Académique Documents
Professionnel Documents
Culture Documents
and Benchmarks
Department of Education
Federated States of Micronesia
2008
Development and Background of the National Standards and Benchmarks
These standards and benchmarks were developed by the Standards Development Working Group in
Pohn¬pei, FSM between January 25 and February 3, 2006. The group consisted of representatives from
the FSM Department of Health, Education and Social Services, each of the four state Departments of
Education, and Pacific Resources for Education and Learning. BSSP revised and edited the standards and
benchmarks prior to publication.
These materials were reviewed at State level and adopted by the FSM Association of Chief State School
Officers (FACSSO) in March 2008.
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Table of Contents
Literature 2. Reading
Students will study literature (oral and written) ♦♦ ELA.2.3.1 Use a variety of grade appropri-
from their own culture as well as selected literary ate strategies to decode high frequency words.
works from other cultures. They will develop the (For example, students will know how to decode
ability to understand other cultures and gain in- words where the medial vowel is altered by the
sights into their own, relate to others and recognize final silent e, such as tap and tape or bit and bite)
universal and unique qualities in others.
♦♦ ELA.2.3.2 Use pictures to build vocabulary.
(For example, students will be able to correctly
Grade 3 guess the meaning of new words by using picture
clues.)
By the end of grade 3, students will be able to:
♦♦ ELA.2.3.3 Use tools and techniques to locate
1. Listening and Speaking information. (For example, students will be able
to find words in a dictionary by using alphabeti-
♦♦ ELA.1.3.1 Respond to oral and visual com- cal order or find information in a book by using
munication with groups of words. (For example, the index.)
students will be able to speak in phrases and
sentences to describe events in a picture book.) ♦♦ ELA.2.3.4 Read for enjoyment a variety of
grade appropriate texts. (For example, students
♦♦ ELA.1.3.2 Follow and respond to three step will voluntarily choose to read a favorite story
instructions and directions, using verbal and book, picture book, reference book or comic.)
non-verbal cues (For example, students will be
able to follow instructions such as, ‘Open your ♦♦ ELA.2.3.5 Comprehend what is read orally.
book at page 3, find a picture of a cat and color it (For example, students will be able to read a
brown.’) text aloud and demonstrate their understanding
by retelling or answering questions about the
♦♦ ELA.1.3.3 Demonstrate ability to express content.)
ideas, needs, feelings and questions orally and
build vocabulary. (For example, students will be
able to say why they like or dislike a story, using
| 3
ferent cognitive levels. (For example, students that are appropriate for their purpose.)
will be able to compose and answer ques-
♦♦ ELA.3.5.4 Demonstrate writing skills by
tions that relate to Bloom’s cognitive levels:
revising and editing own writing and those of
1.Knowledge; 2. Comprehension; 3. Application;
others. (For example, students will be able to
4. Analysis; 5. Synthesis; 6. Evaluation.)
demonstrate the writing process skills of draft-
♦♦ ELA.2.5.4 Use appropriate strategies to ana- ing, editing, re-drafting and publishing.)
lyze and summarize information. (For example,
students will be able to use strategies such as 4. Literature
critical reading and reading beyond the literal to
analyze texts and use strategies such as note-tak- ♦♦ ELA.4.5.1 Read, listen to or view a variety
ing and using graphic organizers to summarize.) of children’s literature and retell it to peers. (For
example, students will be able to read, listen to
♦♦ ELA.2.5.5 Use text structure to read with or view stories, poetry, dramas and other forms
fluency. (For example, students will be able to of literature and retell with sufficient detail.)
read aloud with good expression by following
the specific text structure such as line breaks and ♦♦ ELA.4.52 Discuss the moral of a story or
verses in a poem.) piece of literature and compare it to their own
cultural values. (For example, students will be
♦♦ ELA.2.5.6 Read a variety of level appropri- able to state their point of view and participate
ate texts for a variety of purposes. (For example, in discussions.)
students will be able to read narratives, reports,
descriptions, maps, charts and graphs in order ♦♦ ELA.4.5.3 Illustrate the sequence of key
to find information, follow directions, critically events in a story. (For example, students will be
analyze or for pleasure.) able to identify and sequence elements of plot
such as problem, conflict, crisis, climax and reso-
lution.)
3. Writing
♦♦ ELA.4.5.4 Describe the characteristics of a
♦♦ ELA.3.5.1 Use grade appropriate pre-writing
variety of genres. (For example, students will be
strategies before writing. (For example, students
able to describe the differences between poetry,
will be able to identify purpose and audience,
legend and non-fiction.)
brainstorm, plan and organize ideas and use a
variety of prompts and organizers.) ♦♦ ELA.4.5.5 Demonstrate comprehension
through oral retelling of a simple story, para-
♦♦ ELA.3.5.2 Use reference materials to gather
phrasing and summarizing orally.
information to support writing. (For example,
students will be able to use dictionaries, thesau-
ruses, encyclopedia, non-fiction reference books Grade 6
and the internet to find information relevant to
By the end of grade 6, students will be able to:
their writing task.)
