Arizona Department of Education Academic Standards
VISUAL ARTS
Rationale
Study in the visual arts develops students' skills of
observation as they learn to examine the objects and events of their lives.
At the same time, they grow in their ability to describe, interpret,
evaluate and respond to work in the visual arts. The visual arts are
extremely rich. This broad category includes the traditional fine arts such
as drawing, painting, printmaking, sculpture, photography and communication;
design arts such as film, television, graphics and product design;
architecture and environmental arts such as urban, interior and landscape
design; folk arts; and works in ceramics, fiber and jewelry, as well as in
wood, paper and other materials. Through examination of their own work and
that of other people at various times in various places, students learn to
unravel the essence of artwork and to appraise its purpose and importance.
Further, they learn to make choices that enhance communication of their
ideas.
STANDARD 1: CREATING ART (Visual Arts)
Students know and apply the arts, disciplines, techniques and processes to
communicate in original or interpretive work.
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1AV-E1. Choose the most appropriate media, techniques,
and processes to enhance communication of one's own ideas and
experiences (Grades 6-8)
PO 1. Create artwork using the most appropriate techniques and processes
to communicate ideas and experiences
PO 2. Analyze the effectiveness of the characteristics of the specific
media used to enhance the communication of experiences and ideas
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1AV-E2. Demonstrate increasing technical ability and
skill to complete visual arts assignments (Grades 4-8)
PO 1. Demonstrate technical ability and skill to complete visual arts
assignments
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1AV-E3. Identify and demonstrate the basic physical and
scientific properties of the technical aspects of visual arts media
(e.g., glazes, paints, printing equipment, photo papers/chemicals, fiber
dyes, kilns, cameras, computer software and hardware, mathematics,
light, tensile strength)
(Grades 4-8)
PO 1. Identify basic physical and scientific properties of
the technical aspects of visual arts media
PO 2. Demonstrate, within one's
own artworks, the basic physical and scientific properties of the technical
aspects of visual arts media Possible links to: Mathematics - ratios;
Science - properties of materials; Technology - advances, use of tools
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1AV-E4. Continue to expand knowledge and use of
different arts media, acquiring several new techniques (Grades
6-8)
PO 1. Compare different arts media and techniques
PO 2. Select a combination of known techniques and apply them in new and
different ways creating artworks Possible links to: Language Arts -
reading instructions; Science - properties of materials; Social Studies
- social and cultural advancements; Technology - use of tools and
materials to create a product
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3AV-E7. Describe ways in which the principles and
subject matter of other disciplines in the curriculum are interrelated
with visual arts
(Grades 6-8)
PO 1. Explain how the curriculum concepts translate from
other disciplines into the visual arts (e.g., measurements in mathematics,
writing and public speaking in language arts)
PO 2. Employ the curriculum concepts from other disciplines to the visual
arts (e.g., measurements in mathematics, writing, and public speaking in
language arts)
Technology Education Standards
Rationale
Technology encompasses the tools and strategies for solving
problems, using information, increasing productivity and enhancing personal
growth. The word technology summons an image of a variety of tools ranging
from shovels to gene splitters. When asked to develop the original
Technology Standards, adopted in 1997, the Committee did so without the
benefit of seeing the integration of various technologies into other
curricular standards.
Over the past four years, significant advances in technology
have occurred. These changes have caused many national organizations to
review what students need to know and be able to do in relation to
technology. Therefore, when asked to review the current standards, the
Revision Committee examined national standards (National Educational
Technology Standards, Information Power, Information Technology in Education
and Technology for All Americans), along with current Arizona standards. The
Revision Committee also analyzed current research on technology skills
important to business and industry. The Revision Committee reviewed
technology that is currently integrated into other content area standards
with the vision that as other standards are revised, technology will be
seamlessly integrated.
The goal is to help students live, learn and work
successfully and responsibly in an increasingly complex, technology-driven
society. These Technology Standards are designed to provide foundational
skills and processes that students need in order to work productively and
creatively in their studies, at work and at home. Research on the transfer
of learning strongly supports the position that instruction and educational
activities should closely parallel the final desired behavior. It is
essential that technology instruction be an integral part of a student's
educational experience.
