ROCKWOOD SCHOOL DISTRICT Sixth Grade... · 2015-04-10 · Revised October, 2009 3 ACKNOWLEDGEMENTS...
Transcript of ROCKWOOD SCHOOL DISTRICT Sixth Grade... · 2015-04-10 · Revised October, 2009 3 ACKNOWLEDGEMENTS...
ROCKWOOD SCHOOL DISTRICT
FAMILY AND CONSUMER SCIENCE
(FACS) MIDDLE SCHOOL CURRICULUM
BOE Approved January 2008
Reviewed October 2009
Revised October, 2009 3
ACKNOWLEDGEMENTS
The writing team gratefully acknowledges the parents, patrons, students, teachers, and
administrators who provided direction and feedback to the 6-12 Family and Consumer Science
document at every stage of its development.
Writing Committee
Carrie Becker Rockwood Summit
Diane Boschert Marquette
Dianne Brady Wildwood
Diane Lucas Eureka
Robin Drury Marquette
Debbie Odlum LaSalle Springs
Sara Butler Selvidge
Deanna Easton Eureka
Mandy Glenn Lafayette
Becky Lawrence Lafayette
Michelle Peifer Rockwood Valley
Marion Dennis Marquette
Jill Kehlenbrink Marquette
Susie Hamlin Crestview
Kelly Vogt Selvidge
Carolyn Johnston Rockwood South
La Dona O’nan Eureka
Maria Wombacher Rockwood Summit
Juliann Spina Lafayette
Kathryn Marsh Crestview
Sharon Hammerich Marquette
Kirti Mehrotra Lafayette
Jennifer Kupfer Rockwood Summit
Debbie Powell Eureka
Lori Sanders Lafayette
John Lewis Rockwood Parent
Dawn Taylor Rockwood Parent
Kathy Peckron Deputy Superintendent of Rockwood
Steve Ayotte Coordinator for Practical Arts
Revised October, 2009 4
ROCKWOOD SCHOOL DISTRICT MISSION
STATEMENT
All students, with support from the community, parents, and staff,
will be provided a dynamic curriculum within a safe and caring
environment so they will develop the skills, abilities, and attitudes to
be lifelong learners and citizens of good character who are prepared
to contribute to an ever-changing, global society.
Rockwood School District Beliefs
o Education provides the opportunity for each student to achieve his
or her potential.
o Students have the responsibility to be active participants in their
learning.
o Employees have the responsibility to ensure the maximum
achievement of all children and adults with whom they work.
o Parents/Guardians have the responsibility to support and
participate in the education of their child.
o Community Members have the responsibility to support and
participate in the educational process.
Revised October, 2009 5
RATIONALE STATEMENT
Family and Consumer Science education describes an educational program that
assists individuals and families in obtaining knowledge and skills required to meet
the challenges of everyday life. Family and Consumer Science education prepares
students to be critically reflective of social influences regarding families. Students
are prepared to become proactive community leaders in the economic, social,
political, and technological arenas.
Family and Consumer Science strengthens families and empowers individuals to
take action for the well being of self and others in the home, workplace,
community and world. Using an integrated, systemic approach to the relationships
among individuals, their families, their communities and the environments in
which they function, this course of study will enable students to discover and apply
vocational and personal life skills in authentic modes of inquiry. The discipline
integrates character development, scholarship, and citizenship as it strives to
develop competent, functional individuals and families.
With its unique focus on the relationship between family and careers, Family and
Consumer Science supports individuals and families across the life span to manage
the challenges of living and working in a diverse, global society.
