Songs for State Curriculum Standards
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State standards listed here are representative of school standards across the United States.
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(Pump Up the) Volume
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Album/Collection: this song is included when you download or order the CD for any of these products:
Box Set, Math, MATH, Pi Day
California
7th Grade
Measurement and Geometry: 1.3 – Know/use formulas for volume of triangular prisms/cylinders (area of base × height); compare formulas and explain similarity between them and formula for volume of rectangular solid.Florida
7th Grade
MA.7.G.4.1 – Determine how changes in dimensions affect perimeter/area/ volume of common geometric figures. Apply relationships to solve problems.Illinois
3rd Grade
7.A.1a – Measure length, volume and weight/mass using rulers, scales and other appropriate measuring instruments in the customary and metric systems.4th–6th Grades
7.A.2a – Calculate, compare and convert length, perimeter, area, weight/mass and volume within the customary and metric systems.7th-8th Grades
7.A.3b – Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations.
7.C.3b – Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions.9th-10th Grades
7.A.4b – Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values.Massachusetts
6th Grade
6.G.2 – Identify three-dimensional shapes (cubes/prisms/spheres/cones/pyramids) based on properties, i.e.: edges/ faces.New York
7th Grade
7.G.2 – Calculate volume of prisms/cylinders, using given formula and calculator.Texas
7th Grade
7.9.C – Estimate measurements/solve application problems involving volume of prisms/cylinders. -
44 Presidents
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Album/Collection: this song is included when you download or order the CD for any of these products:
Black History Month, Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
No state standards that we have reviewed address this song topic specifically.
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50 States, 50 Capitals
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Singles, SOCIAL STUDIES
California
History – Social Science Standards
5.9 – Students know the location of the current 50 states and the names of their capitals.Florida
5th grade | Geography standards
5th grade
SS.5.G.1.6 – Locate and identify states, capitals and United States territories on a
map.
SS.5.G.1. PA.F – Recognize that the United States is made up of different states.
SS.5.G.1.SU.F – Recognize selected states and their capitals on a map.7th grade
SS.7.G.1.1 – Locate fifty states and their capitals in addition to the nation’s capital on a
map.Illinois
State Goal
The “State Goal” is an umbrella standard, so to speak. The standards that flow from it are for “early and middle elementary, junior high, middle school, and early/late high school.” Specific grade levels arenʼt indicated.STATE GOAL 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States17.A. – Locate, describe and explain places, regions and features on the Earth.
Late elementary: 17.A.2b – Use maps and other geographic representations and instruments to
gather information about people, places and environments.Middle/Junior High School: 17.A.3a – Explain how people use geographic markers and
boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).Massachusetts
Frameworks
4th grade: 4.10 – Identify the states, state capitals, and major cities in each region. (G)5th grade: 6 – Distinguish between political and topographical maps and identify specialized
New York
S.3.I.1. (Standard 3, Key Idea 1)
Elementary – Locate places within the local community, State, and nation; locate the Earthʼs continents in relation to each other and to principal parallels and meridians.Intermediate – Map information about people, places and environments.
Texas
5th Grade | Social Studies/Geography
113.7 b.7.C. Locate the fifty states on a map and identify regions such as New England and the
Great Plains made up of various groups of states. -
Bill of (Your) Rights
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Song: download by visiting this song page or purchase from iTunes or AmazonMP3 directly.
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Album/Collection: this song is included when you download or order the CD for any of these products:
Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
California
8.2 – Analyze political principles underlying U.S. Constitution. Compare enumerated and implied powers of the federal government.
Florida
SS.8.C.1.5 – Apply rights and principles contained in Constitution and Bill of Rights to lives of citizens today.
Illinois
14.C.3 – Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.
14.F.3a – Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.
14.F.3b – Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.Massachusetts
USI.9 – Explain reasons for passage of Bill of Rights. (H, C)
New York
S.1.I.1 – N.Y. State and U.S. history requires analysis of American culture, diversity/multicultural context and the ways people unified by values/practices/ traditions. (Standard 1)
Texas
8.5 – Understand challenges confronted by gov’t and leaders in early years of Republic.
8.16 – Understand American beliefs/ principles reflected in Constitution/ other important historical documents. -
Characters, Setting, Plot
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Box Set, English Language Arts, LANGUAGE ARTS, Reading Month
California
6th Grade
3.0 Literary Response and Analysis – Analyze the effect of the qualities of the character on the plot and the resolution of the conflict.
3.0 Literary Response and Analysis – Analyze the influence of setting on the problem and its resolution.7th Grade
3.0 Literary Response and Analysis – Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s)
3.0 Literary Response and Analysis – Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions.8th Grade
3.0 Literary Response and Analysis – Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.
3.0 Literary Response and Analysis – Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
3.0 Literary Response and Analysis – Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and
meaning of the text.Florida
6th Grade
LA.6.2.1.2 – Locate and analyze elements of plot structure, including exposition, setting, character development, rising/falling action, conflict, resolution, and theme in a variety of fiction.7th-8th Grades
LA.7.2.1.2 – Locate and analyze elements of characterization, setting, and plot, LA.8.2.1.2including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction.Illinois
3rd Grade
3.B.1a – Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).
3.B.1b – Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports).4th-6th Grades
3.B.2a – Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.2b – Establish central idea, organization, elaboration and unity in relation to purpose and audience.Massachusetts
5th-6th Grades
Standard 8: Understanding a Text – Identify and draw conclusions from the author’s use of description of setting, characters, and events.
Standard 12: Fiction – Identify the elements of setting, characterization, conflict, and plot structure.
General Standard 12: Fiction – Identify and analyze the elements of setting, characterization, and plot (including conflict).7th–8th Grades
Standard 12: Fiction – Analyze the connections among setting, characterization, conflict, plot, and/or theme. Analyze characters’ personality traits, motivations, and interactions with others and give supporting evidence from their works, actions, or thoughts.
General Standard 12: Fiction – Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.New York
6th Grade
Standard 2 Writing – Write original literary texts – develop characters, create a setting, and establish a plot.
Standard 2 Reading – Identify literary elements.7th–8th Grades
Standard 2 Reading – Interpret characters, plot, setting, and theme, using evidence from the text.
Standard 2 Writing – Write original literary texts to – sequence events to advance a plot, with assistance – develop complex characters and create a setting.
Standard 2 Writing – Write original literary texts to – sequence events to advance a plot; use action, conflict, climax, falling action, and resolution – identify and describe characters and their motivations.Texas
6th Grade
110.18 (b) (6) (A) – Summarize elements of plot development (e.g. rising action, turning point, climax, falling action, denouement) in various works of fiction.7th Grade
110.19 (b) (6) (A) – Explain influence of the setting on plot development
110.19 (b) (6) (B) – Analyze development of plot through internal and external responses of characters, including their motivations and conflicts.8th Grade
110.20 (b) (6) (A) – Analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved.
110.20 (b) (6) (B) – Analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict. -
Circulatory System
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Song: download by visiting this song page or purchase from iTunes or AmazonMP3 directly.
Unlimited access: subscribe your school to RRR.fm for unlimited, on-demand playback of our entire library for every teacher and student. Learn more.
Album/Collection: this song is included when you download or order the CD for any of these products:
Box Set, Science, SCIENCE
California
5th Grade
2b – Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.Illinois
3rd Grade
12.A.1a – Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
9th–10th Grades
12.A.4b – Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction.Massachusetts
9th-12th Grades
4.2 – Circulatory system transports nutrients and oxygen, and removes cell wastes. Kidneys and liver remove waste from blood.Texas
9th-12th Grades
10a – Interpret functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune -
Circumference (It Just Makes Sense)
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Box Set, Math, MATH, Pi Day
California
6th Grade
Measurement and Geometry: 1.1 – Understand concept of constant such as π; know formulas for circumference/area of circle.
Measurement and Geometry: 1.2 – Know common estimates of π (3.14; 22⁄7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements.7th Grade
Measurement and Geometry: 2.1 – Use formulas routinely finding perimeter/area of basic two-dimensional figures and surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms and cylinders.
Measurement and Geometry: 2.3 – Compute length of perimeter, surface area of faces, volume of three-dimensional object built from rectangular solids. Understand when lengths of all dimensions are multiplied by scale factor, the surface area is multiplied by square of scale factor and volume is multiplied by cube of scale factor.Florida
6th Grade
G.4.1 – Understand concept of pi, know common estimates of Pi (3.14; 22/7) Use values to estimate/calculate circumference/ area of circles.Massachusetts
5th & 6th Grades
6.M.5 – Identify/measure/describe circles and relationships of radius/diameter/circumference/area (e.g., d = 2r, p = C/d), and use concepts to solve problems.7th & 8th Grades
8.M.3 – Demonstrate understanding of concepts. Apply formulas/procedures for determining measures, including area and perimeter/circumference of parallelograms/ trapezoids/circles. Given formulas, determine surface area/volume of rectangular prisms/cylinders/spheres. Use technology as appropriate.New York
6th Grade
6.G.7 – Determine area/circumference of circle, using the appropriate formula.
6.G.9 – Understand relationship between circumference and diameter of circle.7th Grade
7.G.1 – Calculate radius or diameter, given circumference or area of circle.Texas
6th Grade
6.8.A – Estimate measurements (including circumference). Evaluate reasonableness of results. -
Civil Rights Movement
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Song: download by visiting this song page or purchase from iTunes or AmazonMP3 directly.
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Black History Month, Box Set, Social Studies, SOCIAL STUDIES
(Of the state standards we have reviewed, only Illinois targets the civil rights movement specifically)
Illinois
14.F.4b – Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration)
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Common Sense Media Awards RRR Stellar Reviews!
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PR
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Countries of Africa
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Song: download by visiting this song page or purchase from iTunes or AmazonMP3 directly.
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Album/Collection: this song is included when you download or order the CD for any of these products:
Black History Month, Singles, SOCIAL STUDIES
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Declaration of Independence
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Song: download by visiting this song page or purchase from iTunes or AmazonMP3 directly.
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Album/Collection: this song is included when you download or order the CD for any of these products:
Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
California
8.1 – Understand major events preceding founding of nation and relate significance to development of American constitutional democracy.
Florida
SS.7.C.1.4 – Analyze ideas (natural rights, role of the gov’t) and complaints set forth in Declaration of Independence.
SS.8.A.3.3 – Recognize contributions of Founding Fathers during American Revolutionary efforts.
SS.8.A.3.7 – Examine structure, content, and consequences of the Declaration of Independence.Illinois
14.F.3a – Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.
16.B.3b(US) – Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.Massachusetts
USI.3 – Explain influence/ ideas of Declaration of Independence and political philosophy of Thomas Jefferson. (H, C)
New York
S.1.I.1 – N.Y. State/U.S. history requires analysis of American culture, diversity/multicultural context and ways people unified by values/practices/ traditions.
Texas
8.4 – Understand significant political/economic issues of revolutionary era.