♦♦ ELA.3.5.3 Write for specific purposes. (For 1. Listening and Speaking
example, students will be able to write letters,
reports, descriptions, accounts and narratives ♦♦ ELA.1.6.1 Listen and critically respond to oral
| 5
and visual communication. (For example, stu- solve problem, find information, follow direc-
dents will be able to draw conclusions and com- tions, critically analyze or for pleasure.)
ment critically on speeches, reports and dramas.)
♦♦ ELA.1.6.2 Interact in conversations and 3. Writing
discussions of medium complexity. (For example, ♦♦ ELA.3.6.1 Use grade appropriate strategies
students will be able to participate in paired and in the writing process. (For example, students
group discussions.) will be able to identify purpose and audience,
♦♦ ELA.1.6.3 Deliver oral presentations on brainstorm, plan and organize ideas.)
topics of medium complexity. (For example, ♦♦ ELA.3.6.2 Use reference materials to sum-
students will be able to explain, recount, describe marize, paraphrase and take notes. (For example,
and demonstrate.) students will be able to process relevant informa-
♦♦ ELA.1.6.4 Listen to and use a range of vo- tion from textbooks, magazines and newspapers
cabulary to describe or explain something from and write summaries.)
the local environment. ♦♦ ELA.3.6.3 Write for a specific purpose and
audience using correct sentence structure and
2. Reading grammatical conventions.
Grade 8 3. Writing
By the end of grade 8, students will be able to: ♦♦ ELA.3.8.1 Use grade appropriate strate-
gies to organize thoughts before writing. (For
1. Listening and Speaking example, students will be able to identify topics,
purpose and audience brainstorm and use con-
♦♦ ELA.1.8.1 Listen, view and respond to cept maps and other organizers.)
oral and visual communication. (For example,
students will be able to summarize, analyze, ♦♦ ELA.3.8.2 Demonstrate competence in
interpret, evaluate and criticize.) writing, using correct grammatical and mechani-
cal conventions of composition appropriate to
♦♦ ELA.1.8.2 Debate topics of medium com- the purpose for writing. (For example, students
plexity. will be able to write well-organized and correct
♦♦ ELA.1.8.3 Evaluate personal effectiveness research reports, persuasive texts, descriptions
in group discussions and make corrections as and letters that meet their purpose.)
necessary. (For example, students will be able ♦♦ ELA.3.8.3 Use reference materials to re-
to conduct a self evaluation using criteria or search and report. (For example, students will be
rubrics.) able to use dictionaries, encyclopedia, newspa-
♦♦ ELA.1.8.4 Obtain information and maintain pers, thesauruses, computers and the internet.)
exchange by oral questioning and comment on
complex topics. (For example, students will be 4. Literature
able to conduct questionnaires, surveys or inter-
views and present, explain and debate complex ♦♦ ELA.4.8.1 Listen to, read or view and
topics.) respond to a narrative or poem. (For example,
students will be able to make a written or oral
review of a reading or theatre performance.)
2. Reading
♦♦ ELA.4.8.2 Recognize and identify the com-
♦♦ ELA.2.8.1 Identify and use a variety of plex elements of plot. (For example, students will
strategies to extend word meaning. (For example, be able to recognize and identify foreshadowing
students will be able to correctly apply prefixes (the writer’s use of hints or clues about what will
and suffixes in order to adapt words for different happen next) inciting forces (the event that trig-
purposes.) gers conflict) conflict, crisis, climax and resolu-
♦♦ ELA.2.8.2 Build comprehension of texts. tion.)
(For example, students will be able to ask ques- ♦♦ ELA.4.8.3 Dramatize, record and write about
tions, predict, identify main ideas and supporting the effects of culture and historical periods on
details, analyze, summarize and draw logical literature and vice-versa.
conclusions.)
♦♦ ELA.4.8.4 Write and present an analysis that
♦♦ ELA.2.8.3 Read a variety of printed and me- shows the cultural differences between a piece of
dia materials for different purposes and discuss complex literary text and personal experiences.
opinion of what was read.
♦♦ ELA.4.8.5 Apply knowledge of literal and
8 | National Curriculum Standards and Benchmarks
figurative meanings to build vocabulary. (For grammar and mechanical conventions appropri-
example, students will be able to interpret ate to high school level.
metaphor and allegory to enhance their written
♦♦ ELA.hs.9 Use peer-coaching strategies to
vocabulary.)
proof read and improve on the writing of final
drafts.
♦♦ ELA.hs.10 Ask questions as a way to broaden
and enrich learning.
Benchmarks for All High Schools ♦♦ ELA.hs.11 Apply skills to participate in real
By the end of high school, all students will: life situations.
♦♦ VLA.4.3.7 Read and identify specific parts of ♦♦ VLA.2.5.5 Make inferences from informa-
a story and share responses with peers. tion read.
3. Vernacular Writing
♦♦ VLA.3.5.1 Take notes in local languages.