Education's role is to help students meet the challenge of
the future. Arizona must encourage, assist and provide all students with the
required tools and instruction to enable them to acquire knowledge, develop
skills and apply these tools successfully in our world. The following
definition of technology is supported in this document: Technology is the
application of tools to solve problems that extend human potential for the
benefit of society
TECHNOLOGY EDUCATION STANDARDS
STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, to
increase productivity and creativity, and to construct technology-enhanced
models, prepare publications and produce other creative works.
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3T-E2. Use a variety of technology tools for data
collection and analysis
PO 1. Use technology device(s) to collect and record data (e.g., science
probe, graphing calculator, PDA {personal digital assistant},
alternative keyboards, webcams, GPS and Internet)
PO 2. Create and use a spreadsheet to analyze data (e.g., use formulas,
create charts and graphs)
PO 3. Create a database with multiple fields to manipulate data in a
variety of ways (e.g., sort, merge, list and report)
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3T-E4. Use technology tools to support system analysis
and modeling See: Mathematics (2M-E5,6M-E1), Science (1SC-E2, E5) and
Workplace Skills(6WP-E1)
PO 1. Manipulate several variables in a computer simulation to reach a
desired outcome (e.g., simulation software, Web-based simulation,
textbook support software)
STANDARD 4: TECHNOLOGY COMMUNICATIONS
TOOLS Building on productivity tools, students will
collaborate, publish, and interact with peers, experts and other audiences
using telecommunications and media.
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4T-E1. Use telecommunications efficiently and
effectively to access remote information and communicate with others in
support of facilitated and independent learning PO 1. Communicate
independently via e-mail, Internet, and/or videoconference with people
in a remote location (For Internet safety see Technology 2T-E1) o 4T-E3.
Collaboratively use telecommunications and online resources
PO 1. Request collaborative exchanges among people in local and/or
remote locations (e.g., e-mail, online discussions, Web
environments)
PO 2. Communicate electronically to collaborate with experts, peers and
others to analyze data and/or develop an academic product (e.g., e-mail,
discussion group, video conferencing)
STANDARD 5: TECHNOLOGY RESEARCH TOOLS
Students will utilize technology-based research tools to
locate and collect information pertinent to the task as well as evaluate and
analyze information from a variety of sources.
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5T-E1. Locate information from electronic
resources
PO 1. Identify electronic research resources
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5T-E2. Evaluate the accuracy, relevance,
appropriateness, comprehensiveness and bias
STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
DECISION-MAKING
Students use technology to make and support decisions in the
process of solving real-world problems.
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6T-E1. Determine when technology
is useful and select and use the appropriate tools and technology resources
to solve problems.
PO 1. Based on a problem selected by the student, identify and use
appropriate technology tools to: a) collect data (e.g., counting versus
using a probe, book index versus online index) b) interpret data (e.g., use
of a spreadsheet instead of a graphic organizer) c) develop a solution to
the problem (e.g., creating a model versus using a spreadsheet) d) present
findings (e.g., create a poster versus an electronic presentation)
LANGUAGE ARTS
STANDARD 4: VIEWING AND PRESENTING Students use a variety of
visual media and resources to gather, evaluate and synthesize information
and to communicate with others.
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VP-E1. Analyze visual media for language, subject matter
and visual techniques used to influence opinions, decision making and
cultural perceptions
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VP-E2. Plan, develop and produce a visual presentation,
using a variety of media such as videos, films, newspapers, magazines
and computer images
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VP-E3. Compare, contrast and establish criteria to
evaluate visual media for purpose and effectiveness
SOCIAL STUDIES STANDARDS
STANDARD 1: HISTORY Students analyze the human experience
through time, recognize the relationships of events and people, and
interpret significant patterns, themes, ideas, beliefs, and turning points
in in Arizona, American, and world history.
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1SS-E1. Understand and apply the basic tools of
historical research, including chronology and how to collect, interpret,
and employ information from historical materials.
PO 1. Place key events on a timeline and apply chronological terms
correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and
generation
PO 2. Identify primary and secondary sources historians use to construct
an understanding of the past, using such sources as letters, diaries,
newspaper articles, archaeological evidence, maps, and government
records
SCIENCE
STANDARD 2: HISTORY AND NATURE OF SCIENCE Students
understand the nature of scientific ways of thinking. Students understand
that scientific investigation grows from the contributions of many
people.