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Demand, Supply
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Album/Collection: this song is included when you download or order the CD for any of these products:
ECONOMICS, Singles
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Don’t Be Negative
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Box Set, Math, MATH
California
5th Grade
Number Sense: 2.1 – Add with negative integers; subtract positive integers from negative integers; verify the reasonableness of results.6th Grade
Number Sense: 2.3 – Solve addition/subtraction/multiplication/division problems, to include those arising in concrete situations, that use positive/negative integers and combinations of operations.Florida
7th Grade
MA.7.A.3.1 – Use/justify the rules for adding/subtracting/multiplying/dividing/finding absolute value of integers.Massachusetts
5th & 6th Grades
6.N.12 – Demonstrate understanding of inverse relationship of addition/subtraction, and use understanding to simplify computation/ solve problems.New York
6th Grade
6.N.4 – Define/ identify identity/inverse properties of addition/ multiplication.7th Grade
7.N.12 – Add, subtract, multiply, and divide integers. -
Dots and Dashes (Punctuation)
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Box Set, English Language Arts, Grammar Goodies, LANGUAGE ARTS
California
3rd Grade
1.5 Punctuation – Punctuate dates, city and state, and titles of books correctly.
1.6 Punctuation – Use commas in dates, locations, and addresses and items in a series.4th Grade
1.4 Punctuation – Use parentheses, commas in direct quotations, and apostrophes in possessive case of nouns and in contractions.
1.5 Punctuation – Use underlining, quotation marks, or italics to identify titles of documents.5th Grade
1.3 Punctuation – Use a colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of a speaker and titles of poems, songs, short stories, and so forth.6th Grade
1.3 Punctuation – Use colons after salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.7th Grade
1.5 Punctuation – Identify hyphens, dashes, brackets, and semicolons and use correctly.8th Grade
1.5 Punctuation Capitalization – Use correct punctuation and capitalization.9th-10th Grades
1.1 Grammar and Mechanics of Writing – Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).
1.4 Manuscript Form – Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.Florida
3rd Grade
LA.3.3.4.3 – Edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives.
LA.3.3.4.6 – Edit for correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences.4th Grade
LA.4.3.4.3 – Edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives.
LA.4.3.4.6 – Edit for correct use of end punctuation for declarative, interrogative, imperative, and exclamatory sentences.5th Grade
LA.5.3.4.3 – Edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources.6th Grade
LA.6.3.4.3 – Edit for correct use of punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for exact words from sources.7th Grade
LA.7.3.4.3 – Edit for correct use of punctuation of sentence structures, including participles and participial phrases, colon in introductory lists and to punctuate business letter salutations, semicolon in compound sentences, dash for additional emphasis or information, and apostrophes for plural possessives.8th Grade
LA.8.3.4.3 – Edit for correct use of punctuation, including commas, colons, semicolons, quotation marks, and apostrophes.9th Grade
LA.910.3.4.3 – Edit for correct use of punctuation, including commas, colons, semicolons, apostrophes, dashes, quotation marks, and underlining or italics.Illinois
3rd Grade
3.A.1 – Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.4th-6th Grades
3.A.2 – Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
3.B.2d – Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final
form for submission and/or publication.
9th-10th Grades
3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final
form for submission and/or publication.Massachusetts
3rd-9th Grades
7.4 – Recognize the distinguishing features of a sentence (capitalization, end punctuation) and a paragraph (indentation, spacing).New York
4th Grade
Writing Standard – Review work independently for spelling and conventional capitalization and punctuation5th Grade
Writing Standard – Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing.6th Grade
Writing Standard – Observe rules of punctuation, italicization, capitalization, and spelling as follows: – punctuate correctly simple/compound/complex sentences, undivided/divided direct quotations, exact words from sources (quotations), titles of articles/literary works, and business letters.Texas
3rd Grade
110.5 (b) (6) (C) – Read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation.
110.5 (b) (15) Compose original texts using the conventions of written language such as capitalization and penmanship to communicate clearly
110.5 (b) (15) (B) – Use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can’t and possessives such as Robin’s, quotation marks, proper nouns, and abbreviations with increasing accuracy.
110.5 (b) (17) (C) – Compose elaborated sentences in written texts and use appropriate end punctuation.
110.5 (b) (18) (D) – Edit for appropriate grammar, spelling, punctuation, and features of polished writing
110.14 (a) (1) – Write with more complex capitalization and punctuation such as proper nouns and commas in a series.
110.14 (b) (23) Write legibly using appropriate capitalization and punctuation conventions in compositions.
110.14 (b) (23) (C) – Recognize and use punctuation marks including:
(i) apostrophes in contractions and possessives; and
(ii) commas in series and dates.4th Grade
110.6 (b) (16) – Compose original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly.
110.6 (b) (16) (B) – Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation
110.15 (b) (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation – Write legibly using appropriate capitalization and punctuation conventions in compositions.
110.15 (b) (21) (C) – Recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks.5th Grade
110.7 (a) (1) – Edit writing based on knowledge of grammar and usage, spelling, punctuation, and other conventions of written language.
110.7 (b) (16) – Compose original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly.
110.7 (b) (16) (B) – Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation.
110.16 (b) (21) (B) – Recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) proper punctuation and spacing for quotations6th Grade
110.18 (b) (20) Write legibly using appropriate capitalization and punctuation conventions in compositions.
110.18 (b) (20) (B) – Recognize and use punctuation marks including:
(i) commas in compound sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements)110.22 (a) (1) – Vary sentence structure and use complex punctuation such as hyphens, semicolons, and possessives. Edit writing based on knowledge of grammar and usage, spelling, punctuation, and other conventions of written language.
110.22 (b) (16) – Compose original texts, applying conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly.
110.22 (b) (16) (B) – Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation.7th Grade
110.19 (b) (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation – Write legibly and use appropriate capitalization and punctuation conventions in compositions.
110.19 (b) (20) (B) – Recognize and use punctuation marks including:
(i) commas after introductory words, phrases, and clauses; and
(ii) semicolons, colons, and hyphens.110.23 (a) (1) – Edit writing based on knowledge of grammar and usage, spelling, punctuation, and other conventions of written language.
110.23 (b) (16) (B) – Compose original texts, applying conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly.
110.23 (b) (17) (A) – Write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses.8th Grade
110.20 (b) (20) – Write legibly and use appropriate capitalization and punctuation conventions in compositions. Apply earlier standards with greater complexity.
110.20 (b) (20) (B) – Use correct punctuation marks, including:
(i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and
(ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses.110.24 (a) (1) – Edit writing based on knowledge of grammar and usage, spelling, punctuation, and other conventions of written language.
110.24 (b) (16) B – Compose original texts, applying conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly.
110.24 (b) (17) A – Write in complete sentences, varying types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses. -
Efficient Markets
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ECONOMICS, Flat World Economics, Singles
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Elasticity
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ECONOMICS, Flat World Economics
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Equilibrium
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ECONOMICS, Flat World Economics
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Figurative Language
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Box Set, English Language Arts, Grammar Goodies, LANGUAGE ARTS, Reading Month
California
4th Grade
Literary Response and Analysis 3.5 – Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.5th Grade
Word Analysis, Fluency, and Systematic Vocabulary Development 1.5 – Understand and explain the figurative and metaphorical use of words in context.Literary Response and Analysis 3.7 – Evaluate the author’s use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence reader’s perspectives.
6th Grade
Word Analysis, Fluency, and Systematic Vocabulary Development 1.2 – Identify and interpret figurative language and words with multiple meanings.Literary Response and Analysis 3.4 – Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
8th Grade
Word Analysis, Fluency, and Systematic Vocabulary Development 1.1 – Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.9th-10th Grades
Literary Response and Analysis 3.11 – Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism.Literary Response and Analysis 3.7 – Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism and explain their appeal.
11th-12th Grades
Listening and Speaking Strategies 1.4 – Use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity force, and aesthetic effect.Florida
2nd-4th Grades
LA.2.2.1.7 – Identify and explain an authors use of descriptive and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.
LA.3.2.1.3 – Identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language).
LA.3.2.1.7 – Identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.
LA.3.4.1.2 – Write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.
LA.4.2.1.3 – Identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language).
LA.4.2.1.7 – The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.
LA.4.4.1.2 – The student will write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format.5th-6th Grades
LA.5.2.1.3 – Demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem.
LA.5.2.1.7 – Identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.
LA.5.4.1.2 – Write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
LA.6.2.1.3 – Locate and analyze the effects of sound, meter, figurative and descriptive language, graphics (illustrations), and structure (e.g., line length, fonts, word placement) to communicate mood and meaning.
LA.6.2.1.7 – Locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme.
LA.6.4.1.1 – Write narrative accounts with an engaging plot (including rising action, conflict, climax, falling action, and resolution) include a clearly described setting with figurative language and descriptive words or phrases to enhance style and tone.
LA.6.4.1.2 – Write a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format.7th-8th Grades
LA.7.2.1.3, LA.8.2.1.3 – Locate various literary devices (e.g., sound, meter, figurative and descriptive language), graphics, and structure and analyze how they contribute to mood and meaning in poetry.
LA.7.2.1.7, LA.8.2.1.7 – Locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.
LA.7.4.1.1 – Write narrative accounts with an engaging plot (including rising action, conflict, suspense, climax, falling action, and resolution), and that use a range of appropriate strategies and specific narrative action (e.g., dialogue, movement, gestures, expressions) and include effectively developed and complex characters, a clearly described setting, figurative language, and descriptive words or phrases to enhance style and tone.
LA.7.4.1.2, LA.8.4.1.2 – Write a variety of expressive forms (e.g., realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format.9th-10th Grades
LA.910.2.1.5 – Analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery).
LA.910.2.1.6 – Create complex, multi-genre response to reading of two or more literary works, describing and analyzing author’s use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery), and analyzing author’s development of time and sequence through use of complex literary devices such as foreshadowing and flashback.
LA.910.2.1.7 – Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.
LA.910.3.2.3 – Draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression.
LA.910.4.1.2 – Incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format.
LA.910.5.2.4 – Use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message.11th-12th Grades
LA.1112.2.1.6 – Create a complex, multi-genre response to the reading of two or more literary works using multiple critical perspectives (e.g., historical, archetypal, social), describing and analyzing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery), and analyzing an authors development of time and sequence (e.g., through the use of complex literary devices such as foreshadowing and flashback).
LA.1112.2.1.7 – Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions.
LA.1112.4.1.2 – Incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format.Illinois
7th-8th Grades
2.A.3.a – Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.
9th-10th Grades
2.A.4.a – Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.Massachusetts
5th Grade
Standard 14: Poetry – Identify and respond to the effects of sound, figurative language, and graphics in order to uncover meaning in poetry.
Standard 15: Style and Language – Identify and analyze imagery and figurative language.New York
3rd-4th Grades
Literacy Competencies – Use literary elements in creative writing (e.g., figurative language)
Composition Begin to use literary devices such as simile and figurative language.9th-10th Grades
Standard 2 Reading – Recognize range of literary elements and techniques, such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use elements to interpret the work.
Standard 2 Writing – Use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness.11th-12th Grades
Standard 3 Reading – Analyze and evaluate fiction, including the effect of diction and figurative language.
Standard 3 Reading – Analyze and evaluate poetry in order to recognize the use and effect of – sensory imagery, – figurative language, -4 verse form.Texas
4th Grade
b9b – Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5)
b15g – Use literary devices effectively such as suspense, dialogue, and figurative language (5-8)5th Grade
b8 – Reading/Comprehension of Literary Text/Sensory Language – Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.
b16bii – Figurative language (e.g., similes, metaphors)6th Grade
b4 – Reading/Comprehension of Literary Text/Poetry.
Understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
b15g – Use literary devices effectively such as suspense, dialogue, and figurative language (5-8)7th Grade
b8 – Reading/Comprehension of Literary Text/Sensory Language. Understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood.
b9b – Draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8)
b15bii – Figurative language (e.g., personification, idioms, hyperbole) -
Fractions and Decimals
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Box Set, Math, MATH
California
4th Grade
Number Sense: 1.6 – Write tenths and hundredths in decimal and fraction notations. Know fraction and decimal equivalents for halves and fourths (e.g., 1⁄2 = 0.5 or .50; 7⁄4 = 1 3⁄4 = 1.75).
