C. DATA ANALYSIS AND STATISTICS

Students will understand and apply concepts of data analysis. We are faced with massive quantities of information which must be selected, sorted, and analyzed to reach conclusions. Sound decision making requires the ability to collect data effectively, organize data, discover patterns, summarize trends, make inferences, draw conclusions, and make predictions. The ethical use of statistics is a paramount concern in the Information Age.

Students will be able to:

MG         3. Construct inferences and convincing arguments based on

SG          2. Predict and draw conclusions from charts, tables, and graphs that summarize from practical situations.

 E. GEOMETRY

Students will understand and apply concepts from geometry. Geometry is the study of the spatial world and its symmetries. The ideas of geometry are used to describe, interpret, represent, and change the spatial world in which we live. The understanding and development of spatial and visual skills strengthens problem-solving abilities.

Students will be able to:

MG         2. Apply geometric properties to represent and solve real-life problems involving regular and irregular shapes.

MG         4. Use the appropriate geometric tools and measurements to draw and construct two- and  three-dimensional figures.

 F. MEASUREMENT

Students will understand and demonstrate measurement skills. Measurement is valuable as an integrating skill throughout the curriculum and in everyday life. The use of estimation is vital in determining the reasonableness of measurement. Measurement attributes (e.g., length, volume, minutes), units, and tools enhance the ability to describe and understand the world.

Students will be able to:

MG         3. Demonstrate an understanding of length, area, volume, and the corresponding units, square units, and cubic units of measure.

G. PATTERNS, RELATIONS, FUNCTIONS

Students will understand that mathematics is the science of patterns, relationships, and functions. Relationships are central to mathematical understanding. A study of patterns often reveals regularity, indicating the presence of a mathematical relationship. Studying relationships allows students to make generalizations and predictions about phenomena and occurrences.

Students will be able to:

MG         1. Describe and represent relationships with tables, graphs, and equations.

SG         1. Create a graph to represent a real-life situation and draw inferences from it.

J. MATHEMATICAL REASONING

Students will understand and apply concepts of mathematical reasoning.  Reasoning is fundamental to the knowing and doing of mathematics. To give more students access to mathematics as a powerful way of making sense of the world, it is essential that an emphasis on reasoning pervade all mathematics. Students need a great deal of time and many experiences to develop their ability to construct valid arguments in problem settings and to evaluate the arguments of others.

Students will be able to:

MG         1. Support reasoning by using models, known facts, properties, and relationships.

MG         2. Demonstrate that multiple paths to a conclusion may exist.

SG          1. Analyze situations where more than one logical conclusion can be drawn from data presented.

K. MATHEMATICAL COMMUNICATION

Students will reflect upon and clarify their understanding of mathematical ideas and relationships. Communication plays a key role in helping make important connections among physical, pictorial, graphic, symbolic, verbal, and mental representations of mathematical ideas. Providing individual and collaborative opportunities for discussions about issues, people, and the cultural implications of mathematics reinforce student understanding of the connection between mathematics and our society.

Students will be able to:

MG        2.Use statistics, tables, and graphs to communicate ideas and information in convincing presentations and analyze presentations of others for bias or deceptive presentation.

SG         1. Restate, create, and use definitions in mathematics to express understanding, classify figures, and determine the truth of a proposition or argument.

Shoreland Zoning Lesson

Maine Learning Results Performance Indicators

CIVICS AND GOVERNMENT

Students will learn the constitutional principles and the democratic foundations of national, state, and local systems and institutions. Further, students will learn how to exercise the rights and responsibilities of participation in civic life and to analyze and evaluate public policies. This understanding entails insight into political power, how it is distributed and expressed, the types and purposes of governments, and their relationships with the governed. Political relationships among the United States and other nations are also included in this content area.

A. RIGHTS, RESPONSIBILITIES, AND PARTICIPATION

Students will understand the rights and responsibilities of civic life and employ the skills of effective civic participation.

Students will be able to:

MG         2.Evaluate and defend positions on current issues regarding individual rights and judicial protection.

              4. Identify ways in which citizens in a pluralistic society manage differences of opinion on public policy issues.

SG         1.Develop and defend a position on a public policy issue within our democracy.

 B. PURPOSE AND TYPES OF GOVERNMENT

Students will understand the types and purposes of governments, their evolution, and their relationships with the governed.

Students will be able to:

MG         3. Contrast the roles of local, state, and national governments by investigating, evaluating, and debating a current civic issue.

              5.Assess competing ideas about the purposes government should serve (e.g., individual rights versus collective rights).

SG         2.Assess the different jurisdictions and roles of local, state, and federal governments in relation to an important public policy issue.

C. FUNDAMENTAL PRINCIPLES OF GOVERNMENT AND CONSTITUTIONS

Students will understand the constitutional principles and the democratic foundations of the political institutions of the United States.

Students will be able to:

MG         3. Take and defend positions on current issues involving the constitutional practice of individual rights (e.g., freedom of speech, separations of church and state).

SG         6. Evaluate, take, and defend positions on current issues regarding judicial protection and individual rights.