Grade 5 ♦♦ VLA.3.5.2 Write letters and short composi-
By the end of grade 5, students will be able to: tions in local languages.
♦♦ VLA.3.5.3 Identify and use grammatical pat-
1. Vernacular Listening and Speaking terns of language appropriate to grade level.
♦♦ VLA.1.5.1 Use information presented orally ♦♦ VLA.3.5.4 Use precise words to convey
in the vernacular to solve problems and make meanings.
decisions. ♦♦ VLA.3.5.5 Revise and edit their own writing
♦♦ VLA.1.5.2 Listen and respond to comments and the writing of others.
and questions with appropriate clarity.
♦♦ VLA.1.5.3 Prepare and present oral reports 4. Vernacular Literature
to classmates and other audiences. ♦♦ VLA.4.5.1 Understand that people respond
♦♦ VLA.1.5.4 Actively participate in and con- differently to literature.
tribute to group discussions. ♦♦ VLA.4.5.2 Demonstrate knowledge and un-
♦♦ VLA.1.5.5 Use oral language in storytelling, derstanding of the importance of the literature
the counting system and honorific language to read.
strengthen oral traditions. ♦♦ VLA.4.5.3 Identify specific aspects of a piece
♦♦ VLA.1.5.6 Interpret oral communication, of literature and relate the actions of characters
such as plays, skits and debates. to their own experience.
♦♦ VLA.4.5.4 Understand plot development.
2. Vernacular Reading (For example, students will be able to identify
and describe cause and effect and conflict and
♦♦ VLA.2.5.1 Recognize and comprehend words resolution.)
and sentence structures.
♦♦ VLA.4.5.5 Understand the characteristics of
♦♦ VLA.2.5.2 Read a variety of reference mate- a variety of genres. (For example, students will be
rials. able to distinguish the characteristics of fiction
♦♦ VLA.2.5.3 Identify the elements of a story, and non-fiction including fairy tales, fables, leg-
including setting, characters, plot, dialogue, ends, myths, poems, dramas, information books
theme and use of figurative language. and biographies.)
♦♦ VLA.1.8.3 Use information for problem solv- ♦♦ VLA.3.8.6 Conduct research or surveys on
ing and decision-making. assigned topics, using primary and secondary
sources of information, and write a report.
♦♦ VLA.1.8.4 Perform the role of panelists in
panel discussions. 4. Vernacular Literature
♦♦ VLA.1.8.5 Do simple role playing and “stu-
♦♦ VLA.4.8.1 Understand that people respond
dent take over”.
differently to literature.
By the end of high school, all students will be able 4. Vernacular Literature
to:
♦♦ VLA.4.hs.1 Relate personal response to the
text with that intended by the author.
1. Vernacular Listening and Speaking
♦♦ VLA.4.hs.2 Make abstract connections be-
♦♦ VLA.1.hs.1 Demonstrate the skills needed to
tween their own life and the characters, events,
participate in real-life situations such as inter-
motives and causes of conflict in text.
views, community activities, panel discussions
and negotiations. ♦♦ VLA.4.hs.3 Analyze the effectiveness of
complex elements of plot. (For example, students
♦♦ VLA.1.hs.2 View a variety of presentations,
will be able to evaluate the effectiveness of crisis,
recall important information and critique from a
conflict, climax and resolution as well as the
cultural perspective.
inciting force and foreshadowing in a complex
plot.)
2. Vernacular Reading
♦♦ VLA.4.hs.4 Practice a reader’s right and re-
♦♦ VLA.2.hs.1 Read and research to acquire sponsibility to bring personal and cultural values
understanding, knowledge and skills. to bear on the study of literature.
♦♦ VLA.2.hs.2 Analyze and evaluate context to ♦♦ VLA.4.hs.5 Recognize that cultures view
see how the author’s message was influenced by situations from varying perspectives and evolve
real-life situations in society and culture. different patterns of interaction.
♦♦ VLA.2.hs.3 Demonstrate the ability to use ♦♦ VLA.4.hs.6 Identify the simple and complex
skills and strategies for reading and compre- interactions between main and subordinate char-
hending informational texts. acters.
♦♦ VLA.4.hs.7 Identify and explain literary ele-
3. Vernacular Writing ments, including alliteration, allusion, character-
♦♦ VLA.3.hs.1 Use vocabulary that stimulates the ization, exaggeration, hyperbole and figurative
imagination of the reader. language.
C
Mathematics
National Standards and Bench-
marks - Mathematics
Standard 4
Standard 1
Statistics and Probability
Number, Operations and Computation Students understand how to interpret data using
Students understand the number system, the mean- methods of exploratory data analysis, develop and
ing of operations and how they relate to each other evaluate inferences, predictions and arguments that
and are able to use computational tools and strate- are based on data and understand and apply basic
gies effectively. notions of chance and probability.