Number Sense: 1.7 – Write fractions represented by drawing of parts of figure; represent given fraction by using drawings; relate fraction to simple decimal on number line.5th Grade
Number Sense: 1.2 – Interpret percents as part of hundred; find decimal and percent equivalents for common fractions. Explain why they represent same value; compute given percent of whole number.Florida
4th Grade
MA.4.A.2.3 – Relate equivalent fractions and decimals with and without models, including locations on number line.
MA.4.A.2.4 – Compare and order decimals. Estimate fraction and decimal amounts in real-world problems.
MA.4.A.6.5 – Relate halves, fourths, tenths, and hundredths to decimals and percents.5th Grade
MA.5.A.2.3 – Make reasonable estimates of fraction and decimal sums and differences. Use techniques for rounding.6th Grade
MA.6.A.5.1 – Use equivalent forms of fractions, decimals, and percents to solve problems.
MA.6.A.5.2 – Compare and order fractions, decimals and percents, including finding approximate location on number line.Illinois
4th – 6th Grades
6.A.2 – Compare and order whole numbers, fractions and decimals using concrete materials, drawings and mathematical symbols.9th & 10th Grades
6.D.4 – Solve problems involving recipes or mixtures, financial calculations and geometric similarity using ratios, proportions and percents.Massachusetts
3rd & 4th Grades
4.N.5 – Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, tenths).5th & 6th Grades
6.N.5 – Identify and determine common equivalent fractions, mixed numbers, decimals, and percents
6.N.6 – Find and position integers, fractions, mixed numbers and decimals (both positive and negative) on number line.
6.N.7 – Compare and order integers (including negative integers, positive fractions, mixed numbers, decimals and percents.New York
4th Grade
4.N.24 – Express decimals as equivalent form of fractions to tenths and hundredths.6th Grade
5.N.20 – Represent fractions as terminating or repeating decimals.Texas
6th Grade
6.1.B – Generate equivalent forms of rational numbers including whole numbers, fractions, and decimals.7th Grade
7.1.B – Convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator. -
Geography in the USA
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Box Set, Social Studies, SOCIAL STUDIES
Florida
SS.7.G.1.3 – Interpret maps to identify geopolitical divisions/boundaries of places in N. America.
SS.7.G.2.2 – Locate major physical landmarks that are emblematic of U.S. -
How Do I (Work with Fractions)?
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Box Set, Math, MATH
California
5th Grade
Number Sense: 2.3 – Solve simple problems, including ones in concrete situations, involving addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less). Express answers in simplest form.
Number Sense: 2.4 – Understand concept of multiplication and division of fractions.
Number Sense: 2.5 – Compute and perform simple multiplication and division of fractions. Apply procedures to solving problems.6th Grade
Number Sense: 2.1 – Solve problems involving addition, subtraction, multiplication and division of positive fractions. Explain particular operation used for situation.
Number Sense: 2.2 – Explain meaning of multiplication and division of positive fractions. Perform calculations.7th Grade
Number Sense: 1.2 – Add, subtract, multiply and divide rational numbers (integers, fractions and terminating decimals). Take positive rational numbers to whole-number powers.Florida
5th Grade
MA.5.4.2.2 – Add and subtract fractions and decimals fluently. Verify reasonableness of results, including in problem situations.6th Grade
MA.6.A.1.1 – Explain and justify procedures for multiplying and dividing fractions decimals.
MA.6.A.1.2 – Multiply and divide fractions/decimals efficiently.
MA.6.A.1.2 – Solve real-world problems involving multiplication and division of fractions and decimals.7th Grade
MA.7.A.3.2 – Add, subtract, multiply and divide integers, fractions and terminating decimals. Perform exponential operations with rational bases and whole number exponents including solving problems in everyday contexts.Illinois
4th-6th Grades
6.A.2 – Compare and order whole numbers, fractions and decimals using concrete materials, drawings and mathematical symbols.
6.B.2 – Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.
6.C.2a – Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.7th-8th Grades
6.C.3a – Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions. Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions.Massachusetts
3rd & 4th Grades
4.N.19 – Use concrete objects and visual models to add and subtract common fractions.5th & 6th Grades
6.N.9 – Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division and positive integer exponents with whole numbers, positive fractions, mixed numbers and decimals/percents.
6.N.14 – Accurately and efficiently add, subtract, multiply and divide positive fractions and mixed numbers. Simplify fractions.
6.N.16 – Estimate results of computations with whole numbers, positive fractions, mixed numbers, decimals and percents. Describe reasonableness of estimates.7th & 8th Grades
8.N.10 – Estimate and compute with fractions (inc. simplification of fractions), integers, decimals and percents (inc. those greater than 100 and less than 1).New York
4th Grade
4.N.23 – Add and subtract proper fractions with common denominators.5th Grade
5.N.21 – Use a variety of strategies to add and subtract fractions with like denominators.6th Grade
5.N.16 – Add and subtract fractions with unlike denominators
5.N.17 – Add, subtract, multiply, and divide fractions with unlike denominators.Texas
6th Grade
6.2.A – Model addition and subtraction situations involving fractions with objects, pictures, words and numbers.
6.2.B – Use addition and subtraction to solve problems involving fractions and decimals.7th Grade
7.2.A – Use addition and subtraction to solve problems involving fractions and decimals. Represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words and numbers.
7.2.B – Use addition, subtraction, multiplication and division to solve problems involving fractions and decimals. -
Imperfect Competition
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ECONOMICS, Flat World Economics
-
Inversion
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Box Set, Math, MATH
Illinois
7th & 8th Grades
8.C.3 – Apply the properties of numbers and operations including inverses in algebraic settings derived from economics, business and the sciences.
8.A.3a – Apply the basic properties of commutative, associative, distributive, transitive, inverse, identity, zero, equality and order of operations to solve problems.Massachusetts
5th & 6th Grades
6.N.12 – Demonstrate understanding of inverse relationship of addition and subtraction. Use that understanding to simplify computation and solve problems.7th & 8th Grades
8.N.9 – Use inverse relationships of addition and subtraction multiplication and division, and squaring and finding square roots to simplify computations and solve problems, e.g. multiplying by 1/2 or 0.5 is the same as dividing by 2.New York
6th Grade
6.N.4 – Define and identify identity and inverse properties of addition and multiplication.
5.N.19 – Identify multiplicative inverse (reciprocal) of a number -
It’s Non-Fiction
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Box Set, English Language Arts, LANGUAGE ARTS, Reading Month
California
6th Grade
1.0 Writing Strategies – Create multiple-paragraph expository compositions:
A. engage the interest of the reader ad state a clear purpose.
B. Develop the topic with supporting details and precise verse, nouns, and adjectives to pint a visual image in the mind of the reader.
C. Conclude with a detailed summary linked to the purpose of the composition.7th Grade
1.0 Writing Strategies – Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
1.0 Writing Strategies – Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.
1.0 Writing Strategies – Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.8th Grade
1.0 Writing Strategies – Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.
1.0 Writing Strategies – Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.
1.0 Writing Strategies – Achieve an effective balance between researched information and original ideas.Florida
6th Grade
LA.6.4.1.1 – Write narrative accounts with an engaging plot (including rising action, conflict, climax, falling action, and resolution) include a clearly described setting with figurative language and descriptive words or phrases to enhance style and tone.
LA.6.4.1.2 – Write a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format.7th-8th Grades
LA.7.2.1.3, LA.8.2.1.3 – Locate various literary devices (e.g., sound, meter, figurative and descriptive language), graphics, and structure and analyze how they contribute to mood and meaning in poetry.
LA.7.2.1.7, LA.8.2.1.7 – Locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.
LA.7.4.1.1 – Write narrative accounts with an engaging plot (including rising action, conflict, suspense, climax, falling action, and resolution), and that use a range of appropriate strategies and specific narrative action (e.g., dialogue, movement, gestures, expressions) and include effectively developed and complex characters, a clearly described setting, figurative language, and descriptive words or phrases to enhance style and tone.
LA.7.4.1.2, LA.8.4.1.2 – Write a variety of expressive forms (e.g., realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format.Illinois
3rd Grade
3.B.1a – Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).
3.B.1b – Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports).
5.B.1b – Cite sources used.4th-6th Grades
3.A.2 – Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
3.B.2a – Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.2b – Establish central idea, organization, elaboration and unity in relation to purpose and audience.
I5.B.2b – Cite sources used.7th-8th Grades
3.A.3 – Write compositions that contain complete sentences and effective paragraphs using English conventions.
3.B.3b – Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.
5.B.3b – Identify, evaluate and cite primary sources.9th-10th Grades
3.B.4a – Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
3.B.4b – Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology.
5.B.4b – Use multiple sources and multiple formats; cite according to standard style manuals.11th-12th Grades
I5.B.5b – Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience.Massachusetts
5th-6th Grades
General Standard 19: Writing – Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion.
General Standard 23: Organizing Ideas in Writing – Group related ideas and place them in logical order when writing summaries or reports.
General Standard 23: Organizing Ideas in Writing – Organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence.7th-8th Grades
General Standard 19: Writing – Write reports based on research that include quotations, footnotes or endnotes, and a bibliography.
General Standard 19: Writing – Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
General Standard 23: Organizing Ideas in Writing – Organize information into a coherent essay or report with a thesis statement in the introduction, transition sentences to link paragraphs, and a conclusion.New York
6th Grade
Standard 1 Writing – State a main idea and support it with details and examples. Use paragraphing to organize ideas and information. Support ideas with examples, definitions, analogies, and direct references to the text, with assistance.
Standard 3 Writing – Use strategies, such as note taking, semantic webbing or mapping, and outlining, to plan and organize writing.
General Standard 24: Research – Document information and quotations and use a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources.7th Grade
Standard 1 Writing – Use outlines and graphic organizers, such as semantic webs, to plan reports, with assistance. Use paraphrase and quotation correctly. Cite sources in footnotes and bibliography, using correct form, with assistance.
Standard 3 Writing – Select content and choose strategies for written presentation on the basis of audience, purpose, and content.Texas
6th Grade
110.18 (b) (17) (A) – Create multi-paragraph essays to convey information about a topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader’s understanding of key ideas and evidence;
(ii) include specific facts, details, and examples in an appropriately organized structure;
(iv) use a variety of sentence structures and transitions to link paragraphs.7th Grade
110.19 (b) (23) (D) – Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
110.19 (b) (25) (D) – Follow accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.8th Grade
110.20 (b) (14) (A) – Plan first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies, and developing a thesis or controlling idea.
110.20 (b) (17) (A) – Write multi-paragraph essay to convey information about a topic that:
(i) presents effective introductions and concluding paragraphs;
(ii) contains a clearly stated purpose or controlling idea;
(iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;
(iv) accurately synthesizes ideas from several sources;
(v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;
(vi) presents effective introductions and concluding paragraphs110.20 (b) (23) (C) – Record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format
110.20 (b) (23) (D) – Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
110.20 (b) (25) (D) – Follow accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas. -
It’s All in the Surface
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Box Set, Math, MATH, Pi Day
California
5th Grade
Measurement and Geometry: 1.2 – Construct cube/rectangular box from two-dimensional patterns. Use patterns to compute surface area.7th Grade
Measurement and Geometry: 2.1 – Use formulas routinely for finding perimeter/area of basic two-dimensional figures; surface area/ volume of basic three-dimensional figures, including rectangles/parallelograms/trapezoids/squares/triangles/circles/prisms/cylinders.Florida
6th Grade
MA.6.G.4.3 – Determine missing dimension of plane figure or prism given its area or volume and some of the dimensions, or determine area or volume given dimensions.7th Grade
MA.7.G.4.1 – Determine how changes in dimensions affect perimeter/area/ volume of common geometric figures. Apply relationships to solve problems.Illinois
7th & 8th Grades
7.C.3b – Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions.Massachusetts
5th & 6th Grades
6.M.6 – Find volumes/surface areas of rectangular prisms.7th & 8th Grades
8.M.3 – Demonstrate understanding of concepts and apply formulas/procedures for determining measures, including those of area/perimeter/circumference of parallelograms/trapezoids/ circles. Given formulas, determine surface area/volume of rectangular prisms/cylinders/spheres. Use technology as appropriate.New York
7th Grade
7.A.6 – Evaluate formulas for given input values (surface area, rate, and density problems).
