Disciplinary Core Ideas "What students know"

Physical Sciences

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Sciences

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

Practices "What students do"

• Asking questions (for science) and defining problems (for engineering)
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Constructing explanations (for science) and designing solutions (for engineering)
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information

Crosscutting Concepts "How students think"

• Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
• Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
• Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
• Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
• Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
• Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
• Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

• Click above to view K-8 NH Science Competencies or the National School Library Standards

K-12 CAREER DEVELOPMENT CURRICULUM FRAMEWORK

CORE EDUCATIONAL LEARNING

Purpose.

The area of core educational learning focuses on the acquisition of skills, attitudes, and knowledge that lead to success in school, good citizenship, and life-long learning. This learning helps individuals use the knowledge gained in school and elsewhere to analyze problems and propose solutions, communicate effectively, coordinate actions with others, employ mathematics as an effective tool in life, and become active participants in the learning process.

Curriculum Standard 1

Students will demonstrate a firm grounding in the interactive language processes of reading, writing, speaking, listening, and viewing, as well as the ability to use those skills to communicate effectively.

Proficiency Standards

End-of-Grade 8 students will be able to:

♦ Demonstrate effective study and information-seeking habits.

♦ Demonstrate the capacity to use a variety of basic reference tools, such as dictionaries, maps and globes, encyclopedias, newspapers, and magazines.

♦ Present ideas appropriately, including the use of visual techniques.

♦ Use appropriate forms of language to formulate and articulate effective oral and/or written responses.

♦ Demonstrate, using a variety of communication tools, an understanding of the various roles an individual may have (friend, student, worker, family member).

♦ Demonstrate the capacity to communicate constructively with peers and adults.

♦ Actively seek response, advice, and critique from others.

♦ Demonstrate the capacity to use a variety of tools, such as libraries, museums, technology, etc., to enhance learning.

♦ Demonstrate the capacity to compare, contrast, and use information presented in written, oral, audio-visual, and graphic forms.

♦ Distinguish facts from opinions in a variety of communication forms.

♦ Express ideas clearly and concisely.

♦ Recognize when an individual or group does not understand their message and respond appropriately.

♦ Communicate and work effectively with others as active participants and responsive listeners.

Curriculum Standard 2

Students will demonstrate a firm grounding in essential computational skills as well as strong problem-solving and reasoning abilities.

Proficiency Standards

End-of-Grade 8 students will be able to:

♦ Demonstrate an understanding of the basic mathematical operations of addition, subtraction, multiplication, and division.

♦ Describe steps needed to solve a problem.

♦ Demonstrate that a problem may be solved in more than one way.

♦ Identify patterns and relationships in computation and problem-solving.

♦ Use inductive reasoning to draw conclusions.

♦ Use models, known facts, properties, and relationships to explain their thinking.

♦ Select appropriate computational techniques to help solve problems and, if appropriate, use mental computation and estimation strategies to check the reasonableness of results.

♦ Describe the process used to solve a problem and apply the process to a new problem.

♦ Use problem solving in civic, social, and everyday settings.

♦ Identify when there is enough information to propose a solution to a problem.

♦ Identify the operating principles underlying a system (people, machines, processes) and evaluate the operation of a system.

♦ Use deductive reasoning and reasoning by analogy to solve problems.

Curriculum Standard 3

Students will take an active role in their own learning.

Proficiency Standards

End-of-Grade 8 students will be able to:

♦ Self-monitor progress in achievement of tasks by setting time limits.

♦ Establish expectations for achievement and use evaluation tools.

♦ Demonstrate an understanding of the importance of observation, practice, effort and learning.

♦ Demonstrate self-direction in their learning and work.

♦ Establish learning goals around interests, abilities, and achievements.

♦ Plan activities to achieve learning goals.

♦ Monitor their own learning process and revise activities accordingly, considering strategies for improving academic skills.

♦ Identify and understand the impact of their preferred learning style on their ability to receive and process information.

♦ Devise a system, such as a flow chart or log, for keeping track of progress and goals, and adjust priorities to meet deadlines and manage time, according to this system.

♦ Demonstrate knowledge of school tasks that are similar to skills essential for job success.