Revised October, 2009 6
ROCKWOOD SCHOOL DISTRICT
EXPECTATIONS
As a result of their experience in the Rockwood Schools, students will become persons:
• Who demonstrate verbal,
quantitative, cultural, and
technical literacy
• Who can utilize community
resources to foster continual
growth and development
• With skills and attitudes
necessary to become self-
directed, life-long learners
• Who understand the value of
effort in realizing their full
educational, vocational, civic,
and personal potential
• Who understand the
principles of physical and
emotional health and the
importance of maintaining
them
• With effective skills in
written and oral
communication
• With positive self-worth
• Who demonstrate critical thinking
and problem-solving skills in all
areas
• Who demonstrate the adaptability
necessary for life in a changing world
• Who think and express themselves
creatively and appreciate the
creativity of others
• Who have a broad familiarity with
the world of work to develop and
enhance their career potentials and
opportunities
• Who understand and demonstrate
individual, social, and civic
responsibility, including a global
concern, tolerance, and respect for
others
• Who understand and appreciate the
elements and principles of the arts
and their influence on all areas of life
• Who demonstrate individual and
social ethics
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Revised October, 2009 7
GOALS FOR GRADUATES
As a result of their education throughout the Family and Consumer Science program, the
student will:
1. Develop and practice positive and appropriate family and personal relationships.
2. Manage resources to meet physical, emotional, financial, and social needs.
3. Develop critical problem solving techniques to meet personal, family, and social
problems.
4. Demonstrate and implement skills as providers and consumers of goods and
services.
5. Communicate effectively with peers, family members, and/or coworkers.
6. Develop and demonstrate leadership skills needed to participate as a responsible
member of a family and community.
7. Utilize technology in personal and professional life.
8. Investigate career and employment opportunities.
Revised October, 2009 8
TECHNOLOGY STATEMENT
Technology is an integral component of the life skills that Rockwood students are
developing through the Family and Consumer Science curriculum. Students have access to
various types of tools and equipment while completing projects in the foods and sewing labs. It
is recommended that the ratio of students to technology/equipment in the FACS labs be 1:1.
Examples of use of technology in the Family and Consumer Science curriculum include:
• preparation of food
• evaluation of nutritional intake
• computerized embroidery machines
• exploration of careers
• consumer education
Revised October, 2009 9
DIFFERENTIATION
The Family and Consumer Science Department in the Rockwood School District recognizes that
differentiation is an important process that teachers use to enhance the learning of all students,
building on their individual strengths and level of knowledge. The Family and Consumer
Science Curriculum is written to facilitate the incorporation of Differentiation strategies to
enhance student learning. The Facilitating Activities of each course provide flexibility to address
the individual learning needs of all students.
The chart below provides a comparison between the traditional classroom and the Differentiated
Classroom.
Traditional Classroom Differentiated Classroom
• Student differences are masked or acted
upon when problematic
• Assessment is most common at the end of
learning to see “who got it”
• A relatively narrow sense of intelligence
prevails
• A single definition of excellence exists
• Student interest is infrequently tapped
• Relatively few learning profile options are
taken into account
• Whole-class instruction dominates
• Coverage of texts and curriculum guides
are the focus of learning
• Mastery of facts and skills out-of-context
are the focus of learning
• Single option assignments are the norm
• Time is relatively inflexible
• A single text prevails
• Single interpretations of ideas and events
may be sought
• The teacher directs student behavior
• The teacher solves problems
• The teacher provides whole-class standards
for grading
• A single form of assessment is often used
• Student differences are studied as a basis
for planning
• Assessment is ongoing and diagnostic to
understand how to make instruction more
responsive to learner need
• Focus on multiple forms of intelligence is
evident
• Excellence is defined in large measure by
individual growth from a starting point
• Students are frequently guided in making
interest-based learning choices
• Many learning profile options are provided
for
• Many instructional arrangements are used
• Student readiness, interest, and learning
profile shape instruction
• Use of essential skills to make sense of and
understand key concepts and principles is
the focus of learning
• Multi-option assignments are frequently
used
• Time is used flexibly in accordance with
student need
• Multiple materials are provided
• Multiple perspectives on ideas and events
are routinely sought
• The teacher facilitates students’ skills at
becoming more self-reliant learners
• Students help other students and the
teacher solve problems
• Students work with the teacher to establish
both whole-class and individual learning
goals
• Students are assessed in multiple ways
NOTE: An asterisk by each Facilitating Activity indicates it is designed to be differentiated to
address individual needs. (See the Facilitating Activities for each CCO.)