7.G.4 – Determine surface area of prisms/cylinders, using calculator and other methods.Texas
7th Grade
7.8.B – Make a net (two-dimensional model) of surface area of three-dimensional figure.8th Grade
8.8.A – Find lateral/total surface area of prisms/pyramids/cylinders using concrete models/ nets (two-dimensional models) -
Lab Safety!
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Box Set, Science, SCIENCE
Illinois
3rd Grade
13.A.1a – Use basic safety practices (e.g., not tasting materials without permission, “stop/drop/roll”).4th–6th Grades
13.A.2a – Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use).7th–8th Grades
13.A.3a – Identify and reduce potential hazards in science activities (e.g., ventilation, handling chemicals).9th–10th Grades
13.A.4a – Estimate and suggest ways to reduce the degree of risk involved in science activities.11th–12th Grades
13.A.5a – Design procedures and policies to eliminate or reduce risk in potentially hazardous science activities. -
Layers of the Earth
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Box Set, Earth Day, Science, SCIENCE
California
5th – 6th Grades
5#3 – Know most of Earth’s water is salt water in oceans, which cover most of Earth’s surface.
61b – Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.Florida
7th Grade
SC.7.E.6.1 – Describe layers of solid Earth, including lithosphere, hot convecting mantle, dense metallic liquid and solid cores.Illinois
3rd Grade
12.E.1a – Identify components and describe diverse features of the Earth’s land, water and atmospheric systems.
12.F.1a – Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system.Massachusetts
6th – 8th Grades
#2 Structure of Earth subcategory – Layers of the earth include the lithosphere, mantle, and core. -
Make Your Money Work
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ECONOMICS, Flat World Economics
-
Maximum Utility
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ECONOMICS, Flat World Economics
-
Mean, Median, Mode
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Math, MATH, Singles
CALIFORNIA
Grade 5
1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes.
1.1 Know the concepts of mean, median, and mode; computer and compare simple examples to show that they may differ.FLORIDA
Grade 6
MA.6.S.6.1: Determine the measure of central tendency (mean, median, mode) and variability (range) for a given set of data.
MA.6.S.6.2: Select and analyze the measures of central tendency or variability to represent, describe, analyze, and/or summarize a data set for the purposes of answering questions appropriately.ILLINOIS
High School
1. Summarize, represent and interpret data on a single count or measurement variable (S-ID)
2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation of two or more different data sets)MASSACHUSETTS
Grades 5
5.D.1. Given a set of data, find the median, mean and mode, maximum and minimum and range, and apply to solutions of problems.
Grade 7
7.D.2. Find, describe and interpret measures of central tendency (mean, median and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data.NEW YORK
Grade 6
6.S.5: Determine mean, mode and median for a given set of dataTEXAS
Grade 6
10) Probability and Statistics. The student uses statistical representations to analyze data. The student is expected to:(B) identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data
Grade 7
12) Probability and statistics. The student uses measures of central tendency and variability to describe a set of data. The student is expected to:(A) describe a set of data using mean, median, mode, and range;
(B) choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation -
Meters, Liters, and Grams
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Box Set, Math, MATH
California
3rd Grade
Measurement and Geometry: 1.1 – Choose appropriate tools units (metric and U.S.) and estimate and measure length, liquid volume, weight and mass of given objects.
Measurement and Geometry: 1.4 – Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).4th Grade
Measurement and Geometry: 1.1 – Measure area of rectangular shapes using appropriate units, ie: square centimeter (cm2), square meter (m 2), square kilometer (km 2), square inch (in 2), square yard (yd2), or square mile (mi 2).5th Grade
Measurement and Geometry: 1.3 – Understand concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in 3], cubic yard [yd3]) to compute the volume of rectangular solids.7th Grade
Measurement and Geometry: 1.1 – Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).
Measurement and Geometry: 2.4 – Relate changes in measurement with change of scale to units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft2] = [144 in2], 1 cubic inch is approximately 16.38 cubic centimeters or [1in3] = [16.38cm3]Florida
4th Grade
MA.4.G.3.3 – Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.
MA.7.G.4.4 – Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI)), dimensions, and derived units to solve problems.
MA.8.G.5.1 – Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI)) and dimensions including temperature, area, volume, and derived units to solve problems.Illinois
9th & 10th Grades
6.D.4 – Solve problems involving recipes or mixtures, financial calculations and geometric similarity using ratios, proportions and percents.Massachusetts
3rd & 4th Grades
4.M.1 – Demonstrate understanding of such attributes as length, area, weight and volume. Select appropriate type of unit for measuring each attribute.
4.M.2 – Carry out simple unit conversions within system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
4.M.5 – Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure and solve problems involving length, area, volume, weight time, angle size and temperature.5th & 6th Grades
6.M.3 – Solve problems involving proportional relationships and units of measurement, e.g., same system unit conversions and scale models, maps and speed.7th & 8th Grades
8.M.1 – Select, convert (within the same system of measurement), and use appropriate units of measurement or scale.New York
4th Grade
4.M.1 – Select tools and units (customary and metric) appropriate for the length measured.
4.M.4 – Select tools and units appropriate to the mass of the object being measured (grams and kilograms).
4.M.5 – Measure mass, using grams.
4.M.6 – Select tools and units appropriate to the capacity being measured (milliliters and liters).
4.M.7 – Measure capacity, using milliliters and liters.5th Grade
5.M.3 – Measure to the nearest centimeter.
5.M.4 – Identify equivalent metric units of length.
5.M.5 – Convert measurement within a given system.6th Grade
6.M.4 – Identify metric units of capacity (liter and milliliter).
6.M.5 – Identify equivalent metric units of capacity (milliliter to liter and liter to milliliter).Texas
6th Grade
6.8.B – Select and use appropriate units, tools, or formulas to measure and solve problems involving length (including perimeter), area, time, temperature, volume and weight.
6.8.D – Convert measures within same measurement system (customary and metric) based on relationships between units. -
Monopolies
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ECONOMICS, Flat World Economics
-
Multicellular Organisms
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Box Set, Science, SCIENCE
California
5th Grade
2a – Know many multicellular organisms have specialized structures to support transport of materials.7th Grade
5a – Know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and whole organism.
1f – Know many multicellular organisms have specialized structures to support transport of materials.Florida
5th Grade
SC.5.L.14.1 – Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.6th Grade
SC.6.L.14.1 – Describe/identify patterns in hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.
SC.6.L.14.5 – Identify and investigate general functions of the major systems of human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) Describe ways these systems interact with each other to maintain homeostasis.Illinois
3rd Grade
12.A.1a – Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.7th-8th Grades
12.A.3a – Explain how cells function as “building blocks” of organisms and describe the requirements for cells to live.9th-10th Grades
12.A.4a – Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms.
12.A.4b – Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction.11th- 12th Grades
12.A.5a – Explain changes within cells and organisms in response to stimuli and changing environmental conditions (e.g., homeostasis, dormancy).Massachusetts
6th-8th Grades
5 Life – Describe hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.
6 – Identify general functions of major systems of human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination). Describe ways systems interact with each other.New York
5th-8th Grades
1.1d – Some organisms are single cells; others, including humans, are multicellular.
1.1e – Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems.
1.1g – Multicellular animals often have similar organs and specialized systems for carrying out major life activities.Texas
6th Grade
b, 10c – Identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations.9th-12th Grades
c,10a – Interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune. -
Order of Operations – Advanced
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Math, MATH, Singles
CALIFORNIA
Grade 6
Algebra and Functions
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process.
1.4 Solve problems manually by using the correct order of operations or by using a scientific calculator.Grade 7
Algebra and Functions
1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities and graphs:
1.2 Use the correct order of operations to evaluate algebraic such as 3(2x + 5)2.FLORIDA
Grade 7
MA.A.3.3.2.4: applies order of operations to solve problems (parentheses, exponents, multiplication, division, addition, and subtraction).ILLINOIS
Grade 7
6B 6C Computation, Operations, Estimation, and Properties
6.7.09 Identify and apply order of operations to simplify numeric expressions involving whole numbers (including exponents), fractions, and decimals.Grade 8
6-8.8.A.3a Apply the basic properties of commutative, associative, distributive, transitive, inverse, identity, zero, equality and order of operations to solve problems.MASSACHUSETTS
Grades 5
5.N.10 Demonstrate an understanding of how parentheses affect expressions involving addition, subtraction, and multiplication and use the understanding to solve problems, eg., 3 x (4 +2)= 3 x 6.Grade 6
6.N.11 Apply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (+, -, x, ÷).Grade 7
7.N.5 Apply the rules of positive integer exponents to the solution of the problems. Extend the Order of Operations to include positive integer exponents.NEW YORK
Grade 5
Content Strand: Algebra
Band: Students will perform algebraic procedures accurately.
Performance Indicator: 5.A.3 Substitute assigned values into variable expressions and evaluate using order of operations
Students will understand: Variable expressions represent the relationship among quantities. The value of the expression varies as the value substituted for the variable changes. Order of operations must be followed to correctly simplify expressions.
Students will be able to: Replace the variable in an expression with a given value. Follow the standard order of operations when evaluating mathematical expressions.
TEXAS
Grade 6
TX.111.22(6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions.
(6.2) (E) The student is expected to use order of operations to simplify whole number expressions (without exponents) in problem solving situations.
Grade 7
TX.111.23(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.
(7.2) (E) The student will simplify numerical expressions involving order of operations and exponents.
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Order of Operations – Standard
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Math, MATH, Singles
CALIFORNIA
Grade 6
Algebra and Functions
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process.
1.4 Solve problems manually by using the correct order of operations or by using a scientific calculator.Grade 7
Algebra and Functions
1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities and graphs:
1.2 Use the correct order of operations to evaluate algebraic such as 3(2x + 5)2.FLORIDA
Grade 7
MA.A.3.3.2.4: applies order of operations to solve problems (parentheses, exponents, multiplication, division, addition, and subtraction).ILLINOIS
Grade 7
6B 6C Computation, Operations, Estimation, and Properties
6.7.09 Identify and apply order of operations to simplify numeric expressions involving whole numbers (including exponents), fractions, and decimals.Grade 8
6-8.8.A.3a Apply the basic properties of commutative, associative, distributive, transitive, inverse, identity, zero, equality and order of operations to solve problems.MASSACHUSETTS
Grades 5
5.N.10 Demonstrate an understanding of how parentheses affect expressions involving addition, subtraction, and multiplication and use the understanding to solve problems, eg., 3 x (4 +2)= 3 x 6.Grade 6
6.N.11 Apply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (+, -, x, ÷).Grade 7
7.N.5 Apply the rules of positive integer exponents to the solution of the problems. Extend the Order of Operations to include positive integer exponents.NEW YORK
Grade 5
Content Strand: Algebra
Band: Students will perform algebraic procedures accurately.