Standard 2 Grade 3
By the end of grade 3, students will:
Geometry, Measurement and Transforma-
tion 1. Number, Operations and Computa-
Students understand geometry, measurement and tion
spatial relationships including units and systems of
♦♦ Mth.1.3.1 Use English and local systems to
measurement and develop and use techniques, tools,
count, read, write and compare whole numbers
and formulas for measuring the properties of objects
up to 1,000.
and relationships among the properties and use
transformations and symmetry to analyze math- ♦♦ Mth.1.3.2 Understand base-ten by identify-
ematical situations. ing the place value of numbers up to 1,000.
♦♦ Mth.1.3.3 Demonstrate an understanding
Standard 3 of the basic operations (+, - , x, ÷), and how they
relate to each other.
Patterns and Algebra ♦♦ Mth.1.3.4 Represent whole numbers and
Students understand various types of patterns and operations in a variety of ways using physical
functional relationships, use symbolic forms to rep- models, diagrams, and number expressions.
resent, model, and analyze mathematical situations ♦♦ Mth.1.3.5 Use the basic operations to add
and collect, organize, and represent data to answer and subtract 2- and 3-digit numbers.
questions.
16 | National Curriculum Standards and Benchmarks
common units in the English and metric sys- ♦♦ Mth.1.5.3 Continue to develop fluency to
tems by choosing appropriate units to measure do the basic operations to add, subtract, multiply
common objects and quantities. and divide whole numbers, decimals and simple
fractions.
♦♦ Mth.2.4.4 Use standard and non-standard
units to determine length, volume and weight ♦♦ Mth.1.5.4 Use rounding and estimation to
and describe the characteristics of each type of solve problems.
measurement.
♦♦ Mth.1.5.5 Choose and use appropriate
♦♦ Mth.2.4.5 Use the understanding of geom- computational procedures and tools to solve
etry, measurement and transformation to solve problems. (For example, students will be able
problems and explain the reasoning used to to use pencil and paper, mental computation or
reach the solution. calculators.)
♦♦ Mth.1.5.6 Use a variety of strategies in-
3. Patterns and Algebra cluding making a model, working backwards,
♦♦ Mth.3.4.1 Use patterns and functions to rep- drawing a diagram or guessing and checking to
resent and solve real world situations and explain solve problems and explain the reasoning used to
the reasoning used to reach the solution. reach the solution.
♦♦ Mth.4.7.1 Propose and support conclusions ♦♦ Mth.2.8.2 Identify similar and congruent
by summarizing data. (For example, after com- figures including lines of symmetry and diago-
pleting a survey, students will be able to propose nals.
and support the conclusion that over half the ♦♦ Mth.2.8.3 Use formulas to find areas of
books students read in a year are read in April quadrilaterals, triangles and circles, and the
and May.) surface area and volume of cylinders and prisms
♦♦ Mth.4.7.2 Formulate questions or hypoth- using appropriate units of measure.
eses based on initial data collection and describe ♦♦ Mth.2.8.4 Use the Pythagorean Theorem to
further studies to explore them. find lengths of sides of right triangles.
♦♦ Mth.2.8.5 Solve simple problems involv-
Grade 8 ing rates and derived measures. (For example,
By the end of grade 8, students will: students will be able to solve problems involving
miles per hour or cost per yard.)
1. Number, Operations and Computa- ♦♦ Mth.2.8.6 Use proportional reasoning and
tion indirect measurements to draw inferences,
such as measuring the thickness of a book and
♦♦ Mth.1.8.1 Represent, compare, order and use dividing by the number of pages to estimate the
numbers in a variety of forms, including integer, thickness of one page.
fraction, decimal, percentage and exponents, in
mathematical problem-solving situations. 3. Patterns and Algebra
♦♦ Mth.1.8.2 Demonstrate fluency in comput-
♦♦ Mth.3.8.1 Write and solve two-step linear
ing with rational numbers, fractions, decimals,
equations and one-step inequalities.
percentages and integers.
♦♦ Mth.3.8.2 Graph linear functions in two
♦♦ Mth.1.8.3 Square whole numbers, rational
variables using a table of ordered pairs.
numbers and integers and find square roots of
perfect squares. (For example, students will be ♦♦ Mth.3.8.3 Use symbolic algebra and ad-
able to find the square root of 1, 2, 4, 9, etc.) ditional techniques, such as tables, guess and
check and diagrams, to represent situations and
♦♦ Mth.1.8.4 Use ratio, proportion, and per-
to solve problems, especially those that involve
centage in problem solving.
linear relationships.
♦♦ Mth.4.8.3 Use sampling and other data ♦♦ Mth.1.hs.8 Estimate a reasonable solution to
collection tools to gather and analyze data and a problem.
make conclusions and predictions. ♦♦ Mth.1.hs.9 Use rounding and estimation to
♦♦ Mth.4.8.4 Compute simple probabilities solve real-world situations and recognize the
using appropriate methods such as lists and tree limitations.
diagrams or through experimental or simulation
activities. 2. Geometry, Measurement and Trans-
formation
Benchmarks for All High Schools ♦♦ Mth.2.hs.1 Apply an understanding of the
All high school students will: English and metric systems of measurement to
solve problems.