Revised October, 2009 10
FAMILY AND CONSUMER SCIENCE
SCOPE AND SEQUENCE
6 7 8 9 10 11 12
6th
Grade Exploring FACS Life Skills
(quarter elective)
7th
& 8th
Grade FACS Life Skills I
(semester elective)
8th
Grade FACS Life Skills II
(semester elective)
Foods and Nutrition I
Foods and Nutrition II
Foods and Nutrition III
Culinary Arts I
Culinary Arts II
Fashion Construction I
Fashion Construction II
Fashion Construction III
Fashion Design and Merchandising
Child Development I
Child Development II
Family Relations
Housing and Interior Design
Personal Finance
Life After High School
Revised October, 2009 11
Depth of Knowledge
Definition: Measurement of the degree to which the knowledge and skills elicited from
students on assessments are as complex as what students are expected to know and do as
stated in the curriculum/GLEs/Show-Me Standards.
Bloom’s to DOK Conversion Chart
Revised October, 2009 12
Level One Activities Level Two Activities Level Three Activities Level Four Activities
Recall main causes of
kitchen injuries
label abbreviations for
basic food measurements
select equipment for
proper use
apply preparation
procedures to pattern
pieces and fabric for
sewing
model use and care of
equipment
produce various foods
in lab
apply knowledge of
sewing skills in making
a sewing project
analyze a variety of
food labels
analyze sewing lab
situations for safety
predict benefits received
by eating well-planned
meals
complete at home
laundry project and
evaluation of the results
plan and prepare a meal
at home and evaluate
Note: All facilitating activities are coded with a 1-4 for DOK level.
Revised October, 2009 13
Depth of Knowledge
Level One
Recall requires recall of information, such as a fact, definition, term, or simple
procedure, as well as performing a simple process or procedure. Level 1 problems
involve only one step. A student answering a Level 1 item either knows the
answer or does not: that is, the answer does not need to be “figured out” or
“solved.” The answer to the question is found verbatim in the text.
Content Examples of Level 1 Depth of Knowledge
• Recall elements and details of story structure, such as sequence of events,
character, plot and setting
• Conduct basic mathematics calculations
• Label locations on a map
• Represent in words or diagrams a scientific concept or relationship
• Perform routine procedures like measuring length or using punctuations
marks correctly
• Describe the features of a place or people
Revised October, 2009 14
Depth of Knowledge
Level Two
Skills and Concepts includes the engagement of some mental processing
beyond recalling or reproducing a response. The content knowledge or process
involved is more complex. These actions imply more than one step. Level 2
activities include making observations and collecting data.
Content examples of Level 2 Depth of Knowledge
• Identify and summarize the major events in a narrative
• Use context clues to identify the meaning of unfamiliar words
• Solve routine multiple-step problems
• Describe the cause/effect of a particular event
• Identify patterns in events or behavior
• Formulate a routine problem given data and conditions
• Organize, represent and interpret data
Revised October, 2009 15
Depth of Knowledge
Level Three
Strategic Thinking requires deep knowledge using reasoning, planning,
using evidence, and a higher level of thinking than the previous two levels.
The cognitive demands at Level 3 are more complex and abstract than at
Level 2. The multi-step task requires more demanding reasoning skills. In
most instances, requiring student to explain their thinking is at Level 3.
Other Level 3 activities include drawing conclusions from observations;
citing evidence and developing a logical argument for concepts; explaining
phenomena in terms of concepts; and using concepts to solve non-routine
problems.
Content examples of Level 3 Depth of Knowledge
• Support student thinking/ reasoning with details and examples
• Use voice appropriate to the purpose and audience
• Identify research questions and design investigations for a scientific
problem
• Develop a scientific model for complex situation
• Determine the author’s purpose and describe how it affects the
interpretation of a reading selection
• Apply a concept in other context
Revised October, 2009 16
Depth of Knowledge
Level Four
Extended Thinking/Reasoning requires high cognitive demand and is very
complex. Students are required to make several connections- relate ideas within
the content area or among content areas – and have to select or devise one
approach among many alternatives on how the situation can be solved.