HISTORY

Students will learn to analyze the human experience through time, to recognize the relationships of events and people, and to identify patterns, themes, and turning points of change using the chronology of history and major eras. In interpreting current and historical events, students will evaluate the credibility and perspectives of multiple sources of information gathered from technology, documents, artifacts, maps, the arts, and literature.

C. HISTORICAL INQUIRY, ANALYSIS, AND INTERPRETATION

Students will learn to evaluate resource material such as documents, artifacts, maps, artworks, and literature, and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.

Students will be able to:

SG    1. Evaluate and use historical materials to formulate historical hypotheses regarding a specific issue (e.g., space travel), and to make predictions about the future of the issue.

GEOGRAPHY

In order to understand and analyze the relationships among people and environments, students will learn how to construct and interpret maps and how to use globes and other geographic tools to locate and derive information about people, places, regions, and environments. In an integrated way, students will study people and the physical characteristics and processes of the earth's surface to understand causes and effects, ecosystems, human behavior, patterns of population, interdependence, resources, cooperation and conflict, and how these are shaped by economic, political, and cultural systems.

A. SKILLS AND TOOLS

Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments.

Students will be able to:

MG    2. Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

SG    1. Use mapping to answer complex geographic and environmental problems.

         2. Appraise the ways in which maps reflect economic, social, and political policy decision making.

B. HUMAN INTERACTION WITH ENVIRONMENTS

Students will understand and analyze the relationships among people and their physical environments.

Students will be able to:

SG    1. Explain factors which shape places and regions over time (e.g., physical and cultural factors).

 

Shoreland Zoning Lesson

Maine Learning Results Performance Indicators

A. PROCESS OF READING

Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. Readers apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on prior experience, interactions with others, knowledge of word meaning and knowledge of other texts, word identification strategies, and understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students will be able to:

MG    2. Reflect on what has been discovered and learned while reading, and formulate additional questions.

          4. Use specific strategies (e.g., rereading, consultation) to clear up confusing parts of a text.

          8. Read for a wide variety of purposes (e.g., to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy).

                             9. Explain orally and defend opinions formed while reading and viewing.

                            11. Generate and evaluate the notes they have taken from course-related reading, listening, and viewing.

SG    9. Identify the philosophical assumptions and basic beliefs underlying a particular text.

        11.Represent key ideas and supporting details in various written forms (e.g., outline, paraphrase, concise summary).

D. INFORMATIONAL TEXTS

Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum. When reading, listening, and viewing critically, students will ask pertinent questions, recognize assumptions and implications, and evaluate information and ideas. In a world that surrounds them with information, they have to be able to connect with this information and make sense of it.

Students will be able to:

MG    5. Produce and support generalizations acquired from informational text.

          6. Describe new knowledge presented in informational texts and how it can be used.

SG     1. Scan a passage to determine whether a text contains relevant information.

          3. Use discussions with peers as a way of understanding information.

          5. Analyze and synthesize the concepts and details in informational texts.

E. PROCESSES OF WRITING AND SPEAKING

Students will demonstrate the ability to use the skills and strategies of the writing process. Effective communication can improve the work of writers and speakers. Students will use a wide range of strategies to address different audiences for a variety of purposes. Students will write or speak for reflective, creative and informational purposes.

Students will be able to:

MG    2. Use planning, drafting, and revising to produce, on demand, a well- developed, organized piece that demonstrates effective language use, voice, and command of mechanics.

          3.Ask questions and apply personal interpretations in class discussion following speeches and oral presentations.

SG    3. Use planning, drafting, and revising to produce, on demand, a well- developed, organized piece that demonstrates effective language use, voice, and command of mechanics.

          4. Evaluate the remarks and oral presentations of others to find the key ideas, and explain the ways in which these ideas were developed.

 

H. RESEARCH-RELATED WRITING AND SPEAKING

Students will work, write, and speak effectively when doing research in all content areas. Research involves generating ideas and posing questions. It includes gathering, evaluating, and synthesizing data from a variety of sources (e.g., print, nonprint, and electronic texts, examination of artifacts, interviews with people). Researching and reporting use a variety of informational and technological resources to gather and synthesize information and to create and communicate knowledge.

Students will be able to:

MG    1. Collect and synthesize data for research topics from interviews and field work, using notetaking and other appropriate strategies.

          6. Use magazines, newspapers, dictionaries, journals, and other print sources to gather information for research topics.

          7. Use search engines and other Internet resources to collect information for research topics.

          8. Make limited but effective use of primary sources when researching topics.

          9. Explain the importance of primary sources in evaluating the validity and reliability of collected information.

SG    1.Develop an appropriate strategy for finding information on a particular topic.

          2. Use referencing while doing research.

          4. Identify and use library information services.

          5. Use government publications, in-depth field studies, and almanacs for research.

          8. Use search engines and other Internet resources to do  research.

          9. Make extensive use of primary sources when researching a topic and carefully evaluate the motives and perspectives of the authors.

          10. Analyze the validity and weigh the reliability of primary information sources and make appropriate use of such information for research purposes.

          11. Evaluate information for accuracy, currency, and  possible bias.

          12. Report orally, using a variety of technological resources to present the results of a researchproject.

Shoreland Zoning Lesson

Maine Learning Results Performance Indicators