(Based on the shared requirement that all students
complete at least Algebra I.) ♦♦ Mth.2.hs.2 Use formulas, including appropri-
ate units of measure, to determine the surface
1. Number, Operations and Computa- area and volume of selected prisms, cylinders
and pyramids.
tion
♦♦ Mth.2.hs.3 Apply the Pythagorean Theorem
♦♦ Mth.1.hs.1 Demonstrate the inverse relation-
to solve problems involving right triangles.
ship between square numbers and square roots.
♦♦ Mth.2.hs.4 Perform transformations includ-
♦♦ Mth.1.hs.2 Compare and order rational num-
ing reflection, rotation and translation and
bers and square roots using a number line.
describe the size, position and orientation of the
♦♦ Mth.1.hs.3 Solve problems with squares and resulting shapes.
square roots, limited to square roots of square
numbers. 3. Patterns and Algebra
♦♦ Mth.1.hs.4 Represent numbers in a variety ♦♦ Mth.3.hs.1 Represent a variety of patterns,
of forms including factors, multiples, exponents, including recursive patterns, with tables, graphs,
primes, composites, fractions, decimals and per- words and symbolic rules.
centages and change from one form to another.
♦♦ Mth.3.hs.2 Represent mathematical situa-
♦♦ Mth.1.hs.5 Apply an understanding of ad- tions as algebraic expressions and equations and
22 | National Curriculum Standards and Benchmarks
describe algebraic expressions using words. ♦♦ Mth.4.hs.4 Calculate probabilities for simple
events under different relationships, including
♦♦ Mth.3.hs.3 Solve single-variable equations
independent, dependent, with replacement and
and inequalities using rational numbers.
without replacement.
♦♦ Mth.3.hs.4 Use tables and graphs to represent
linear relationships involving equalities and in-
equalities with two variables and solve problems.
Mth.3.hs.5 Justify the steps used in simpli-
♦♦
fying expressions and solving equations and Benchmarks for Students in College
inequalities.
Preparatory Programs
♦♦ Mth.3.hs.6 Identify functions as linear or
The earlier benchmarks define the important
nonlinear and contrast their properties from
knowledge and skills in which all young people in
tables, graphs or equations.
FSM should demonstrate proficiency. The following
♦♦ Mth.3.hs.7 Represent data involving linear outcomes reflect some of the additional knowledge
relationships from tables as graphs and equa- and skills that students in high school college prepa-
tions and vice versa. ratory programs should demonstrate, as and if they
complete the following mathematics courses.
♦♦ Mth.3.hs.8 Solve linear equations and
inequalities with two variables using algebraic
methods, manipulatives or models. Algebra 2
♦♦ Mth.3.hs.9 Determine the slope of a line ♦♦ Apply arithmetic properties to operate on and
when given the graph of a line, two points on simplify expressions that include radicals and
the line, or the equation of the line. other real numbers.
♦♦ Mth.3hs.10 Select and use a variety of strate- ♦♦ Use the complex number system, the notation
gies including concrete modeling, pictorial for complex numbers, and the definition of “i” to
representation, and algebraic manipulation to solve problems in standard form.
add, subtract, multiply, divide and factor first and ♦♦ Add, subtract, multiply, and divide complex
second degree binomials and trinomials in one numbers.
variable.
♦♦ Use the inverse relationship between exponents
and logarithms to solve exponential and loga-
4. Statistics and Probability
rithmic problems.
♦♦ Mth.4.hs.1 Analyze and interpret data using
♦♦ Use advanced formulas or functions to solve
mean, median, mode, range and frequency.
problems.
♦♦ Mth.4.hs.2 Design a study, collect data, and
♦♦ Apply the properties of arithmetic and geomet-
select the appropriate representation to make
ric sequences and series to solve problems.
conclusions and generalizations.
♦♦ Use exponential functions to solve problems
♦♦ Mth.4.hs.3 Judge the validity of reported
involving exponential growth and decrease.
data, conclusions and generalizations.
| 23
♦♦ Use vector operations, including dot product and ♦♦ Find limits of sums, differences, products, quo-
cross product, the law of sines and the law of tients and rational functions.
cosines to solve problems. ♦♦ Understand continuity in terms of limits and
♦♦ Calculate linear and angular velocity. functions.
♦♦ Find the sine, cosine, tangent, cotangent, secant ♦♦ Find the derivatives of functions, including
and cosecant of an angle in standard position. polynomial, rational, trigonometric, logarithmic,
inverse, composite and exponential functions.
♦♦ Use the relationship among the six trigonomet-
ric functions to translate among them. ♦♦ Find the derivatives of implicitly-defined func-
tions.
♦♦ Recognize the trigonometric functions of bench-
mark angles. ♦♦ Find points of inflection of functions.
♦♦ Translate between radians and degrees. ♦♦ Use implicit differentiation to find the derivative
of an inverse function.
♦♦ Find the value of any trigonometric function
and inverse trigonometric function and solve ♦♦ Use integration by substitution or change of
trigonometric equations variable to evaluate integrals.