Performance Indicator: 5.A.3 Substitute assigned values into variable expressions and evaluate using order of operations
Students will understand: Variable expressions represent the relationship among quantities. The value of the expression varies as the value substituted for the variable changes. Order of operations must be followed to correctly simplify expressions.
Students will be able to: Replace the variable in an expression with a given value. Follow the standard order of operations when evaluating mathematical expressions.
TEXAS
Grade 6
TX.111.22(6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions.
(6.2) (E) The student is expected to use order of operations to simplify whole number expressions (without exponents) in problem solving situations.
Grade 7
TX.111.23(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.
(7.2) (E) The student will simplify numerical expressions involving order of operations and exponents.
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Parts of Speech
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Box Set, English Language Arts, Grammar Goodies, LANGUAGE ARTS
California
6th Grade
1.0 Written and Oral English Language Conventions – Develop topic with supporting details and precise verbs, noun, and adjectives. Identify and properly use pronouns and verbs.7th Grade
1.0 Written and Oral English Language Conventions – Identify all parts of speech and types and structure of sentences8th Grade
1.0 Written and Oral English Language Conventions – Edit written manuscripts to ensure that correct grammar is usedFlorida
6th Grade
LA.6.3.4.4 – Edit for correct use of eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection)7th Grade
LA.7.3.4.4 – Edit for correct use of eight parts of speech, regular and irregular verbs, and pronoun agreement8th Grade
LA.8.3.4.4 – Edit for correct use of eight parts of speech, regular and irregular verbs, and pronoun agreement.Illinois
3rd Grade
3.A.1 – Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.4th-6th Grades
3.A.2 – Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.Massachusetts
5th-6th Grades
Standard 5: Structure and Origins of Modern English – Identify eight basic parts of speech: noun, pronoun, verb, adverb, adjective, preposition, conjunction, interjection.7th-8th Grades
Standard 5: Structure and Origins of Modern English –
Continue to address earlier standards as neededNew York
5th-8th Grades
Writing – Use correct grammatical construction in parts of speech.Texas
6th Grade
110.18 (b) (19) (A) – Use and understand function of following parts of speech in context of reading, writing, and speaking: verbs, non-count nouns, adjectives, adverbs, prepositions and prepositional phases, pronouns, conjunctions, and transitional words.7th Grade
110.19 (b) (19) (A) – Identify, use, and understand function of following parts of speech in context of reading/writing,/speaking: verbs/participles, appositive phrases, adverbial/adjectival phrases/clauses, conjunctive adverbs, prepositions/prepositional phrases, relative pronouns.8th Grade
110.20 (b) (19) (A) – Use and understand the function of following parts of speech in context of reading, writing, and speaking: verbs/participles, appositive phrases, adverbial/adjectival phrases/clauses, relative pronouns and subordinating conjunctions, and transitions. -
Periodic Table
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SCIENCE, Singles
CALIFORNIA
Grade 5
1. Elements and their combinations account for all the varied types of matter in the world.- c. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum, (Al) iron (Fe), nickel(Ni), copper (Cu), silver(Ag), and gold(Au) are pure elements: others, such as steel and brass, are composed of a combination of elemental metals
- d. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.
- g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6),water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
- i. Students know the common properties of salts, such as sodium chloride (NaCl).
Grade 8
Periodic Table
7. The organization of the periodic table is based on the properties of the elements and reflects
the structure of atoms.- a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases.
- b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.
- c. Student know substances can be classified by their properties, including their melting temperature, density, harness, and thermal and electrical conductivity.
MASSACHUSETTS
High School
3. Periodicity
Central Concepts: Repeating (periodic) patterns of physical and chemical properties occur among elements that define families with similar properties. The periodic table displays the repeating patterns, which are related to the atoms’ outermost electrons.-
3.1 Explain the relationship of an element’s position on the periodic table to its atomic
number. Identify families (groups) and periods on the periodic table. - 3.2 Use the periodic table to identify the three classes of elements: metals, nonmetals, and
metalloids. - 3.3 Relate the position of an element on the periodic table to its electron configuration and
compare its reactivity to the reactivity of other elements in the table. - 3.4 Identify trends on the periodic table (ionization energy, electronegativity, and relative
sizes of atoms and ions).
NEW YORK
Grades 5-8
STANDARD-Process Skills
Physical setting skills
12. Using Periodic table, identify an element as a metal, non-metal or noble gas
PERFORMANCE -Develop mental models to explain common chemical reactions and changes in states of matter.
INDICATOR 3.3
Major Understandings:
3.3e The atoms of any one element are different from the atoms of other elements.3.3f There are more than 100 elements. Elements combine in a multitude of ways to
produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.3.3g The periodic table is one useful model for classifying elements. The periodic table
can be used to predict properties of elements (metals, nonmetals, noble gases).TEXAS
Grade 6
General
(B) Matter and energy.- (i) Matter can be classified as elements, compounds, or mixtures. Students will concentrate
on developing an understanding of elements and compounds. Students learn the
differences between elements and compounds based on observations, description of
physical properties, and chemical reactions. Elements are represented by chemical
symbols, while compounds are represented by chemical formulas. - (ii) Elements are classified as metals, nonmetals, and metalloids based on their physical
properties. The elements are divided into three groups on the Periodic Table. Each
different substance usually has a different density, so density can be used as an
identifying property.
Grade 7
(7) Science concepts. The student knows that substances have physical and chemical
properties. The student is expected to:- (A) identify and demonstrate everyday examples of chemical phenomena such as rusting
and tarnishing of metals and burning of wood; - (B) describe physical properties of elements and identify how they are used to position an
element on the periodic table;
Grade 8
(8) Science concepts. The student knows that matter is composed of atoms. The student is expected to:- (A) describe the structure and parts of an atom; and
- (B) identify the properties of an atom including mass and electrical charge.
(9) Science concepts. The student knows that substances have chemical and physical properties.
The student is expected to:- (A) demonstrate that substances may react chemically to form new substances;
- (B) interpret information on the periodic table to understand that physical properties are
used to group elements;
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Photosynthesis
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Box Set, Earth Day, Science, SCIENCE
California
6th Grade
5a – Know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.Florida
8th Grade
SC.8.L.18.1 – Describe/investigate process of photosynthesis, such as roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
9th–12th Grades
SC.912.L.18.7 – Identify the reactants, products, and basic functions of photosynthesis.Illinois
3rd Grade
12.C.1a – Identify and compare sources of energy (e.g., batteries, the sun).
4th–6th Grades
12.C.2a – Describe and compare types of energy including light, heat, sound, electrical and mechanical.
7th–8th Grades
12.C.3a – Explain interactions of energy with matter including changes of state and conservation of mass and energy.Massachusetts
3rd–5th Grades
11. Life – Describe how energy derived from sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.New York
5th–8th Grades
6.2a – Photosynthesis carried on by green plants and other organisms containing chlorophyll. In process, Sun’s energy converted into and stored as chemical energy in form of a sugar. Quantity of sugar molecules increases in green plants during photosynthesis in presence of sunlight.Texas
4th Grade
a2 – Identify components and processes of natural world including properties of soil, effects of oceans on land, and role of Sun as major source of energy. Identify physical properties of matter and observe addition or reduction of heat as example of what can cause changes in states of matter.
b,11c – Identify Sun as major source of energy for Earth and understand its role in growth of plants, in creation of winds, and in water cycle. -
Poetry (for Life)
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Box Set, English Language Arts, LANGUAGE ARTS, Reading Month
California
2nd Grade
Literary Response and Analysis 3.4 – Identify the use of rhythm, rhyme, and alliteration in poetry.3rd Grade
Literary Response and Analysis 3.1 – Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Listening and Speaking Strategies 1.9 – Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.5th Grade
Literary Response and Analysis 3.1 – Identify and analyze the characteristics of poetry, drama, fiction, explain the appropriateness of the literary forms chosen by an author for a specific purpose.6th Grade
Literary Response and Analysis 3.4 – Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.8th Grade
Literary Response and Analysis 3.1 – Determine and articulate the relationship between the purposes and different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).Florida
2nd-3rd Grades
LA.2.1.4.3 – Decode phonetically regular one-syllable and multi-syllable words in isolation and in context;
LA.3.2.1.1 – Understand the distinguishing features among the common forms of literature (e.g., poetry, prose, fiction, drama).6th Grade
LA.6.2.1.1 – Identify characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms with distinct characteristics and purposes
LA.6.2.1.10 – Use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture.7th Grade
LA.7.2.1.3 – Locate various literary devices (e.g., sound, meter, figurative and descriptive language), graphics, and structure and analyze how they contribute to mood and meaning in poetry.9th-10th Grades
LA.910.2.1.3 – Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position).11th-12th Grades
LA.1112.2.1.3 – Analyze, compare, evaluate, and interpret poetry for the effects of various literary devices, graphics, structure, and
theme to convey mood, meaning, and aesthetic qualities.Illinois
3rd Grade
3.C.1a – Write for a variety of purposes including description, information, explanation, persuasion and narration.4th-6th Grades
3.C.2a – Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).7th-8th Grades
3.C.3a – Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.9th-10th Grades
3.B.4a – Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.Massachusetts
3rd-4th Grades
Standard 10: Genre – Distinguish among forms of literature (for example, poetry, fiction, nonfiction, and drama).
Standard 14: Poetry – Identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding. Identify poetic elements (i.e.: rhyme, rhythm, repetition, sensory images). Identify terminology for structural elements of poems, i.e.: stanza and verse).5th Grade
Standard 14: Poetry – Identify, analyze, and apply knowledge of themes, structure, and elements of poetry and provide evidence from text to support their understanding. Identify and respond to effects of sound, figurative language, and
graphics in order to uncover meaning in poetry. Sound (alliteration and rhyme scheme; free verse; couplets; A,B,A,B). Figurative language (metaphor, simile) Graphics (capital letters).New York
2nd-3rd Grades
Standard 2: Writing – use rhythm and rhyme to create short poems and songs, with assistance (Grade 3 is without assistance)
Standard 2: Listening – Identify the author’s use of repetition and rhyme.6th Grade
Standard 2: Reading – Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with assistance.
Standard 2: Listening – Recognize the use of literary devices, such as symbolism, personification, rhythm, and rhyme, in presentation of literary texts, and determine their impact on meaning.7th-8th Grades
Standard 2: Reading – Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry.
Standard 2: Listening – Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance.
