Common Core Educations Standards

DSCN0552Our Archaeology Adventure “field school” is aligned to the new Common Core Educations Standards. Here are some of the standards that our programs address.

Grade 4 Students

Language Arts
Writing Standards

3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences
7. Participate in shared research and writing projects
Speaking and Listening Standards
3. Identify the reasons and evidence a speaker provides to support particular points.
7. Participate in shared research and writing projects on a single topic to produce a report; record science observations).

History

4.2.1 . Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
1. Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.

Historical and Social Sciences Analysis Skills Kindergarten Through Grade Five

Chronological and Spatial Thinking
2. Students correctly apply terms related to time, including past, present, future, decade, century, and generation.
3. Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.
4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations.
Research, Evidence, and Point of View
1. Students differentiate between primary and secondary sources.
2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Science

5.c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.
6.a. Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
6.b. Measure and estimate the weight, length, or volume of objects.
6.c. Formulate and justify predictions based on cause-and-effect relationships.
6.e. Construct and interpret graphs from measurements.
6.f. Follow a set of written instructions for a scientific investigation.

Grade 5 Students

Language Arts

Writing Standards
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Speaking and Listening Standards
1. Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence,
7. Participate in shared research and writing projects on a single topic to produce a report; record.
Vocabulary Acquisition and Use
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, (science observations).

Math
Measurement and Data (5.MD)

Convert like measurement units within a given measurement system.
1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problem.
Geometry (5.G)
Graph points on the coordinate plane to solve real-world and mathematical problems.
1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

History–Social Science

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Science

Investigation and Experimentation
6.b. Develop a testable question.
6.g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
6.h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

Grade 6 Students

Language Arts

Speaking and Listening Standards
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Math

The Number System
6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
8. Solve real-world and mathematical problems by graphing points

History

6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.

Historical and Social Sciences Analysis Skills Grades Six Through Eight Chronological and Spatial Thinking

3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

Research, Evidence, and Point of View
1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them. 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author’s perspectives)

Science

6.6.c Students know the natural origin of the materials used to make common objects.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
7.a. Develop a hypothesis.
7.c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
7.d. Communicate the steps and results from an investigation in written reports and oral presentations.
7.e. Recognize whether evidence is consistent with a proposed explanation.

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