♦♦ Use the fundamental trigonometric identities, ♦♦ Use Riemann sums, the trapezoidal rule and
including the sum and difference formulas, technology to approximate definite integrals of
double-angle formulas and half-angle formulas functions represented algebraically, geometrically
to solve problems or by tables of values.
Science
Standard 1 Standard 4
♦♦ Sci.1.3.3 Use simple measuring tools and ♦♦ Sci.3.3.3 Describe activities in their lives
equipment to gather information. that are affected by changes in the skies.
♦♦ Sci.1.3.4 Work individually or in teams to ♦♦ Sci.3.3.4 Recognize the patterns of sunrise,
collect, compare and share information, data and sunset, moonrise and moonset.
ideas.
♦♦ Sci.3.3.5 Observe and describe objects in
♦♦ Sci.1.3.5 Identify cause and effect relation- the skies such as the phases of the moon.
ships.
♦♦ Sci.3.3.6 Use models to represent relative
♦♦ Sci.1.3.6 Investigate events that interest size and distance of the sun, moon and earth.
them both in and out of the classroom.
♦♦ Sci.1.3.7 Use a variety of methods to record 4. Life and Environmental Science
information. ♦♦ Sci.4.3.1 Explain that humans go through
a life cycle of infancy, childhood, adolescence,
2. Physical Science and Technology adulthood and old age and identify differences in
external human features such as body size, body
♦♦ Sci.2.3.1 Describe the physical properties
shape and color of hair.
of objects and how materials undergo physical
changes. ♦♦ Sci.4.3.2 Describe obtaining food and
deriving energy from it, protecting against injury
♦♦ Sci.2.3.2 Identify things in the environ-
and reproducing as the basic requirements for
ment that show motion.
life.
♦♦ Sci.2.3.3 Identify changes in energy and
♦♦ Sci.4.3.3 List and describe the five senses.
ways energy can be conserved.
♦♦ Sci.4.3.4 Observe and identify common va-
♦♦ Sci.2.3.4 Recognize that matter can exist in
rieties of plants and animals around the school,
different forms or states.
home and elsewhere in the local environment,
♦♦ Sci.2.3.5 Identify and describe some tech- such as a forest, reef or swamp.
nological changes in our islands.
♦♦ Sci.4.3.5 Explain how offspring of familiar
♦♦ Sci.2.3.6 Use available materials to build animals compare to one another and to their
simple measuring tools for measuring length, parents
area, volume, mass, time and temperature.
♦♦ Sci.4.3.6 Explain that different plants and
animals have features that help them survive in
3. Earth and Space Science different kinds of environments.
♦♦ Sci.3.3.1 Compare and contrast rocks and
the types of soil, mud and sand in the environ- 5. Marine Science
ment.
♦♦ Sci.5.3.1 Name and describe living things
♦♦ Sci.3.3.2 Identify and give examples of that are found in the ocean, reefs and swamps.
water in three different forms, solid, liquid and
gas.
28 | National Curriculum Standards and Benchmarks
Grade 4 temperature.
♦♦ Sci.3.4.3 Explain how volcanoes erupt.
By then end of grade 4, students will:
♦♦ Sci.3.4.4 Compare and contrast rocks,
1. Science as Inquiry minerals and fossils.
♦♦ Sci.1.4.1 Ask appropriate questions and ♦♦ Sci.3.4.5 Discuss the characteristics of the
gather information. Earth’s atmosphere and identify some of the
instruments scientists use to observe the skies.
♦♦ Sci.1.4.2 Use drawings, charts and graphs
to communicate experimental information. ♦♦ Sci.3.4.6 Differentiate between the causes
of currents and waves.
♦♦ Sci.1.4.3 Investigate by using a variety of
sources to acquire information. 4. Life and Environmental Science
♦♦ Sci.1.4.4 Compare and contrast similarities
♦♦ Sci.4.4.1 Recognize that cells are the basic
and differences between things they collect and
structures in both plants and animals.
observe.
♦♦ Sci.4.4.2 Identify causes and kinds of pol-
♦♦ Sci.1.4.5 Record and communicate data clearly.
lution in their environment and suggest ways to
prevent such pollution.
2. Physical Science and Technology
♦♦ Sci.4.4.3 Recognize factors that cause or
♦♦ Sci.2.4.1 Demonstrate energy by pushing contribute to rapid changes in the environment
and pulling on different objects. and describe the impact of such rapid changes
♦♦ Sci.2.4.2 Describe the sources of energy on animal and plant life.
including the sun and foods.
5. Marine Science
♦♦ Sci.2.4.3 Identify how animals get energy
from food chains and food webs. ♦♦ Sci.5.4.1 Describe the variety of life forms
found in the sea and in fresh water.
♦♦ Sci.2.4.4 Explain how plants get the energy
they need to grow. ♦♦ Sci.5.4.2 Describe free-swimming animals
in tropical oceans, reefs and swamps.