Standard 2: Speaking – use rhyme, rhythm, and repetition to create an emotional or aesthetic effect.9th Grade, 11th Grade
Standard 2: Speaking – Use literary devices, such as volume, rate, rhyme, rhythm, and repetition, to create an emotional or aesthetic response.Texas
1st-3rd Grades
b10a – Read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information (1)
b5c – identify multisyllabic words by using common syllable patterns (1-3)
b1f – Identify musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia (2-3)4th-5th Grades
b12d – Recognize distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8)6th-8th Grades
b4 – Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
b4 – Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.
b12d – Recognize distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8)
bi – Poetic techniques (e.g., rhyme scheme, meter) -
Prefixes, Suffixes, Roots
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Box Set, English Language Arts, Grammar Goodies, LANGUAGE ARTS
California
7th Grade
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development – Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.Florida
6th-8th Grades
LA.6.1.6.7, LA.7.1.6.7, LA.8.1.6.7 – Identify and understand meaning of conceptually advanced prefixes, suffixes, and root words.Massachusetts
5th-7th Grades
Standard 4: Vocabulary and Concept Development – Determine meanings of unfamiliar words using knowledge of common Greek and Latin roots, suffixes, and prefixes.New York
6th Grade
Reading, Literacy Competencies – Use word structure knowledge, such as roots (e.g., Greek and Latin), prefixes, and suffixes, to determine word meaning.7th & 8th Grades
Reading – Determine meaning of unfamiliar words by using structural analysis.Texas
6th Grade
110.22 (b) (6) (B) – Use structural analysis to identify root words with prefixes such as dis-, non-, in-, re-, un- and suffixes such a -ness, -tion, -less, and –able.7th-8th Grades
110.23 (b) (6) (B) – Use structural analysis to identify words, including
110.24 (b) (6) (B) – knowledge of Greek and Latin roots and prefixes/suffixes. -
Price Control
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ECONOMICS, Flat World Economics
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Public Speaking
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Box Set, English Language Arts, LANGUAGE ARTS
California
6th Grade
1.0 Listening and Speaking Strategies – Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
1.0 Listening and Speaking Strategies – Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.Florida
6th Grade
LA.6.5.2.2 – Deliver narrative and informative presentations, including oral responses to literature, and adjust oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to situation.7th Grade
LA.7.5.2.2 – Analyze persuasive techniques in both formal and informal speech
LA.7.5.2.3 – Organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology.8th Grade
LA.8.5.2.3 – Select and use a variety of creative oral language techniques for clarity and effect.
LA.8.5.2.4 – Research, organize, and effectively deliver speeches to entertain, inform, and persuade.
LA.8.5.2.5 – Demonstrate language choices, body language, eye contact, gestures, and appropriate use of graphics and available technology.Illinois
3rd Grade
4.B.1a – Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell).4th-6th Grades
4.5.2.a – Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.7th-8th Grades
4.B.3.a – Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.9th-10th Grades
4.B.4.a – Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence.11th-12th Grades
4.B.5.a – Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology.Massachusetts
5th-6th Grades
General Standard 3: Oral Presentation – Give oral presentations for various poses, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.7th-8th Grades
General Standard 3: Oral Presentation – Use appropriate techniques for oral persuasion. Give oral presentations to different audiences for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.New York
6th Grade
Speaking, Literacy Competencies – Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication.7th Grade
Speaking, Literacy Competencies – Use variety of speaking techniques (e.g., adjusting tone, volume, and tempo; enunciating; and making eye contact) to make effective presentations.8th Grade
Speaking, Literacy Competencies – Speak with expression, volume, pace, and gestures appropriate to the topic, audience, and purpose of communication.Texas
6th Grade
110.18 (b) (27) – Speak clearly and to the point, using the conventions of language. Apply earlier standards with greater complexity. Give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.7th Grade
110.19 (b) (27) – Speak clearly and to the point, using conventions of language. Apply earlier standards with greater complexity. Present critique of a literary work, film, or dramatic production, employing eye contact, speaking rate,
volume, enunciation, variety of natural gestures, and conventions of language to communicate ideas effectively.
8th Grade
110.20 (b) (27) – Speak clearly and to the point, using the conventions of language. Apply earlier standards with greater complexity. Advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. -
Radiation, Conduction, Convection
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Box Set, Earth Day, Science, SCIENCE
California
6th Grade
3c – Know heat flows in solids by conduction (which involves no flow of matter), in fluids by conduction and by convection (which involves flow of matter).
3d – Know heat energy is also transferred between objects by radiation (radiation can travel through space).
4b – Know solar energy reaches Earth through radiation, mostly in form of visible light.
4d – Know convection currents distribute heat in atmosphere and oceans.
4e – Know differences in pressure, heat, air movement, and humidity result in changes of weather.Florida
6th Grade
SC.6.E.7.1 – Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.Illinois
3rd Grade
12.C.1a – Identify and compare sources of energy (e.g., batteries, the sun).4th – 6th Grade
12.C.2a – Describe and compare types of energy including light, heat, sound, electrical and mechanical.
12.C.2b – Describe and explain the properties of solids, liquids and gases.Massachusetts
6th – 8th Grades
#3 Heat Transfer in the Earth System – Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system.New York
5th – 8th Grades
4.2b Key Idea 4 – Heat can be transferred through matter by collisions of atoms and/or molecules (conduction) or through space (radiation). In liquid or gas, currents will facilitate transfer of heat (convection).Texas
9th – 12th Grades
TXH.S.6b – Investigate and demonstrate movement of heat through solids, liquids, and gases by convection, conduction, and radiation. -
Redcoats vs. Rebels
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Box Set, Social Studies, SOCIAL STUDIES
California
8.1 – Understand major events preceding founding of nation and relate significance to development of American constitutional democracy.
Florida
SS.7.C.1.3 – Describe how English policies and responses led to Declaration of Independence.
SS.8.A.3.2 – Explain colonial reaction to British policy from 1763-1774.
SS.8.A.3.6 – Examine causes, course, and consequences of American Revolution.Illinois
6.B.3b(US) – Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.
Massachusetts
USI.4 – Analyze how Americans resisted British policies pre 1775, reasons for American victory and British defeat during Revolutionary war. (H)
New York
S.1.I.3 – N.Y. State and U.S. history requires analysis of American culture, diversity/multicultural context and the ways people unified by values/practices/ traditions. (Standard 3)
Texas
8.4 – Understands significant political/ economic issues of revolutionary era.
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Regulation
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ECONOMICS, Flat World Economics
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Rise Up (Run Out)
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Box Set, Math, MATH
California
6th Grade
Algebra and Functions: 1.0 – Write verbal expressions/sentences as algebraic expressions/equations; Evaluate algebraic expressions, solve simple linear equations, and graph/ interpret their results.Florida
6th Grade
MA.6.A.3.1 – Write/evaluate expressions that correspond to given situations. Write/solve/graph one- and two- step linear equations and inequalities.
MA.6.A.3.2 – Write/solve/graph one- and two- step linear equations/inequalities.Illinois
4th–6th Grades
8.D.2 Solve linear equations involving whole numbers.Massachusetts
5th-6th Grades
6.P.4 – Represent real situations/mathematical relationships with concrete models/tables/graphs/rules in words/symbols, i.e.: input-output tables.
6.P.5 – Solve linear equations using concrete models/tables/graphs/paper-pencil methods.7th Grade
7.A.7 – Draw graphic representation of pattern from equation or table of data.Texas
7th Grade
7.4.B – Graph data to demonstrate relationships in familiar concepts ie: conversions/ perimeter/area/circumference/volume/scaling. -
Sit Down & Write
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Box Set, English Language Arts, LANGUAGE ARTS, Reading Month
California
4th Grade
1.0 Writing Strategies – Write clear/ coherent/focused essays. Writing to exhibit awareness of audience/purpose. Essays to contain formal introductions and supporting evidence and conclusions. Students progress through stages of writing process as needed.
1.1 Organization and Focus – Select a focus, organizational structure, and point of view based upon purpose, audience, length and format requirements.
1.2 Organization and Focus – Create multiple-paragraph compositions:a. Provide introductory paragraph.
b. Establish and support central idea with topic sentence at or near beginning of first paragraph.
c. Include supporting paragraphs with simple facts, details and explanations.
d. Conclude with paragraph that summarizes points.
e. Use correct indention.1.3 Organization and Focus – Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).
5th Grade
1.2 Organization and Focus – Create multiple-paragraph expository compositions:a. Establish topic and important ideas and events in sequence or chronological order.
b. Provide details and transitional expressions that link one paragraph to another in clear line of thought.
c. Offer concluding paragraph that summarizes important ideas and details.1.6 Evaluation and Revision – Edit and revise manuscripts to improve meaning and focus by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
6th Grade
1.2 Organization and Focus – Create multiple-paragraph expository compositions:a. Engage interest of reader. State clear purpose.
b. Develop topic with supporting details and precise verbs, nouns and adjectives to paint visual image in mind of reader.
c. Conclude with detailed summary linked to purpose of composition.1.6 Evaluation and Revision – Revise writing to improve organization and consistency of ideas within and between paragraphs.
7th Grade
1.1 Organization and Focus – Create organizational structure that balances all aspects of composition. Use effective transitions between sentences to unify important ideas.
1.3 Organization and Focus – Use strategies of note taking, outlining and summarizing to impose structure on composition drafts.
1.7 Evaluation and Revision – Revise writing to improve organization and word choice after checking logic of ideas and precision of vocabulary.8th Grade
1.6 Evaluation and Revision – Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages and ideas.9th Grade
1.9 Evaluation and Revision – Revise writing to improve logic and coherence of organization and controlling perspective, precision of word choice, and tone by taking into consideration audience, purpose, and formality of context.Florida
3rd-4th Grades
LA.3.3.1.1 LA.4.3.1.1 – Prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writers notebook, group discussion, printed material
LA.3.3.2.1 LA.4.3.2.1 – Draft writing by using prewriting plan to develop main idea with supporting details that describe or provide facts and/or opinions
LA.3.3.3.1 LA.4.3.3.1 – Revise by evaluating draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice and sentence variation
LA.3.3.3.2 – Revise by creating clarity by using combination of sentence structures (e.g., simple, compound) to improve sentence fluency in draft and by rearranging words, sentences, and paragraphs to clarify meaning
LA.3.3.3.3 – Revise by creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus)
LA.3.3.3.4 – Revise by applying appropriate tools/ strategies to refine draft (e.g., peer review, checklists, rubrics).
LA.3.3.4.1 LA.4.3.4.1 – Edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using dictionary or other resources as necessary;
LA.3.3.4.2 – Edit for correct use of capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations
LA.3.3.4.3 LA.4.3.4.3 – Edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives
LA.3.3.4.4 – Edit for correct use of present/ past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns
LA.3.3.4.5 LA.4.3.4.5 – Edit for correct use of subject and verb and noun and pronoun agreement in simple and compound sentences
LA.3.3.4.6 LA.4.3.4.6 – Edit for correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences.
LA.4.3.3.2 – Revise by creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis)
LA.4.3.3.3 – Revise by creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus)
LA.4.3.3.4 – Revise by applying appropriate tools/strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).
LA.4.3.4.2 – Edit for correct use of capitalization for proper nouns, including titles used with someone’s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.)
LA.4.3.4.4 – Edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions.5th-6th Grades
LA.5.3.1.1 LA.6.3.1.1 – Prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writers notebook, group discussion, printed material) based upon teacher-directed topics and personal interests.
LA.5.3.2.1 – Draft writing by using prewriting plan to focus on main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to selected tone/mood.
LA.5.3.2.2 – Draft writing by organizing information into logical sequence and combining or deleting sentences to enhance clarity.
LA.5.3.3.1 – Revise by evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice and sentence variation.
LA.5.3.3.2 – Revise by creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure.
LA.5.3.3.3 LA.6.3.3.3 – Revise by creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus)
LA.5.3.3.4 LA.6.3.3.4 – Revise by applying appropriate tools or strategies to evaluate and refine draft (e.g., peer review, checklists, rubrics).
LA.5.3.4.1 LA.6.3.4.1 – Edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.
LA.5.3.4.2 – Edit for correct use of capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places.
LA.5.3.4.3 – Edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources.
LA.5.3.4.4 – Edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns.
LA.5.3.4.5 – Edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.
LA.6.3.2.1 – Draft writing by developing main ideas from prewriting plan using primary and secondary sources appropriate to purpose and audience.
LA.6.3.3.1 – Revise by evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
LA.6.3.3.2 – Revise by creating clarity and logic by rearranging words, sentences, and paragraphs, adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to ending (e.g., use of the circular ending.