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2SC-E1. Identify major milestones in science that have
revolutionized the thinking of the time
(Grades 6-8)
PO 1. Describe the effects of major scientific events on society
PO 2. Describe a recent scientific event that has impacted the quality
of life
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2SC-E2. Describe how science and technology are
interrelated
(Grades 6-8)
PO 1. Describe a technological discovery that influences science
PO 2. Describe a scientific discovery that influences technology
PO 3. Determine scientific processes involved in a technological
advancement
STANDARD 5: PHYSICAL SCIENCE
Students understand the nature of matter and energy
including their forms, the changes they undergo and their
interactions.
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5SC-E1. Examine, describe, compare, measure, and
classify objects and mixtures of substances based on common physical and
chemical properties (e.g., states of matter, mass, volume, electrical
charge, density, boiling points, pH, magnetism, solubility)
(Grades 4-5)
PO 1. Identify common physical and chemical properties
PO 2. Compare physical and chemical properties of common objects
PO 3. Compare physical and chemical properties of common mixtures
(Grades 6-8)
PO 1. Classify objects and mixtures of substances based on physical and
chemical properties
PO 2. Analyze physical and chemical properties of objects and mixtures o
5SC-E2. Classify and describe matter in terms of elements, compounds,
mixtures, atoms and molecules
(Grades 4-5)
PO 1. Distinguish among matter, mixtures and compounds
(Grades 6-8)
PO 1. Classify matter in terms of elements, compounds, mixtures, atoms and
molecules
PO 2. Describe elements, compounds, mixtures, atoms and molecules as they
relate to matter
NATIONAL STANDARDS
National Art Standards Content Standard #1:
Understanding and applying media, techniques, and processes
Achievement Standard:
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Students select media, techniques, and processes;
analyze what makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices.
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Students intentionally take advantage of the qualities
and characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas
Technology Foundation Standards for All Students
The technology foundation standards for students are divided
into six broad categories. Standards within each category are to be
introduced, reinforced, and mastered by students. These categories provide a
framework for linking performance indicators within the Profiles for
Technology Literate Students to the standards. Teachers can use these
standards and profiles as guidelines for planning technology-based
activities in which students achieve success in learning, communication, and
life skills.
3.Technology productivity tools
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Students use technology tools to enhance learning,
increase productivity, and promote creativity.
-
Students use productivity tools to collaborate in
constructing technology-enhanced models, prepare publications, and
produce other creative works.
4.Technology communications tools
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Students use telecommunications to collaborate, publish,
and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to
communicate information and ideas effectively to multiple
audiences.
5.Technology research tools
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Students use technology to locate, evaluate, and collect
information from a variety of sources.
-
Students use technology tools to process data and report
results.
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Students evaluate and select new information resources
and technological innovations based on the appropriateness for specific
tasks.
Project 2061 Benchmarks
Benchmark
Knows that substances react chemically in characteristic
ways with other substances to form new substances (compounds) with different
characteristic properties
Vocabulary Terms
chemical reaction, chemical compound, properties of
substances
Benchmark
Knows factors that influence reaction rates (e.g., types of
substances involved, temperature, concentration of reactant molecules,
amount of contact between reactant molecules)
Vocabulary Terms
reaction rate, properties of substances, temperature,
concentration of reactants, surface area of reactants
Benchmark
Knows that all organisms are composed of cells, which are
the fundamental units of life; most organisms are single cells, but other
organisms (including humans) are multicellular
Vocabulary Terms
organism, cell, fundamental unit of life, unicellular
organism, multicellular organism
Benchmark
Knows that multicellular organisms have a variety of
specialized cells, tissues, organs, and organ systems that perform
specialized functions (e.g., digestion, respiration, reproduction,
circulation, excretion, movement, control and coordination, protection from
disease)
Vocabulary Terms
multicellular organism, specialized cell, specialized
tissue, specialized organ, specialized organ system, structure and function
in organisms, digestive system, respiratory system, reproductive system,
circulatory system, excretory system, skeletal system, muscular system,
nervous system, immune system
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