♦♦ Sci.2.4.5 Describe ways that advances in
technology can improve living standards. ♦♦ Sci.5.4.3 Compare and contrast ways their
ancestors used the oceans to sustain life on
3. Earth and Space Science islands with ways currently used.
♦♦ Sci.2.5.4 Identify and describe ways that ♦♦ Sci.4.5.5 Differentiate between producers,
energy can be transformed from one form to consumers, herbivores, carnivores, omnivores,
another. scavengers and decomposers and their roles for
life cycles to be sustained.
♦♦ Sci.2.5.5 Identify ways that society depends
on and benefits from advances in technology. 5. Marine Science
3. Earth and Space Science ♦♦ Sci.5.5.1 List and describe agencies and
programs in the FSM that support the protec-
♦♦ Sci.3.5.1 Describe the effect of the sun’s tion of marine environments.
and moon’s gravity on ocean tides.
30 | National Curriculum Standards and Benchmarks
♦♦ Sci.5.5.2 Identify practices that are contrib- 3. Earth and Space Science
uting to the depletion of ocean resources.
♦♦ Sci.3.6.1 Describe the conditions in our
atmosphere that cause changes in the weather.
Grade 6 ♦♦ Sci.3.6.2 Relate seasonal changes to the
By then end of grade 6, students will: Earth’s rotation on its axis and revolution around
the Sun.
1. Science as Inquiry ♦♦ Sci.3.6.3 Describe how wind is generated.
♦♦ Sci.1.6.1 Solve simple problems that re- ♦♦ Sci.3.6.4 Describe the water cycle including
quire replication or manipulation of objects and the processes of evaporation, condensation and
ideas. precipitation.
♦♦ Sci.1.6.2 Compare and contrast simple ♦♦ Sci.3.6.5 Explain changes in the atmo-
quantitative and qualitative data. sphere that effect life on Earth.
♦♦ Sci.1.6.3 Identify possible causes of an
observed or represented effect. 4. Life and Environmental Science
♦♦ Sci.1.6.4 Use simple measuring tools and ♦♦ Sci.4.6.1 Explain and describe the proper-
equipment to solve science problems. ties and characteristics of microscopic organisms.
♦♦ Sci.1.6.5 Use drawings, graphs and charts ♦♦ Sci.4.6.2 List and classify types of trash in
to analyze and communicate experimental infor- the environment.
mation.
♦♦ Sci.4.6.3 Explore the careers that relate to
waste management.
2. Physical Science and Technology
♦♦ Sci.4.6.4 Identify materials that can be
♦♦ Sci.2.6.1 Describe the kinds and properties recycled.
of metals found locally on the islands and their
uses.
5. Marine Science
♦♦ Sci.2.6.2 Analyze the simple process of
oxidation of metals and methods to minimize ♦♦ Sci.5.6.1 Describe food chains and food
rusting. webs in ocean and shore environments.
♦♦ Sci.2.6.3 Explain the physical and chemical ♦♦ Sci.5.6.2 Identify organisms found in dif-
properties of matter. ferent marine areas such as in tidal pools and
deep water and describe the body structures that
♦♦ Sci.2.6.4 Use tools for observing and mea- allow them to live in those areas.
suring properties of matter.
♦♦ Sci.5.6.3 Identify examples of interdepen-
♦♦ Sci.2.6.5 Identify and demonstrate some dence among organisms in the ocean.
ways lenses are used in school and the environ-
ment.
| 31
♦♦ Sci.1.7.5 Analyze experimental informa- ♦♦ Sci.4.7.2 Give examples and describe dif-
tion, draw simple inferences and develop gener- ferent ways living things reproduce.
alizations from scientific data. ♦♦ Sci.4.7.3 List and explain the conditions
necessary for life on earth.
2. Physical Science and Technology ♦♦ Sci.4.7.4 Illustrate and explain the carbon
♦♦ Sci.2.7.1 Give examples and contrast re- dioxide-oxygen cycle.
newable and non- renewable sources of energy. ♦♦ Sci4.7.5 Explain how humans can help
♦♦ Sci.2.7.2 Describe friction, its affect on maintain life on earth.
motion and the result on moving objects.
♦♦ Sci.2.7.3 Describe ways to honor tradition- 5. Marine Science
al technologies, as well as incorporate modern ♦♦ Sci.5.7.1 Identify causes of pollution in
technologies that improve our lives. local marine environments and suggest ways to
♦♦ Sci.2.7.4 Describe the composition of mat- minimize or prevent such pollution.
ter in terms of atoms, molecules, elements and ♦♦ Sci.5.7.2 Participate meaningfully in local
compounds. practices that encourage conservation of marine
♦♦ Sci.2.7.5 Describe the properties of light resources.
and how light reacts when it strikes various ♦♦ Sci.5.7.3 Describe some of the ways that
surfaces. marine resources are being used to develop the
FSM economy.