LA.6.3.4.2 – Edit for correct use of capitalization, including major words in titles of books, plays, movies, and television programs.
LA.6.3.4.3 – Edit for correct use of punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for exact words from sources.
LA.6.3.4.4 – Edit for correct use of eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection)
LA.6.3.4.5 – Edit for correct use of consistency in verb tense in simple, compound, and complex sentences.7th-8th Grades
LA.7.3.1.1 LA.8.3.1.1 – Prewrite by generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writers notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests.
LA.7.3.2.1 LA.8.3.2.1 – Draft writing by developing main ideas from pre-writing plan using primary and secondary sources appropriate to purpose and audience.
LA.7.3.3.1 LA.8.3.3.1 – Revise by evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
LA.7.3.3.2 – Revise by creating clarity and logic by rearranging words, sentences, and paragraphs and developing relationships among ideas.
LA.7.3.3.3 – Revise by creating precision and interest by using a variety of sentence structures (including use of participles and participial phrases at beginning and end of sentences), creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus)
LA.7.3.3.4 – Revise by applying appropriate tools or strategies to evaluate and refine draft (e.g., peer review, checklists, rubrics)
LA.7.3.4.1 LA.8.3.4.1 – Edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.
LA.7.3.4.2 – Edit for correct use of capitalization, including regional names (e.g., East Coast), historical events and documents.
LA.7.3.4.3 – Edit for correct use of punctuation of sentence structures, including participles and participial phrases, colon in introductory lists and to punctuate business letter salutations, semicolon in compound sentences, dash for additional emphasis or information, and apostrophes for plural possessives.
LA.7.3.4.4 LA.8.3.4.4 – Edit for correct use of eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection), regular and irregular verbs, and pronoun agreement.
LA.7.3.4.5 – Edit for correct use of consistency in verb tense in simple, compound, and complex sentences.
LA.8.3.3.2 – Revise by creating clarity and logic by maintaining central theme, idea, or unifying point and developing relationships among ideas.
LA.8.3.3.3 – Revise by creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus)
LA.8.3.3.4 – Revise by applying appropriate tools or strategies to evaluate and refine draft (e.g., peer review, checklists, rubrics)
LA.8.3.4.2 – Edit for correct use of capitalization, including names of academic courses (e.g., Algebra I) and proper adjectives (e.g., German shepherd, Italian restaurant).
LA.8.3.4.3 – Edit for correct use of punctuation, including commas, colons, semicolons, quotation marks, and apostrophes.
LA.8.3.4.4 – Edit for correct use of eight parts of speech, regular and irregular verbs, and pronoun agreement.
LA.8.3.4.5 – Edit for correct use of subject-verb agreement, noun-pronoun agreement.9th-10th Grades
LA.910.3.1.1 – Prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests.
LA.910.3.2.1 – Draft writing by developing ideas from prewriting plan using primary and secondary sources appropriate to the purpose and audience.
LA.910.3.3.1 – Revise by evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
LA.910.3.3.2 – Revise by creating clarity and logic by maintaining central theme, idea, or unifying point and developing meaningful relationships among ideas.
LA.910.3.3.3 – Revise by creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) to select more effective and precise language.
LA.910.3.3.4 – Revise by applying appropriate tools or strategies to evaluate and refine draft (e.g., peer review, checklists, rubrics)
LA.910.3.4.1 – Edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English (laissez faire, croissant).
LA.910.3.4.2 – Edit for correct use of capitalization, including names of academic courses and proper adjectives.
LA.910.3.4.3 – Edit for correct use of punctuation, including commas, colons, semicolons, apostrophes, dashes, quotation marks, and underlining or italics.
LA.910.3.4.4 – Edit for correct use of possessives, subject-verb agreement, comparative and superlative adjectives and adverbs, and noun-pronoun agreement.
LA.910.3.4.5 – Edit for correct use of sentence formation, including absolutes and absolute phrases, infinitives and infinitive phrases, and use of fragments for effect.Illinois
3rd-4th Grades
1.B.1b – Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms.
3.B.1a – Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).
3.C.1a – Write for a variety of purposes including description, information, explanation, persuasion and narration.5th-6th Grades
3.B.2a – Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.2b – Establish central idea, organization, elaboration and unity in relation to purpose and audience.
3.C.2a – Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).7th-8th Grades
3.C.3a – Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.9th-10h Grades
3.A.4 – Use standard English to edit documents for clarity, subject and verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3.B.4c – Evaluate written work for its effectiveness and make recommendations for its improvement.
3.C.4a – Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions).11th-12th Grades
3.C.5b – Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions).Massachusetts
3rd-4th Grades
21.2 – Revise writing to improve level of detail after determining what could be added or deleted.5th-6th Grades
19.16 – Write brief research reports with clear focus and supporting detail.
19.17 – Write short explanation of a process that includes topic statement, supporting details, and conclusion.
21.4 – Revise writing to improve level of detail/precision of language after determining where to add images/sensory detail, combine sentences, vary sentences, and rearrange text.
23.8 – Organize information about a topic into coherent paragraph with topic sentence, sufficient supporting detail, and concluding sentence.7th – 8th Grades
19.23 – Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
21.6 – Revise writing to improve organization and diction after checking logic underlying order of ideas, precision of vocabulary, and economy of writing.9th-10th Grades
19.26 – Write well-organized essays (persuasive, literary, personal) with clear focus, logical development, effective use of detail, and variety in sentence structure.
21.8 – Revise writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics.New York
3rd-4th Grades
Writing, Standard 1 – Read, write, listen, and speak for information and understanding.
Writing, Standard 3 – Read, write, listen, and speak for critical analysis and evaluation.
Writing, Standard 4 – Read, write, listen, and speak for social interaction.5th-6th Grades
Writing, Standard 1 – Read, write, listen, and speak for information and understanding.
Writing, Standard 3 – Read, write, listen, and speak for critical analysis and evaluation.7th-8th Grades
Writing, Standard 1 – Read, write, listen, and speak for information and understanding.9th-12th Grade
Writing, Standard 1 – Read, write, listen, and speak for information and understanding.Texas
3rd Grade
110.14 (a) (1) – Organize information about a topic into a coherent paragraph with topic sentence, sufficient supporting detail, and concluding sentence.
110.14 (b) (17) – Writing and Writing Process. Use elements of writing process (planning, drafting, revising, editing, publishing) to compose text.
110.14 (b) (17) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to audience and generating ideas through range of strategies (e.g., brainstorming/graphic organizers/logs/journals)
110.14 (b) (17) (B) – Develop drafts by categorizing ideas and organizing into paragraphs.
110.14 (b) (17) (C) – Revise drafts for coherence, organization, use of simple and compound sentences and audience.
110.14 (b) (17) (D) – Edit drafts for grammar, mechanics and spelling using teacher-developed rubric.4th Grade
110.15 (a) (1) – Writing – Compose variety of written texts with clear controlling idea/coherent organization/sufficient detail.
110.15 (b) (15) – Writing/Writing Process. Use elements of writing process (planning, drafting, revising, editing, publishing) to compose text.
110.15 (b) (15) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to audience and generating ideas through range of strategies (e.g., brainstorming, graphic organizers, logs and journals)
110.15 (b) (15) (B) – Develop drafts by categorizing ideas and organizing into paragraphs.
110.15 (b) (15) (C) – Revise drafts for coherence, organization, use of simple and compound sentences and audience.
110.15 (b) (15) (D) – Edit drafts for grammar, mechanics and spelling using teacher-developed rubric.
110.15 (b) (15) (E) – Revise final draft after feedback from peers and teacher. Publish work for specific audience.5th Grade
110.16 (a) (1) Writing – Compose variety of written texts with clear controlling idea, coherent organization and sufficient detail.
110.16 (b) (15) Writing/Writing Process – Use elements of writing process (planning, drafting, revising, editing and publishing) to compose text.
110.16 (b) (15) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to an audience, determining appropriate topics through range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing thesis or controlling idea.
110.16 (b) (15) (B) – Develop drafts by choosing appropriate organizational strategy (e.g., sequence of events/cause-effect/compare-contrast) and building on ideas to create focused, organized, and coherent piece of writing.
110.16 (b) (15) (C) – Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
110.16 (b) (15) (D) – Edit drafts for grammar, mechanics, and spelling.
110.16 (b) (15) (E) – Revise final draft after feedback from peers and teacher. Publish written work for appropriate audiences.6th Grade
110.18 (a) (1) Writing – Compose variety of written texts with clear controlling idea, coherent organization and sufficient detail.
110.18 (b) (14) Writing/Writing Process – Use elements of writing process (planning, drafting, revising, editing and publishing) to compose text.
110.18 (b) (14) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to audience, determining appropriate topics through range of strategies (i.e., discussion/background reading, personal interests, interviews), and developing thesis or controlling idea.
110.18 (b) (14) (B) – Develop drafts Choose appropriate organizational strategy (i.e.: sequence of events, cause-effect, compare-contrast) and building on ideas to create focused, organized and coherent piece.
110.18 (b) (14) (C) – Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
110.18 (b) (14) (D) – Edit drafts for grammar, mechanics, and spelling
110.18 (b) (14) (E) – Revise final draft after feedback from peers and teacher. Publish written work for appropriate audiences.7th Grade
110.19 (a) (1) Writing – Compose variety of written texts with clear controlling idea, coherent organization and sufficient detail.
110.19 (b) (14) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to audience, determining appropriate topics through range of strategies (i.e., discussion, background reading, personal interests, interviews), and developing thesis or controlling idea.
110.19 (b) (14) Writing/Writing Process – Use elements of writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.19 (b) (14) (B) – Develop drafts Choose appropriate organizational strategy (i.e.: sequence of events, cause-effect, compare-contrast) and building on ideas to create focused, organized and coherent piece.
110.19 (b) (14) (C) – Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
110.19 (b) (14) (D) – Edit drafts for grammar, mechanics, and spelling.
110.19 (b) (14) (E) – Revise final draft after feedback from peers and teacher. Publish written work for appropriate audiences.8th Grade
110.20 (a) (1) Writing – Compose variety of written texts with clear controlling idea, coherent organization and sufficient detail.
110.20 (a) (14) Writing/Writing Process – Use elements of writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.20 (a) (14) (A) – Plan first draft by selecting genre appropriate for conveying intended meaning to audience, determining appropriate topics through range of strategies (i.e., discussion, background reading, personal interests, interviews), and developing thesis or controlling idea.
110.20 (a) (14) (B) – Develop drafts Choose appropriate organizational strategy (i.e.: sequence of events, cause-effect, compare-contrast) and building on ideas to create focused/organized/coherent piece.
110.20 (a) (14) (C) – Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
110.20 (a) (14) (D) – Edit drafts for grammar, mechanics, and spelling.
110.20 (a) (14) (E) – Revise final draft after feedback from peers and teacher. Publish written work for appropriate audiences. -
Study of Choice
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ECONOMICS, Flat World Economics
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Sun, Earth, Moon
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Box Set, Earth Day, Science, SCIENCE
California
3rd Grade
4d – Know that Earth is one of several planets that orbit Sun and that Moon orbits Earth.
5th Grade
5b – Know solar system includes planet Earth,Moon,Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.Florida
4th Grade
SC.4.E.5.3 – Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SC.4.E.5.4 – Relate that rotation of Earth (day and night) and apparent movements of Sun, Moon, and stars are connected.
