Content Standard(s):
Social Studies 6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.
• Identifying map elements, including title, legend, compass rose, and scale
• Identifying the intermediate directions of northeast, southeast, northwest, and southwest
• Recognizing technological resources such as a virtual globe, satellite images, and radar
• Locating points on a grid
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Strand: Geography
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Identify states, continents, oceans, the equator and other geographic features on maps, globes, and technology resources.
Students use map elements to locate and describe features on maps, globes, and technology resources.
Students use appropriate terminology, including directions and intermediate directions, to describe locations on maps, globes and technology resources. Teacher Vocabulary:
states
continents
oceans
equator
intermediate directions
recognize
virtual globe
satellite images
radar
locate
points on a grid Knowledge:
Students know:
Differences among the ways maps, globes, and technological resources represent Earth and portions of the Earth.
Location of states, continents, oceans, equator, and other physical and man-made geographic features.
Intermediate directions.
Vocabulary: states, continents, oceans, equator, map, globe, title, legend, compass rose, scale, virtual globe, satellite image, radar, northeast, southeast, northwest, southwest Skills:
Students are able to:
Use maps, globes, and technological resources.
Locate states, continents, oceans, the equator, and other geographic features.
Locate map elements and use them effectively.
Use intermediate directions to describe location.
Locate points on a grid. Understanding:
Students understand that:
Maps, globes, and geographic technology resources are representations of a variety of geographic features.
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science R1) Identify, demonstrate, and apply personal safe use of digital devices.
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Evidence Of Student Attainment:
Students:
will demonstrate responsible uses of devices independently.
will demonstrate responsible uses of software independently.
will explain what is personal information and what pieces of personal information should or should not be shared with others online.
will explain the importance of following internet safety when using computing devices online. Knowledge:
Students know:
use devices responsibly.
use software responsibly.
explain internet safety rules. Skills:
Students are able to:
demonstrate responsible uses of devices, on their own such as keeping them clean, correct methods for use.
demonstrate responsible uses of software on their own.
explain why safety is important when using computing devices and the internet. Understanding:
Students understand that:
they have a responsibity to use devices correctly and care for them.
they should only use software that an adult has approved.
computing devices can be very helpful but it is important to follow safety rules.
Digital Literacy and Computer Science 6) Demonstrate appropriate behaviors for communicating in a digital environment.
Example: netiquette.
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Evidence Of Student Attainment:
Students:
will be kind in a digital environment.
will take turns in a digital environment.
will respect other's work in a digital environment. Teacher Vocabulary:
Knowledge:
Students know:
how to take turns in a digital environment.
that respectful behavior in a digital environment means acting kindly and respectfully and respecting other's work. Skills:
Students are able to:
transfer their knowledge of polite behavior to the digital environment.
take turns, speak/type respectfully, respect others work. Understanding:
Students understand that:
being kind and respectful online is just as important as it is offline.
their online behavior is recorded.
Digital Literacy and Computer Science 9) Use a variety of digital tools to connect with other learners.
Examples: Online conferences, blogs, collaborative documents.
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Evidence Of Student Attainment:
Students:
will connect with other students using digital tools. Teacher Vocabulary:
Knowledge:
Students know:
they can connect with others using different digital tools.
digital tools that connect people can be video, audio, text, or image based. Skills:
Students are able to:
connect with others using multiple digital tools such as collaborative documents, protected blogs, and video/audio conferences with other learners.
use the most appropriate tool for the task. Understanding:
Students understand that:
there are many ways to connect with other learners digitally.
some ways to connect may work better in certain environments or for certain tasks.
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
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Teacher Vocabulary:
R1.
Active Listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
Agreed-upon rules for participation for discussions and conversations in a variety of settings.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts 2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.
a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
b. Use complex sentence structures when speaking.
c. Ask and answer questions to seek help, clarify meaning, or get information.
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Teacher Vocabulary:
2.
Present
Orally
Complete sentences
Appropriate volume
Clear pronunciation
2a.
Oral language
Purposes
Inform
Entertain
Persuade
Clarify
Respond
2b.
Complex sentence structures
2c.
Knowledge:
2. Students know:
Speaking skills for oral presentations.
2a.
Oral language skills for different purposes of communication.
2b.
The structure of a complex sentence.
2c.
Questions to seek help.
Questions to clarify information.
Questions to get information.
Responses to questions with appropriate information. Skills:
2. Students are able to:
Form complete sentences, use appropriate volume based on the situation or environment, and use clear pronunciation when sharing information orally.
2a.
Use listening and speaking skills to inform, entertain, persuade, clarify, and respond.
2b.
Use complex sentences when sharing information orally.
2c.
Ask and answer questions to seek help, clarify meaning or get information. Understanding:
2. Students understand that:
To communicate clearly, a speaker should use complete sentences, a voice volume that can be heard by the audience, and clearly pronounced words.
2a.
They can use their oral language should vary depending on its purpose.
2b.
Using complex sentence structures when speaking helps to provide details and combine ideas in an interesting way.
2c. Students understand that:
They can get help, learn new information, or express information they know or have learned by asking and answering questions, depending on the task at hand.