Performance assessments are open-ended / constructed response type
assessment activities requiring significant thought will be Level 4.
Content examples of Level 4 Depth of Knowledge
• Conduct a project that requires specifying a problem, designing and
conducting an experiment, analyzing its data, and reporting results/
solutions
• Apply mathematical model to illuminate a problem or situation
• Analyze and synthesize information from multiple sources
• Describe and illustrate how common themes are found across texts from
different cultures
• Design a mathematical model to inform and solve a practical or abstract
situation
Revised October, 2009 17
COURSE DESCRIPTIONS
6th GRADE EXPLORING FACS LIFE SKILLS
This exploratory course for sixth grade boys and girls is designed to introduce students to the
subject of Family and Consumer Science. Students will develop introductory culinary skills
while preparing and serving a variety of breakfast foods and snacks. Construction of a creative
sewing project exposes students to the use of sewing machines. All of the course activities will
emphasize safety and teamwork in an interactive environment.
7th GRADE FACS LIFE SKILLS I
Creative talents will be experienced through skills learned in 7
th grade FACS Life Skills I. While
understanding nutrition and important healthy food choices, students will prepare foods from the
Daily Food Guide Pyramid. Cooperation, problem solving, and evaluation skills are enhanced
during cooking lab experiences.
A sewing project that reflects personal interest and ability will be completed. Hand and machine
sewing will be explored during construction of the project. As part of the sewing unit, students
will learn to care for clothing.
8th GRADE FACS LIFE SKILLS I
Creative talents will be experienced through skills learned in 8
th grade FACS Life Skills I. While
understanding nutrition and important healthy food choices, students will prepare foods from the
Daily Food Guide Pyramid. Cooperation, problem solving, and evaluation skills are enhanced
during cooking lab experiences.
Machine sewing will be explored during construction of a sewing project. As part of the sewing
unit, students will learn laundry skills and clothing care.
8th GRADE FACS LIFE SKILLS II
(prerequisite= Passing grade in 7th
grade Life Skills I)
(Passing this class will enable students to take a test to progress to
Foods and Nutrition II in high school)
This class integrates a variety of curricular areas such as math, science, health and artistic design
through the use of projects, labs and technology. Life Skills II will incorporate food preparation,
meal planning and nutrition to further develop student’s culinary skills. As part of the sewing
unit, intermediate sewing projects are chosen to further develop students’ sewing skills.
Revised October, 2009 18
CORE CONCEPTUAL OBJECTIVES
6TH
GRADE EXPLORING FACS LIFE SKILLS:
1. Students will apply personal hygiene and safety practices necessary for food preparation.
2. Students will demonstrate knowledge of kitchen equipment and measuring skills.
3. Students will demonstrate proper food preparation techniques and table service.
4. Students will be able to follow safety procedures in the sewing lab.
5. Students will develop basic skill in sewing and use of equipment to construct a sewing
project.
7TH
GRADE FACS LIFE SKILLS I:
1. Students will utilize safety and sanitation practices essential for food preparation and
consumption.
2. Students will demonstrate knowledge of terminology, kitchen equipment and measuring
techniques.
3. Students will apply sound nutrition principles of meal planning through food selection.
4. Students will demonstrate correct food preparation and serving techniques in a variety of
kitchen experiences.
5. Students will develop skills for care of clothing.
6. Students will be able to use basic sewing equipment and follow safety procedures.
7. Students will develop and demonstrate basic machine and hand sewing construction skills
on an individual project.
8th GRADE FACS LIFE SKILLS I:
1. Students will utilize safety and sanitation practices essential for food preparation and
consumption.
2. Students will demonstrate knowledge of terminology, kitchen equipment and measuring
techniques.
3. Students will apply sound nutrition principles of meal planning through food selection.
4. Students will demonstrate correct food preparation and serving techniques in a variety of
kitchen experiences.
