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STATE Language Arts Language Arts Language Arts Language Arts Common Core 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. 1
STATE Language Arts Language Arts Language Arts Language Arts ARIZONA through other media. 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 COLORADO 2
STATE Language Arts Language Arts Language Arts Language Arts CONNECTICUT DELAWARE 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 3
STATE Language Arts Language Arts Language Arts Language Arts 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 IDAHO Demonstrate awareness of different media. Determine main concepts and details from information viewed. Participate in differentiating between real and imaginary in media presentations. Listen and follow multiplestep oral directions. ILLINOIS 4
STATE Language Arts Language Arts Language Arts Language Arts 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 KANSAS KENTUCKY 5
STATE Language Arts Language Arts Language Arts Language Arts 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 MAINE MARYLAND 6
STATE Language Arts Language Arts Language Arts Language Arts MASSACHUSETTS MICHIGAN MINNESOTA MISSISSIPPI 7
STATE Language Arts Language Arts Language Arts Language Arts 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, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in participating in formal and informal presentations and discussions of issues and ideas In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency 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 8
STATE Language Arts Language Arts Language Arts Language Arts NEVADA NEW HAMPSHIRE NEW JERSEY 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 9
STATE Language Arts Language Arts Language Arts Language Arts 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 10
STATE Language Arts Language Arts Language Arts Language Arts OHIO OKLAHOMA OREGON 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. 11
STATE Language Arts Language Arts Language Arts Language Arts 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, students demonstrate interactive listening by... Conversing, and asking questions about content (e.g., stories, songs or poems) In oral communication, students demonstrate interactive listening by... Summarizing, paraphrasing, questioning, or contributing to information presented In oral communication, students demonstrate interactive listening by... Reaching consensus to solve a problem, make a decision, or achieve a goal (Local) SOUTH CAROLINA SOUTH DAKOTA TENNESSEE Students can identify the purpose and content of a presentation through listening and viewing. Develop critical listening skills essential for comprehension, problem solving, and task completion.. Students can explain the purpose and content of the presentation. Listen attentively to speaker for specific information. Students can select and organize relevant information gathered through listening and viewing. Understand and follow multistep oral directions. Students can repeat and follow four-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. Students are expected to 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. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. 12
STATE Language Arts Language Arts Language Arts Language Arts 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 VIRGINIA WASHINGTON 13
STATE Language Arts Language Arts Language Arts Language Arts WEST VIRGINIA through other media. 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 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 WYOMING Students engage with a variety of literature/ media. Students follow simple onestep directions using actions, words, symbols, pictures, objects, and/ or logos. Students demonstrate understanding of literary and informational texts. Students follow simple twostep directions using words, symbols, pictures, objects, and/or logos. 14
STATE HEALTH HEALTH HEALTH NATIONAL Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health Standard 8: Students will 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 ARIZONA A student should be able to acquire a core knowledge related to well-being. Students use the health skill of analyzing the influence of culture, media, technology, and other factors on health. A student should be able to demonstrate responsibility for the student s well-being. Students demonstrate the health skill of practicing health-enhancing behaviors and reduce health A student should understand how well-being is affected by relationships with others. 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 15
STATE HEALTH HEALTH HEALTH 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 FLORIDA GEORGIA Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. (self-management) Demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks for oneself. Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Comprehend concepts related to health promotion and disease prevention to enhance health. 16
STATE HEALTH HEALTH HEALTH 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 ILLINOIS INDIANA IOWA Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior. Promote and enhance health and well-being through the use of effective communication and decisionmaking skills. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Identify influences that affect personal health and the health of others. Understand human body systems and factors that influence growth and development. Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. 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. Understand principles of health promotion and the prevention and treatment of illness and injury. Understand and use basic health concepts to enhance personal, family, and community health. 17
STATE HEALTH HEALTH HEALTH KANSAS The student will analyze the influence of culture, media, technology, and other factors on health. The student will demonstrate the ability behaviors and reduce health The student will comprehend concepts related to health promotion and disease prevention as related to: (a) nutrition KENTUCKY LOUISIANA MAINE MARYLAND The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of culture, media, technology, and other factors on health. to use human development knowledge, social skills, and health enhancing strategies to promote positive relationships and health growth and development throughout the life cycle. The student will demonstrate the ability behaviors and reduce health to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle. The student will comprehend concepts related to health promotion, disease prevention, and safety practices. to use mental and emotional health knowledge, skills, and strategies to enhance wellness. 18
STATE HEALTH HEALTH HEALTH MASSACHUSETTS Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and nonlocomotor 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 MINNESOTA MISSISSIPPI MISSOURI MONTANA All students will analyze the influence of family, peers, culture, media, and technology on health. The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of culture, media, technology, and other factors on health. Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management) Students apply movement concepts and principles while learning and developing motor skills. All students will practice healthenhancing behaviors and avoid or reduce health Principles of movement and physical fitness Students achieve and maintain a challenging level of health-related physical fitness. All students will demonstrate advocacy skills for enhanced personal, family, and community health. Consumer health issues (such as the effects of mass media and technologies on safety and health) 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. behaviors and eliminate/reduce health 19
