State Standards for Texas
ELA: 4.110.6.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.
- ELA: 4.110.6.b.1.D - work collaboratively with others to develop a plan of shared responsibilities
Social Studies: 3.113.14.c.4
Geography. The student understands the concepts of location, distance, and direction on maps and
globes. The student is expected to:
- Social Studies: 3.113.14.c.14.D - interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
Social Studies: 3.113.14.c.14
Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 3.113.14.c.14.C - interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting
Social Studies: 3.113.14.c.15
Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
- Social Studies: 3.113.14.c.15.B - create and interpret timelines
- Social Studies: 3.113.14.c.15.D - express ideas orally based on knowledge and experiences
Social Studies: 3.113.14.c.16
Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others. The student is expected to:
- Social Studies: 3.113.14.c.16.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Social Studies: 4.113.15.c.19
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 4.113.15.c.19.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
- Social Studies: 4.113.15.c.19.D - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Social Studies: 4.113.15.c.21
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 4.113.15.c.21.C - express ideas orally based on research and experiences
- Social Studies: 4.113.15.c.21.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Social Studies: 4.113.15.c.22
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Social Studies: 4.113.15.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Social Studies: 5.113.16.c.23
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 5.113.16.c.23.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- Social Studies: 5.113.16.c.23.D - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Social Studies: 5.113.16.c.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 5.113.16.c.25.C - express ideas orally based on research and experiences
- Social Studies: 5.113.16.c.25.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Social Studies: 5.113.16.c.26
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Social Studies: 5.113.16.c.26.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Science: 3.112.5.b.1
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 3.112.5.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Science: 3.112.5.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
- Science: 3.112.5.b.1.E - collect observations and measurements as evidence
- Science: 3.112.5.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
- Science: 3.112.5.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem
Science: 3.112.5.b.2
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
- Science: 3.112.5.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 3.112.5.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 3.112.5.b.3.A - develop explanations and propose solutions supported by data and models
- Science: 3.112.5.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 3.112.5.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:
- Science: 3.112.5.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers
Science: 3.112.5.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 3.112.5.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
- Science: 3.112.5.b.5.E - investigate the flow of energy and cycling of matter through systems
Science: 3.112.5.b.11
Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:
- Science: 3.112.5.b.11.A - explore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products
Science: 3.112.5.b.12
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
- Science: 3.112.5.b.12.A - explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy
Science: 4.112.6.b.1
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 4.112.6.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Science: 4.112.6.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
- Science: 4.112.6.b.1.E - collect observations and measurements as evidence
- Science: 4.112.6.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
- Science: 4.112.6.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem
Science: 4.112.6.b.2
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
- Science: 4.112.6.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 4.112.6.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 4.112.6.b.3.A - develop explanations and propose solutions supported by data and models
- Science: 4.112.6.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 4.112.6.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:
- Science: 4.112.6.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers
Science: 4.112.6.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 4.112.6.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
- Science: 4.112.6.b.5.E - investigate the flow of energy and cycling of matter through systems
Science: 4.112.6.b.11
Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:
- Science: 4.112.6.b.11.A - identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas
- Science: 4.112.6.b.11.B - explain the critical role of energy resources and how conservation, disposal, and recycling of natural resources impact the environment and modern life
Science: 4.112.6.b.12
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
- Science: 4.112.6.b.12.A - investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter
Science: 5.112.7.b.1
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 5.112.7.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Science: 5.112.7.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
- Science: 5.112.7.b.1.E - collect observations and measurements as evidence
- Science: 5.112.7.b.1.F - construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
- Science: 5.112.7.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem
Science: 5.112.7.b.2
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
- Science: 5.112.7.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 5.112.7.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 5.112.7.b.3.A - develop explanations and propose solutions supported by data and models
- Science: 5.112.7.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats
Science: 5.112.7.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:
- Science: 5.112.7.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers
Science: 5.112.7.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 5.112.7.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 5.112.7.b.11
Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.
- Science: 5.112.7.b.11 - Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.
Science: 5.112.7.b.12
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
- Science: 5.112.7.b.12.A - observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem
ELA: 3.110.5.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- ELA: 3.110.5.b.1.D - work collaboratively with others by following agreed-upon rules, norms, and protocols
ELA: 3.110.5.b.6
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- ELA: 3.110.5.b.6.H - synthesize information to create new understanding
ELA: 3.110.5.b.7
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- ELA: 3.110.5.b.7.B - write a response to a literary or informational text that demonstrates an understanding of a text
ELA: 4.110.6.b.6
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- ELA: 4.110.6.b.6.H - synthesize information to create new understanding
ELA: 4.110.6.b.7
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- ELA: 4.110.6.b.7.B - write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources
ELA: 5.110.7.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- ELA: 5.110.7.b.1.D - work collaboratively with others to develop a plan of shared responsibilities
ELA: 5.110.7.b.6
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- ELA: 5.110.7.b.6.H - synthesize information to create new understanding
ELA: 5.110.7.b.7
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
- ELA: 5.110.7.b.7.B - write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources
Common Core Connections
Anchor Standards: Language
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor Standards: Reading
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards: Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Anchor Standards: Writing
CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Practice Standards: Mathematics
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSS.MATH.PRACTICE.MP4 Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.