5. Students will develop skills for care of clothing.
6. Students will be able to use basic sewing equipment and follow safety procedures.
7. Students will develop and demonstrate basic machine sewing construction skills on an
individual project.
Revised October, 2009 19
8TH
GRADE FACS LIFE SKILLS II:
1. Students will utilize safety and sanitation practices essential for food preparation and
consumption.
2. Students will demonstrate knowledge of terminology, laboratory equipment and
measuring techniques.
3. Students will apply sound nutrition principles of meal planning through food selection.
4. Students will demonstrate correct food preparation techniques in the kitchen.
5. Students will be able to follow safety procedures while using sewing equipment.
6. Students will demonstrate an understanding of sewing terms, techniques and use of a
pattern when constructing a sewing project.
Revised October, 2009 20
SIXTH GRADE EXLORING FACS LIFE SKILLS
COURSE DESCRIPTION: This exploratory course for sixth grade boys and girls is designed to introduce students to the
subject of Family and Consumer Science. Students will develop introductory culinary skills
while preparing and serving a variety of breakfast foods and snacks. Construction of a creative
sewing project exposes students to the use of sewing machines. All of the course activities will
emphasize safety and teamwork in an interactive environment.
CCO #1: Students will apply personal hygiene and safety practices necessary for food preparation. (CA3,
MA1, 2.5, 3.7, 4.7)
CCO #1: Essential Content and Skills:
Students will be able to:
1. model hygiene practices essential for working in the kitchen.
2. identify the main causes of injury in the kitchen.
3. demonstrate an awareness of kitchen safety.
CCO #1: Facilitating Activities:
Students may:
1. demonstrate proper hand washing techniques. (2)
2. identify the steps for dishwashing in a sequential manner. (1)
3. use Germ Glo and black light to reinforce thorough hand washing. (2)
4. classify kitchen situations as safe or unsafe. (2)
5. recall main causes of kitchen injuries. (1)
CCO #1: Application Level Assessment:
Students will identify proper safety and sanitation procedures for food preparation.
Revised October, 2009 21
CCO #1 Application Level Assessment: Scoring Guide
Students will apply personal hygiene and safety practices necessary for food preparation.
Criteria 4 3 2 1
Kitchen
Sanitation
Highly proficient
in sanitary
procedures.
Proficient in
sanitary
procedures.
Generally
follows sanitary
guidelines with
minor mistakes.
Demonstrates
unsanitary
procedures with
blatant errors.
Causes of Injury Highly proficient
in knowledge of
kitchen hazards.
Proficient in
knowledge of
kitchen hazards.
Minimal
awareness of
kitchen hazards.
Inadequate
knowledge of
kitchen hazards.
Kitchen Safety Highly proficient
in safety
procedures.
Proficient in
safety
procedures.
Generally
follows safety
procedures with
minor mistakes.
Demonstrates
unsafe
procedures with
blatant safety
errors.
Revised October, 2009 22
CCO#2: Students will demonstrate knowledge of kitchen equipment and measuring skills. (HP7, 2.5, 3.8,
4.7)
CCO #2: Essential Content Skills:
Students will be able to:
1. practice standard measuring procedures when working with dry and liquid
ingredients.
2. identify names and uses of equipment in food labs.
3. practice correct equipment selection necessary for specific kitchen tasks.
CCO #2: Facilitating Activities:
Students may:
1. match names and uses of basic kitchen equipment. (1)
2. locate equipment in the kitchen laboratory. (1)
3. describe differing equipment and steps when measuring solid and liquid ingredients.
(2)
4. observe measuring demonstrations. (1)
CCO #2: Application Level Assessment:
Given various recipes to prepare, students will apply preparation skills and demonstrate correct
use of kitchen equipment.
Revised October, 2009 23
CCO #2 Application Level Assessment: Scoring Guide
Students will demonstrate knowledge of kitchen equipment and measuring skills.
Criteria 4 3 2 1
Measuring Skills Extremely accurate
and detailed use of
measuring tools and
techniques.
Accurate use of
measuring tools and
techniques with
attention to detail.