STATE HEALTH HEALTH HEALTH NEVADA The student will analyze the influence of culture, media, technology, and other factors on health. NEW HAMPSHIRE Students need to know benefits of healthful eating (short-term and longterm 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 NEW MEXICO NEW YORK The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of culture, media, technology, and other factors on health. 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. 20
STATE HEALTH HEALTH HEALTH NORTH DAKOTA Students understand concepts related to the promotion of health and the prevention of disease. OHIO OKLAHOMA OREGON PENNSYLVANIA RHODE ISLAND SOUTH CAROLINA The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of culture, media, technology, and other factors on health. Acquire knowledge and skills to determine how protecting the environment impacts health for individuals and society. Identify and engage in physical activities that promote physical fitness and health. The student will analyze the influence of culture, media, technology, and other factors on health. The student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Students understand the effect of external factors on the health of individuals, families, communities, and the environment. Acquire knowledge and skills to understand the role physical activity has in promoting health. Know the positive and negative effects of regular participation in moderate to vigorous physical activities. The student will demonstrate the ability behaviors and to avoid or reduce health Students demonstrate the ability to access, use, and evaluate healthrelated information, products, and services. Acquire knowledge and skills to understand and practice healthful nutrition that contributes to growth and energy and helps prevent chronic diseases. Know and recognize changes in body responses during moderate to vigorous physical activity (heart rate and breathing rate). The student will comprehend concepts related to health promotion to enhance health. 21
STATE HEALTH HEALTH HEALTH SOUTH DAKOTA The student will analyze the influence of culture, media, technology, and other factors on health. TENNESSEE TEXAS UTAH The student will understand the relationship of physical activity and rest to healthy living. The student understands that personal health decisions and behaviors affect health throughout the life span. The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness. The student will understand the relationship of nutrition to healthy living. The student recognizes factors that influence the health of an individual. The students will understand and respect self and others related to human development and relationships. 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. The student recognizes the influence of media and technology on personal health. 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. 22
STATE HEALTH HEALTH HEALTH 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 WISCONSIN Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 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 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. 23
STATE ALABAMA ALASKA ARIZONA ARKANSAS CALIFORNIA COLORADO CONNECTICUT DELAWARE Adventure to Fitness Chinese Challenge Education Standards SCIENCE Students will identify migration and hibernation as survival strategies A student who meets the content standard should develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts). Students shall demonstrate and apply knowledge of Earth s structure and properties using appropriate safety procedures, equipment, and technology. Plants and animals have predictable life cycles. As a basis for understanding this concept: Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants. Use evidence to develop a scientific explanation about how organisms depend on their habitat. Plants and animals have structures and behaviors that help them survive in different environments. Identify and describe specific features of an organism that help it survive in its environment. FLORIDA GEORGIA HAWAII IDAHO ILLINOIS INDIANA IOWA KANSAS Compare and contrast the basic needs that all living things, including humans, have for survival. Students will investigate the life cycles of different living organisms. Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment Identify four basic needs of all living things (food, shelter, water, space). Know and apply concepts that describe how living things interact with each other and with their environment. Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all. Students can understand environmental interaction and adaptation. Compares the basic needs of an animal to the basic needs of a plant. 24
STATE KENTUCKY LOUISIANA MAINE MARYLAND MASSACHUSETTS MICHIGAN MINNESOTA MISSISSIPPI MISSOURI MONTANA NEBRASKA NEVADA NEW HAMPSHIRE NEW JERSEY NEW MEXICO NEW YORK NORTH CAROLINA Adventure to Fitness Chinese Challenge Education Standards SCIENCE Students will compare a variety of life cycles of plants and animals in order to classify and make inferences about an organism. Examining the habitats of plants and animals and determining how basic needs are met within each habitat Students compare living things based on their behaviors, external features, and environmental needs. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Identify and compare living and nonliving things. Living things are diverse with many different observable characteristics. Describe and categorize the characteristics of plants and animals. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. Students will investigate and compare the characteristics of living things. Students know plants and animals have structures that enable them to grow, reproduce, and survive. Explain that water quality has a direct effect on Earth s life forms. Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. Know that living things have diverse forms, structures, functions, and habitats. Animals need air, water, and food in order to live and thrive. Discuss and determine how energy from the sun warms the land, air and water. 25
STATE NORTH DAKOTA OHIO OKLAHOMA OREGON PENNSYLVANIA RHODE ISLAND SOUTH CAROLINA SOUTH DAKOTA TENNESSEE TEXAS UTAH VERMONT VIRGINIA WASHINGTON WEST VIRGINIA WISCONSIN Adventure to Fitness Chinese Challenge Education Standards SCIENCE Identify how plants and animals are alike and different (e.g., in the way they look, in their behaviors) Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Each plant or animal has different structures that serve different functions in growth and survival (i.e., the way it moves, type of food it needs, and where it lives). Structure and Function: Living and non-living things are composed of related parts that function together to form systems. Compare and contrast the similarities and differences in life cycles of different organisms. All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). The student will demonstrate an understanding of features, processes, and changes in Earth s land and oceans. Students are able to describe how interrelationships enable some organisms to survive. Investigate physical characteristics associated with different groups of animals. The student knows that living organisms have basic needs that must be met for them to survive within their environment. Students will understand that organisms depend on living and nonliving things within their environment. All living things exhibit patterns of similarity in their structures, behaviors and biochemistry The student will investigate and understand how the Earth s surface is constantly changing. Plants and animals can be sorted according to their structures and behaviors. Students will identify the structures of living things including their systems, and explain their functions (e.g., wings for flying, fins for swimming, or roots for support and obtaining water). Students will discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive. 26
STATE WYOMING Adventure to Fitness Chinese Challenge Education Standards SCIENCE Characteristics of Organisms: Students describe observable characteristics of living things, including structures that serve specific functions and everyday behaviors. 27