5th Grade
SC.5.E.5.1 – Recognize that galaxy consists of gas, dust, and stars, including objects orbiting stars. Identify our home galaxy as Milky Way.Illinois
3rd Grade
E.1b – Identify and describe patterns of weather and seasonal change.
F.1a – Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system.
F.1b Identify daily, seasonal and annual patterns related to the Earth’s rotation and revolution.
4th–6th Grade
F.2a – Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth’s tilt, one’s latitude, and where Earth is in its yearly orbit around the sun).
F.2b – Explain the apparent motion of the sun and stars.
C.2b – Describe and explain the properties of solids, liquids and gases.
7th – 8th Grades
F.3b – Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).Massachusetts
5th Grade
SC.5.E.5.3 – Distinguish among following objects of Solar System — Sun, planets, moons, asteroids, comets — identify Earth’s position in it.New York
K-4th Grade
1a – Earth moves in path around Sun (revolution), results in one Earth year
4.2a – The Sun’s energy warms the air and water.
3.1b – Leaves help plants utilize sunlight to make food for the plant.
5th -8th Grades
1.1a – Earth’s Sun is average-sized star. Sun more than a million times greater in volume than Earth.
1.1c – The Sun and the planets that revolve around it are major bodies in solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.
1.1d – Gravity is force that keeps planets in orbit around Sun and Moon in orbit around Earth.
1.1e – Most objects in solar system have regular and predictable motion. Motions explain such phenomena as day, year, phases of Moon, eclipses, tides, meteor showers, and comets.
1.1h – Apparent motions of Sun, Moon, planets, and stars across sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes length of one day to be approximately 24 hours. This rotation also causes Sun and Moon to appear to rise along eastern horizon and set along western horizon. Earth’s revolution around Sun defines length of year as 365 1/4 days.
1.1i – Tilt of Earth’s axis of rotation and revolution of Earth around Sun cause seasons. Length of daylight varies depending on latitude and season.Texas
3rd–4th Grades
3b,11d – Describe the characteristics of the Sun.
4a,2 – Describe role of the Sun as our major source of energy.
7th Grade
b,8b – Identify that radiant energy from Sun is transferred into chemical energy through process of photosynthesis. -
The Civil War
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Black History Month, Box Set, Social Studies, SOCIAL STUDIES
California
8.10 – Analyze causes/key events, and complex consequences of Civil War
Florida
SS.8.A.5.6 – Compare significant Civil War battles/events and effects on civilian populations.
SS.8.A.5.1 – Explain causes/ course/consequence of Civil War (sectionalism, slavery, states’ rights, balance of power in Senate).Illinois
14.F.4a – Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).
I16.D.4b(US) – Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).Massachusetts
USI.39 – Analyze roles/policies of various Civil War leaders. Describe important Civil War battles/events. (H)
New York
S.1.I.3 – Study major social/political/economic/cultural/religious developments in N.Y. State and U.S. history involves learning about important roles/contributions of individuals/groups.
S.1.C.1 – N.Y. State/U.S. history requires analysis of American culture, diversity/multicultural context and the ways people unified by values/practices/ traditions. (Standard 3)Texas
8.8 – Understand individuals/issues/events of Civil War
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The Planets
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Science, SCIENCE, Singles
TEXAS- GENERAL SKILL LEVEL through middle school
(D) Earth and space. The focus of this strand is on introducing Earth’s processes. Students should develop an understanding of Earth as part of our solar system. The topics include organization of our solar system, the role of gravity, and space exploration.
Grade 6
(13) Science concepts. Know components of our solar system. The student is expected to:(A) identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids
and moons;(11) Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:
(A) describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
CALIFORNIA
Grade 5
The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis to understand this concept:a. Students know the Sun, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.
b. Students know the solar system includes the planet earth, the Moon, the Sun, other planets and their satellites, and smaller objects, such as asteroids and comets.
c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.Grade 8
The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept:e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.
FLORIDA
Grades 6-8
4. Compare the sun as a star to other members of the solar system with respect to gravity, motion, mass,energy and nuclear reaction.SC.C.2.3.1 know that many forces (e.g., gravitational, electrical, and magnetic) act at a distance (i.e., without contact).
SC.E.1.3.1 understand the vast size of our Solar System and the relationship of the planets and their satellites.MASSACHUSETTS
Grades 3-5
13. Recognize that the earth is part of a system called the “solar system” that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system.
Grades 6-8
8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions. -
The President’s Cabinet
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Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
(Many related standards among US Government topics are listed on other social studies song pages)
New York
U4.3H2 (Grades 7&8 H) – The Evolution of an ‘unwritten constitution’ 2. The President’s Cabinet: Change Power
Illinois
14.A.3 – Describe how responsibilities are shared and limited by the United States and Illinois Constitutions and significant court decisions.
14.B.3 – Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions.
14.A.4 – Analyze how local, state and national governments serve the purposes for which they were created. -
The Rest of the Amendments (11-27)
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Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
California
8.2 – Analyze political principles underlying U.S. Constitution. Compare enumerated and implied powers of federal government.
Florida
SS.7.C.2.4 – Evaluate rights contained in Bill of Rights and other amendments.
Illinois
14.C.3 – Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.
Massachusetts
USI.41 – Explain policies/consequences of Reconstruction. (H, C)
New York
S.1.C.1 – N.Y. State and U.S. history requires analysis of American culture, diversity/multicultural context and the ways people unified by values/practices/ traditions. (Standard 3)
Texas
8.9 – Understand effects of Reconstruction on political/ social/economic life of nation.
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The Standard System
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Box Set, Math, MATH
California
3rd Grade
Algebra and Functions: 1.4 – Express simple unit conversions in symbolic form (e.g., __ inches = __ feet × 12).
Measurement and Geometry: 1.1 – Choose appropriate tools and units (metric and U.S.) Estimate and measure the length, liquid volume, weight and mass of given objects.5th Grade
Measurement and Geometry: 1.3 – Understand concept of volume. Use appropriate units in common measuring systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in 3], cubic yard [yd3]) to compute volume of rectangular solids.Florida
2nd Grade
MA 2.G.3.1 – Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects.4th Grade
MA.4.G.3.3 – Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.5th Grade
MA.5.G.5.2 – Compare, contrast and convert units of measure within same dimension (length, mass, or time) to solve problems.
MA.5.G.5.3 – Solve problems requiring attention to approximation and selection of appropriate measuring tools and precision of measurement.Illinois
4th-6th Grades
7.A.2a – Calculate, compare and convert length, perimeter, area, weight, mass and volume within the customary and metric systems.Massachusetts
2nd Grade
2.M.4 – Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.4th Grade
4.M.1 – Demonstrate understanding of attributes as length, area, weight and volume. Select appropriate type of unit for measuring each attribute.
4.M.2 – Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
4.M.5 – Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time angle size and temperature.New York
6th Grade
6.M.2 – Identify customary units of capacity (cups, pints, quarts, and gallons)
6.M.3 – Identify equivalent customary units of capacity (cups to pints, pints to quarts, and quarts to gallons)Texas
6th Grade
6.8.B – Select and use appropriate units, tools and formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume and weight.
66.8.D – Convert measures within same measurement system (customary and metric) based on relationships between units. -
Verb Tenses
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Box Set, English Language Arts, Grammar Goodies, LANGUAGE ARTS
California
3rd Grade
1.3 Grammar – Identify and use past, present, and future verb tenses properly in writing and speaking.6th Grade
1.2 Grammar – Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.9th Grade
1.2 Grammar and Mechanics of Writing – Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).Florida
6th Grade
LA.6.3.4.5 – Edit for correct use of consistency in verb tense in simple, compound, and complex sentences.7th Grade
LA.7.3.4.5 – Edit for correct use of consistency in verb tense in simple, compound, and complex sentences.Illinois
3rd Grade
3.A.1 – Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.4th Grade
4 – 63.B.2d – Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.9th–10th Grades
9 – 103.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.Massachusetts
5th-8th Grades
5.11 – Identify verb phrases and verb tenses.New York
3rd–4th Grades
Speaking, Standard 2 – Students will read, write, listen, and speak for literary response and expression.5th-6th Grades
Writing – Simple/compound/complex sentences, using, correct subject-verb agreement, verb tense, punctuation, and pronouns with clear antecedents.Texas
3rd Grade
110.5 (b) (17) (E) – Edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts.6th-8th Grade
110.22 (b) (17) (G), 110.23 (b) (17) (F), 110.24 (b) (17) (F) – Use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive. -
Water Cycle
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Box Set, Earth Day, Science, SCIENCE
California
5th Grade
3b – Know when liquid water evaporates, it turns into water vapor in air and can reappear as a liquid when cooled or as a solid if cooled below freezing point of water.
3c – Know water vapor in air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.Florida
3rd Grade
SC.3.P.9.1 – Describe changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.5th Grade
SC.5.E.7.1 – Create model to explain parts of water cycle. Water can be gas, liquid, or solid and can go back and forth from one state to another.Illinois
3rd Grade
12.E.1a – Identify components and describe diverse features of the Earth’s land, water and atmospheric systems.
12.E.1c – Identify renewable and nonrenewable natural resources.4th–6th Grades
12.E.2a – Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).
12.E.2c – Identify and classify recyclable materials.
12.C.2b – Describe and explain the proper¬ties of solids, liquids and gases.Massachusetts
3rd–5th Grades
Describe how water on earth cycles in different forms and in different locations, including underground and in atmosphere.New York
5th–8th Grades
2.1j – Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.Texas
2nd Grade
b, 10a – Describe and illustrate the water cycle. -
Weight, Mass, Volume, Density
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Box Set, Science, SCIENCE
California
7th Grade
88a – Students know density is mass per unit volume.8th Grade
9f8 – Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height).Illinois
3rd Grade
12.D.1b – Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism).7th-8th Grades
12.D.3b – Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).Massachusetts
6th-8th Grades
2. Physical – Differentiate between volume and mass. Define density.
1. Physical – Differentiate between weight and mass, recognizing that weight is amount of gravitational pull on an object.New York
5th -8th Grades
3.1h – Density can be described as amount of matter that is in given amount of space. If two objects have equal volume, but one has more mass, one with more mass is denser. -
What Does the Constitution Do?
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Box Set, Our U.S. Government, Social Studies, SOCIAL STUDIES
California
8.2 – Analyze political principles underlying U.S. Constitution. Compare enumerated and implied powers of federal government.
Florida
SS.7.C.1.7 – Describe how Constitution limits powers of gov’t through separation of powers and checks and balances.
SS.7.C.3.3 – Illustrate structure and function of 3 branches of gov’t in US as established in the Constitution.
SS.7.C.3.5 – Explain the constitutional amendment process.Illinois
14.A.3 – Describe how responsibilities are shared and limited by the United States a Illinois Constitutions, and significant court decisions.
14.B.3 – Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions.
14.F.3a – Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights, and the Illinois Constitution.
14.F.3b – Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.
16.B.3b(US) – Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.
16.B.3c(US) – Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions.Massachusetts
USI.7 – Explain roles of founders at Constitutional Convention. Describe major debates occurring at Convention and “Great Compromise” (H, C)
USI.8 – Explain debate over ratification of Constitution between Federalists and Anti-Federalists. Also key ideas in Federalist Papers on federalism, factions, checks and balances and the importance of independent judiciary. (H, C)New York
S.1.I.1 – N.Y.State and U.S.history requires analysis of American culture, diversity/multicultural context and the ways people unified by values/practices/ traditions. (Standard 1)
Texas
8.5 – Understand challenges confronted by gov’t and leaders in early years of Republic.
8.16 – Understand American beliefs/ principles reflected in Constitution/ other important historical documents.
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