Generally accurate
use of measuring
tools and techniques
with little or no
attention to detail.
Inadequate use of
measuring tools and
techniques.
Displays difficulty
in comprehension.
Equipment
Identification
Extremely
knowledgeable of
basic kitchen
equipment.
Knowledgeable of
most kitchen
equipment used in
food labs.
Generally
knowledgeable of
kitchen equipment
used in food labs.
Displays little
knowledge of basic
kitchen equipment
used in food labs.
Equipment Use Demonstrates a high
level of proficiency
in utilizing kitchen
equipment with
attention to detail.
Proficient in use of
kitchen equipment
used in food labs.
Requires some
teacher assistance
when using kitchen
equipment during
food labs.
Requires extensive
teacher assistance
when using kitchen
equipment during
food labs.
Revised October, 2009 24
CCO #3: Students will demonstrate proper food preparation techniques and table service. (HP2, 2.5, 3.2,
3.8, 4.6, 4.7)
CCO #3: Essential Content Skills:
Students will be able to:
1. follow a recipe.
2. demonstrate proper table setting.
3. apply proper etiquette during food labs.
4. successfully prepare food.
CCO #3: Facilitating Activities:
Students may:
1. participate in food labs. (2, 3)
2. bake several recipes (caramel bubble loaf, jammin’ biscuits, cake mix cookies,
tortilla or english muffin pizzas, ham and cheese pockets, cinnamon biscuits). (2)
3. prepare several beverages (orange julius, great tasting grape juice, slushies and
smoothies, hot chocolate). (2)
4. prepare several snacks and breakfast foods (egg dishes, cereal mixes). (2)
CCO #3: Application Level Assessment:
Given various recipes to prepare, students will apply preparation skills and demonstrate correct
use of kitchen equipment.
Revised October, 2009 25
CCO #3 Application Level Assessment: Scoring Guide:
. Students will demonstrate proper food preparation techniques and table service.
Criteria 4 3 2 1
Reading recipes Highly proficient
at following
recipes
accurately.
Proficient at
following recipes
accurately.
Requires some
teacher
assistance when
following a
recipe.
Requires
extensive teacher
assistance when
following a
recipe.
Table setting Highly
knowledgeable
of correct table
setting
procedures.
Knowledgeable
of correct table
setting
procedures.
Requires some
teacher
assistance to
correctly set the
table.
Requires
extensive teacher
assistance when
following a
recipe.
Etiquette Always
demonstrates
proper etiquette.
Frequently
demonstrates
proper etiquette.
Usually
demonstrates
proper etiquette.
Demonstrates
poor etiquette.
Food Preparation Demonstrates
high proficiency
during food labs.
Demonstrates
proficiency
during food labs.
Demonstrates
some food
preparation
skills.
Limited food
preparation
skills.
Revised October, 2009 26
CCO #4: Students will be able to use sewing equipment and safety procedures when constructing a sewing
project. (CA3, CA4, CA5, 1.10, 3.6)
CCO #4: Essential Content and Skills:
Students will:
1. Understand and practice safety procedures when sewing.
2. Identify parts and functions of the sewing machine.
3. Name and use basic sewing equipment.
4. Complete a sewing project.
CCO #4: Facilitating Activities:
Students may:
1. Apply safe pinning, cutting and marking skills on an assigned project. (2, 3)
2. Model proper threading and safe sewing procedures on the sewing machine. (2)
3. Use correct hem, seams and seam finishes to construct a project. (2, 3)
4. Evaluate own sewing project. (4)
CCO #4: Application Level Assessment:
Students will demonstrate skills and proper use of equipment by creating and evaluating a
sewing project.
Revised October, 2009 27
CCO #4 Application Level Assessment: Scoring Guide
Students will be able to use sewing equipment and safety procedures when constructing a sewing
project.
Criteria 4 3 2 1
Sewing Safety Clearly
demonstrates
knowledge of
sewing safety
procedures.
Frequently
demonstrates
knowledge of
sewing safety
procedures.