32 | National Curriculum Standards and Benchmarks
♦♦ Sci.2.8.1 Describe matter as composed of ♦♦ Sci.3.8.5 Describe the life cycle of stars and
small particles in motion and identify some of the sun as a star.
the properties resulting from this assumption. ♦♦ Sci.3.8.6 Describe how the gravitational
♦♦ Sci.2.8.2 Describe some of the uses of pull of the sun holds Earth and other planets in
energy in mechanical and living systems and their orbits and how the gravitational pull of the
explain the conversion of one form to another. planets keeps their moons in orbit around them.
♦♦ Sci.2.8.3 Describe the origin of sound in ♦♦ Sci.3.8.7 Describe tides, seasons and lunar
vibrations. phases by using suitable models of the solar
system and the motion of objects within it.
♦♦ Sci.2.8.4 Identify different kinds of motion
and the effect of force on direction and speed. 4. Life and Environmental Science
♦♦ Sci.28.5 Describe the apparent color of
♦♦ Sci.4.8.1 Investigate environmental
objects as a result of reflection and absorption of
problems such as water, air and land pollution,
different colors of light.
deforestation and soil erosion.
♦♦ Sci.2.8.6 Describe the effects of gravity on
♦♦ Sci.4.8.2 Investigate and implement tradi-
| 33
tional practices in one major area of stewardship, ♦♦ Sci.1.hs.3 Describe how a testable hypoth-
such as farming, waste disposal, recycling or food esis may need to be revised to guide a scientific
preparation. investigation.
♦♦ Sci.4.8.3 Classify plants and animals into ♦♦ Sci.1.hs.4 Report on a scientific research
groups based on similarities and differences. activity using appropriate methodology and
format.
♦♦ Sci.4.8.4 Describe technology’s role in
selective breeding of certain organisms. ♦♦ Sci.1.hs.5 Prepare an independent research
paper on a scientific problem for public sharing.
♦♦ Sci.4.8.5 Identify the components of cells
and describe their functions. ♦♦ Sci.1.hs.6 Describe examples of major shifts
in science’s understanding of the world, for ex-
♦♦ Sci.4.8.6 Identify examples of interdepen-
ample, theories of plate tectonics and the atomic
dence among organisms and flows of energy in
structure of matter.
food chains and food webs.
♦♦ Sci.1.hs.7 Describe some of the interactions
5. Marine Science of science, technology and society.
♦♦ Explain how scientific explanations must meet a ♦♦ Explain the organization of life on Earth using
set of established criteria to be considered valid. the modern classification system.
♦♦ Explain how scientific advancements and emerg- ♦♦ Explain the theories of evolution and natural
ing technology have influenced society. selection and cite evidence that supports these
theories.
♦♦ Compare the risks and benefits of potential solu-
tions to technological issues. ♦♦ Explain the structural properties of DNA and
the role of DNA in heredity and protein synthe-
Biology Course Benchmarks sis.
♦♦ Understand the relationship between force, mass ♦♦ Describe the size and shape of the Earth.
and motion of objects and know the major natu-
♦♦ Describe the different rates at which geological
ral forces of gravitational, electric and magnetic.
processes occur.
♦♦ Apply the laws of motion to determine the ef-
♦♦ Distinguish between minerals and rocks.
fects of forces on the linear motion of objects.
♦♦ Classify rocks.
♦♦ Use vectors to explain force and motion.
♦♦ Describe the relative distribution of oceans and
Marine Science Course Benchmarks continents.
♦♦ Discuss problems that affect marine environ- ♦♦ Determine the properties of lakes, rivers and
ments resulting from human actions. ground water.
♦♦ Describe some of the technologies used on ♦♦ Investigate how fossils are incorporated into
islands to protect marine resources. sedimentary rocks.
♦♦ Discuss the nature of tropical fisheries in the ♦♦ Describe the plate tectonics theory.
FSM and challenges in their management. ♦♦ Identify basic hydrological properties and
♦♦ Compare traditional marine resource manage- processes and see how features of the planet
ment practices to Western practices. interact.
♦♦ Describe the relationships between marine ♦♦ Determine that water cycles to and from the
plant and animal reproduction with reference to oceans, atmosphere and Earth through processes
phases of the moon and seasons. of evaporation, condensation, precipitation, sur-
face run-off and percolation into the soil.
♦♦ Identify local poisonous fishes and methods of
detecting ciguatera toxin in fish. ♦♦ Describe the processes of weathering, erosion,
deposition, and lithification or compaction that
♦♦ Discuss the benefits of marine resources to local shape the surface of the Earth.
cultures and sustaining life, as well as to the
economic development of the nation. ♦♦ Recognize that on continents surface water is
found in lakes, streams and rivers and in the
♦♦ Identify pollution controls in the FSM and form of ice.
design a plan to support the implementation of
these controls. ♦♦ Describe ground water and investigate how rain,
dew, fog and clouds form through the process of
evaporation, condensation, and precipitation.
Earth Science Course Benchmarks
♦♦ Investigate how smoke affects cloud, fog and
Students will: dust formation.
38 | National Curriculum Standards and Benchmarks
Notes
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