INDIVIDUAL & SOCIAL LEARNING

Purpose

Individual & Social Learning encompasses self-understanding and the understanding of how to work with others. It recognizes, within all students, the ability to develop the social skills that enable them to interact positively and successfully in all settings. Success-enhancing behaviors, learned in conjunction with core educational and career concepts, benefit students’ development as responsible, self-directed citizens. This includes individual responsibility, dependability, integrity, respect for self and others, the ability to use communication skills and techniques to resolve conflicts, initiative, perseverance, work ethics, group and team skills, individual decision-making skills, an awareness of the connection between positive health habits and workplace success, and individual goal setting.

Curriculum Standard 4

The student will develop characteristics and behaviors necessary for success in school, work, and everyday settings.

Proficiency Standards

End-of-Grade 8 students will be able to:

♦ Identify and appreciate individual characteristics and differences (i.e., likes, dislikes, interests, abilities, skills, etc.).

♦ Identify healthy ways of dealing with conflicts and stress.

♦ Demonstrate an awareness of how one is seen by others.

♦ Demonstrate positive attitudes about self.

♦ Demonstrate knowledge of good health habits.

♦ Identify the impact of individual behaviors.

♦ Describe how work can satisfy individual needs

♦ Describe the individual concepts and interests that influence one’s decisions.

♦ Identify how experience influences attitudes, behaviors and aptitudes.

♦ Demonstrate an awareness of the importance of maintaining physical and emotional health.

Curriculum Standard 5

The student will demonstrate skills in working cooperatively and collaboratively with others.

Proficiency Standards

End-of-Grade 8 students will be able to:

♦ Demonstrate the ability to participate in forming a team and identifying a common goal.

♦ Work toward a common goal as a member of a team.

♦ Identify and practice the skills needed to resolve conflicts with other people.

♦ Demonstrate an understanding of, appreciation for, and sensitivity to a multicultural world.

♦ Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.

♦ Demonstrate skills in working cooperatively/collaboratively with others.

♦ Identify and demonstrate team skills that lead to the successful accomplishment of a common goal.

♦ Identify sources and effects of peer pressure.

♦ Demonstrate the ability to work with people who are different from oneself (race, age, gender).

♦ Demonstrate tolerance and respect in interpersonal and group situations.

♦ Demonstrate the ability to present facts that support opinion, to listen to dissenting points of view, and to reach a shared decision.

♦ Provide honest and helpful feedback to others in a group project.

CAREER LEARNING

Purpose

The major goal of Career Learning is to prepare students to take responsibility for their own futures. Through career learning, students will be better able to take advantage of workplace opportunities and adapt to changing needs of local, national, and international economies. Through better recognition of individual abilities and how they relate to the world of work, students will acquire skills necessary for adult life. Career Learning helps students to better understand themselves and their world as they progress through the educational environment and transition to adult life.

Curriculum Standard 6

Students will acquire the knowledge, attitudes, and skills to make a successful transition from school to the world of work and adult life.

Proficiency Standards

End-of-Grade 8 Students will be able to:

♦ Demonstrate an awareness and knowledge of the work of family members, school personnel, and community workers.

♦ Demonstrate the ability to obtain information about jobs from parents, relatives, adult friends and/or neighbors and share that information with classmates.

♦ Describe jobs that are present in the community or region.

♦ Demonstrate an understanding of how work is important to all people.

♦ Use media and technology to identify a variety of occupations.

♦ Describe the importance of individual characteristics in getting and keeping a job.

♦ Describe how contributions of individuals both inside and outside the home are important.

♦ Use interest inventories to identify a number of occupational groups for exploration.

♦ Demonstrate an understanding of career clusters and career ladders.

♦ Explore the educational requirements of various occupations.

♦ Make decisions and set appropriate career goals.

Curriculum Standard 7

Students will understand the relationship between individual qualities, education and training, and the world of work.

Proficiency Standards

End-of-Grade 8 Students will be able to:

♦ Identify individual qualities and relate them to successful completion of schoolwork.

♦ Develop a positive attitude toward learning.

♦ Develop a positive attitude toward work.

♦ Describe and demonstrate the importance of planning.

♦ Demonstrate appropriate safety practices in the school setting.

♦ Explain the relationship between educational achievement and career planning.

♦ Describe, either orally, visually or in writing, how individual preferences and interests influence career choices and success.

♦ Describe individual skills required to fulfill different life roles.

♦ Demonstrate knowledge of the learning opportunities offered at the high school level.

♦ Develop an individual educational and career plan that integrates interests, abilities, and skills, supports the identification of one or more career pathways, and that includes tentative decisions and planning for high school and beyond.

♦ Employ appropriate safety practices related to the world of work.