Usually
demonstrates
knowledge of
sewing safety
procedures.
Demonstrates
poor safety
procedures.
Machine Parts
and Functions
Clearly
demonstrates
knowledge of
machine parts
and functions.
Frequently
demonstrates
knowledge of
machine parts
and functions.
Usually
demonstrates
knowledge of
machine parts
and functions.
Displays
inadequate
knowledge of
machine parts
and functions.
Sewing
Equipment
Clearly
demonstrates
proper care and
use of sewing
equipment.
Generally
demonstrates use
and care of all
sewing
equipment.
Generally applies
knowledge and
care of sewing
equipment.
Has difficulty
apply use and
care procedures
of sewing
equipment.
Sewing Project Achieves high
level of
craftsmanship
with careful
attention to
detail.
Achieves
adequate level of
craftsmanship
with attention to
detail.
Demonstrates
basic sewing
techniques with
some attention to
detail.
Demonstrates
basic sewing
techniques with
minimal
attention to
detail.
Revised October, 2009 68
RESOURCES FOR 6TH
– 8TH
GRADES
TEXTBOOKS & TEACHER RESOURCE GUIDES
� Teen Life
� Food For Today
OTHER RESOURCES
� Choices Magazine
� To Sew Teacher’s Packet
� Videos: Food Safety and Sanitation, Food Preparation, Nutrition, Measuring, and Sewing
� Computer Software Programs: Nutrition, Kitchen Equipment, and Recipes
� Guest Speakers
� Manipulatives
� Lab Experiments
� Web resources available on Insider
Revised October, 2009 69
SHOW-ME STANDARDS
THE SHOW-ME STANDARDS
Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the Code of
State Regulations, 5 CSR 50-375.100
PERFORMANCE (PROCESS) STANDARDS
GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to gather,
analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
1.1 develop questions and ideas to initiate and refine research
1.2 conduct research to answer questions and evaluate information and ideas
1.3 design and conduct field and laboratory investigations to study nature and society
1.4 use technological tools and other resources to locate, select and organize information
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas and structures
1.7 evaluate the accuracy of information and the reliability of its sources
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
for analysis or presentation
1.9 identify, analyze and compare the institutions, traditions and art forms of past and present
societies
1.10 apply acquired information, ideas and skills to different contexts as students, workers,
citizens and consumers
GOAL 2: Students in Missouri public schools will acquire the knowledge and skills to
communicate effectively within and beyond the classroom.
Students will demonstrate within and integrate across all content areas the ability to
2.1 plan and make written, oral and visual presentations for a variety of purposes and
audiences
2.2 review and revise communications to improve accuracy and clarity
2.3 exchange information, questions and ideas while recognizing the perspectives of others
2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
2.5 perform or produce works in the fine and practical arts
2.6 apply communication techniques to the job search and to the workplace
2.7 use technological tools to exchange information and ideas
Revised October, 2009 70
SHOW-ME STANDARDS
GOAL 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and
solve problems.
Students will demonstrate within and integrate across all content areas the ability to
3.1 identify problems and define their scope and elements
3.2 develop and apply strategies based on ways others have prevented or solved problems
3.3 develop and apply strategies based on one’s own experience in preventing or solving
problems
3.4 evaluate the processes used in recognizing and solving problems
3.5 reason inductively from a set of specific facts and deductively from general premises
3.6 examine problems and proposed solutions from multiple perspectives
3.7 evaluate the extent to which a strategy addresses the problem
3.8 assess costs, benefits and other consequences of proposed solutions
GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make
decisions and act as responsible members of society.
