin will understand concepts related to personal health

promotion and disease prevention.

WYOMING Students will analyze the influence of family, peers, culture, media,

technology and other factors on

health behaviors.



risks.



24


STATE SCIENCE

ALABAMA Identifying simple machines, including the inclined plane, lever, pulley, wedge, screw, and wheel and axle

ALASKA Develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.

ARIZONA Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley,

lever).

ARKANSAS Relate simple machines to inventions and discoveries

CALIFORNIA Students know tools and machines are used to apply pushes and pulls (forces) to make things move.

COLORADO Recognize and investigate cause-and-effect relationships in everyday experiences - pushing, pulling, kicking, rolling, or blowing objects

CONNECTICUT Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural

phenomena.

DELAWARE People have invented new technologies to solve problems.

FLORIDA Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

GEORGIA Choose appropriate common materials for making simple mechanical constructions and repairing things.

HAWAII Discover, invent, and investigate using the skills necessary to engage in the scientific process

IDAHO Explain how the shape or form of an object or system is frequently related to its use or function.

ILLINOIS Identify an innovative technological design from ordinary surroundings or circumstances.

INDIANA Describe both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

IOWA Students can understand and apply the processes and skills of scientific inquiry.

KANSAS The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical

and intellectual abilities of scientific inquiry.

KENTUCKY Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

LOUISIANA The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

25


STATE SCIENCE

MAINE Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and

technological design, and the impacts science and technology have on society and the environment.

MARYLAND Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such

reasons when given by others.

MASSACHUSETTS Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.

MICHIGAN Generate questions based on observations.

MINNESOTA Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena.

MISSISSIPPI Develop abilities necessary to conduct scientific investigations.

MISSOURI Use quantitative and qualitative data as support for reasonable explanations.

MONTANA Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

NEBRASKA Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask

questions about phenomena and propose explanations based on gathered evidence.

NEVADA Students know how to plan and conduct a safe and simple investigation.

NEW HAMPSHIRE Describe how most things are made up of multiple parts and explain that things may not work if some parts are

missing.

NEW JERSEY All students will understand that science is both a body of knowledge and an evidence-based, model-building

enterprise that continually extends, refines, and revises knowledge.

NEW MEXICO Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.

NEW YORK Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.

NORTH CAROLINA The learner will observe and conduct investigations to build an understanding of changes in properties.

NORTH DAKOTA Identify details of an object’s form which determine its function (e.g., webbed feet for use in water, human feet for

walking, shovel for scooping dirt, a rake for collecting leaves, tape measure and ruler to measure distance)

OHIO Processes of energy transfer and transformation are introduced.

26


STATE SCIENCE

OKLAHOMA Experimenting is a method of discovering information. It requires making observations and measurements to test

ideas.

OREGON Engineering design is a process used to design and build things to solve problems or address needs.

PENNSYLVANIA Describe the positive and negative, intended and unintended, effects of specific scientific results or technological developments.

RHODE ISLAND Demonstrate and identify reasons for the development of technology and its effects on humankind.

SOUTH CAROLINA The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientific investigation.

SOUTH DAKOTA Explain science as a process involving asking and answering questions.

TENNESSEE Describe how tools, technology, and inventions help to answer questions and solve problems.

TEXAS The student knows that energy, force, and motion are related and are a part of their everyday life.

UTAH Students will be able to use Science Process and Thinking Skills.

VERMONT Students raise scientifically oriented questions that can be answered through observations, experimentation and/or

research.

VIRGINIA Develop an understanding of the interrelationship of science with technology, engineering and mathematics.

WASHINGTON Technology involves changing the natural world to meet human needs or wants.

WEST VIRGINIA Students will demonstrate an understanding of science as a human endeavor encompassing the contributions of

diverse cultures and scientists.

WISCONSIN Acquire information about people who have contributed to the development of major ideas in the sciences and learn

about the cultures in which these people lived and worked.

WYOMING Students recognize the nature and history of science.

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