Students will demonstrate within and integrate across all content areas the ability to
4.1 explain reasoning and identify information used to support decisions
4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the
United States
4.3 analyze the duties and responsibilities of individuals in societies
4.4 recognize and practice honesty and integrity in academic work and in the workplace
4.5 develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 identify tasks that require a coordinated effort and work with others to complete those
tasks
4.7 identify and apply practices that preserve and enhance the safety and health of self and
others
4.8 explore, prepare for and seek educational and job opportunities
Revised October, 2009 71
SHOW-ME STANDARDS
KNOWLEDGE (CONTENT) STANDARDS
Communication Arts
In Communication Arts, students in Missouri public schools will acquire a solid foundation that includes
knowledge of and proficiency in
CA 1 speaking and writing standard English (including grammar, usage, punctuation, spelling,
capitalization)
CA 2 reading and evaluating fiction, poetry and drama
CA 3 reading and evaluating nonfiction works and material (such as biographies, newspapers,
technical manuals)
CA 4 writing formally (such as reports, narratives, essays) and informally (such as outlines,
notes)
CA 5 comprehending and evaluating the content and artistic aspects of oral and visual
presentations (such as storytelling, debates, lectures, multimedia productions)
CA 6 participating in formal and informal presentations and discussions of issues and ideas
CA 7 identifying and evaluating relationships between language and culture
Fine Arts
In Fine Arts, students in Missouri public schools will acquire a solid foundation that includes knowledge
of
FA 1 process and techniques for the production, exhibition or performance of one or more of
the visual or performed arts
FA 2 the principles and elements of different art forms
FA 3 the vocabulary to explain perceptions about and evaluations of works in dance, music,
theater and visual arts
FA 4 interrelationships of visual and performing arts and the relationships of the arts to other
disciplines
FA 5 visual and performing arts in historical and cultural contexts
Health/Physical Education
In Heath/Physical Education, students in Missouri public schools will acquire a solid foundation that
includes knowledge of
HP 1 structures of, functions of, and relationships among human body systems
HP 2 principles and practices of physical and mental health (such as personal health habits,
nutrition, stress management)
HP 3 diseases and methods for prevention, treatment and control
HP 4 principles of movement and physical fitness
HP 5 methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as
violence, tobacco, alcohol and other drug use)
HP 6 consumer health issues (such as the effects of mass media and technologies on safety
and health
HP 7 responses to emergency situations
Revised October, 2009 72
SHOW-ME STANDARDS
Mathematics
In Mathematics, the students in Missouri public schools will acquire a solid foundation that includes
knowledge of
MA 1 addition, subtraction, multiplication and division; other number sense, including
numeration and estimation; and the application of these operations and concepts in the
workplace and other situations
MA 2 geometric and spatial sense involving measurement (including length, area, volume),
trigonometry, and similarity and transformations of shapes
MA 3 data analysis, probability and statistics
MA 4 patterns and relationships within and among functions and algebraic, geometric and
trigonometric concepts
MA 5 mathematical systems (including real numbers, whole numbers, integers, fractions),
geometry, and number theory (including primes, factors, multiples)
MA 6 discrete mathematics (such as graph theory, counting techniques, matrices)
Science
In Science, students in Missouri public schools will acquire a solid foundation that includes knowledge of
SC 1 properties and principles of matter and energy
SC 2 properties and principles of force and motion
SC 3 characteristics and interactions of living organisms
SC 4 changes in ecosystems and interactions of organisms with their environments
SC 5 processes (such as plate movement, water cycle, airflow), and interactions of Earth’s
biosphere, atmosphere, lithosphere and hydrosphere
SC 6 composition and structure of the universe and the motions of the objects within it
SC 7 processes of scientific inquiry (such as formulating and testing hypotheses)
SC 8 impact of science, technology and human activity on resources and the environment
Social Studies
In Social Studies, students in Missouri public schools will acquire a solid foundation that includes
knowledge of
SS 1 principles expressed in the documents shaping constitutional democracy in the United
States
SS 2 continuity and change in the history of Missouri, the United States and the world
SS 3 principles and processes of governance systems
SS 4 economic concepts (including productivity and the market system) and principles
(including the laws of supply and demand)
SS 5 the major elements of geographical study and analysis (such as location, place,
movement, regions) and their relationships to changes in society and environment
SS 6 relationships of the individual and groups to institutions and cultural traditions
SS 7 the use of tools of social science inquiry (such as surveys, statistics, maps, documents)