Download fifth grade - Project Wild

New Project WILD Activities Correlated to California
Content Standards
EIGHT GRADE
Language Arts-Reading
2.0 Reading Comprehension (Focus on
Informational Materials) Students read and
understand grade-level-appropriate material.
They describe and connect the essential ideas,
arguments, and perspectives of the text by using
their knowledge of text structure, organization,
and purpose. The selections in Recommended
Readings in Literature, Kindergarten Through
Grade Eight illustrate the quality and
complexity of the materials to be read by
students. In addition, students read one million
words annually on their own, including a good
representation of narrative and expository text
(e.g., classic and contemporary literature,
magazines, newspapers, online information).
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For Your Eyes Only
2.3 Find similarities and differences between texts
in the treatment, scope, or organization of ideas.
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3.0 Literary Response and Analysis: Students read
and respond to historically or culturally
significant works of literature that reflect and
enhance their studies of history and social
science. They clarify the ideas and connect them
to other literary works. The selections in
Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate
the quality and complexity of the materials to be
read by students.
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For Your Eyes Only
Language Arts-Listening and Speaking
1.0 Listening and Speaking Strategies: Students
deliver focused, coherent presentations that
convey ideas clearly and relate to the
background and interests of the audience. They
evaluate the content of oral communication.
For Your Eyes Only
Language Arts-Writing
1.0 Writing Strategies. Students write clear,
coherent, and focused essays. The writing
exhibits students' awareness of audience and
purpose. Essays contain formal introductions,
supporting evidence, and conclusions. Students
progress through the stages of the writing
process as needed.
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2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that
makes a clear and knowledgeable
judgment).
b. Present detailed evidence, examples, and
reasoning to support arguments,
differentiating between facts and opinion.
c. Provide details, reasons, and examples,
arranging them effectively by anticipating
and answering reader concerns and
counterarguments.
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2.6 Write technical documents:
a. Identify the sequence of activities needed to
design a system, operate a tool, or explain
the bylaws of an organization.
b. Include all the factors and variables that
need to be considered.
c. Use formatting techniques (e.g., headings,
differing fonts) to aid comprehension.
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Language Arts-Listening and Speaking
1.0 Listening and Speaking Strategies. Students
deliver focused, coherent presentations that
convey ideas clearly and relate to the
background and interests of the audience. They
evaluate the content of oral communication.
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2.3 Deliver research presentations:
a. Define a thesis.
b. Record important ideas, concepts, and direct
quotations from significant information
sources and paraphrase and summarize all
New Project WILD Activities Correlated to California
Content Standards
relevant perspectives on the topic, as
appropriate.
c. Use a variety of primary and secondary
sources and distinguish the nature and value
of each.
d. Organize and record information on charts,
maps, and graphs.
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2.4 Deliver persuasive presentations:
a. Include a well-defined thesis (i.e., one that
makes a clear and knowledgeable
judgment).
b. Differentiate fact from opinion and support
arguments with detailed evidence, examples,
and reasoning.
c. Anticipate and answer listener concerns and
counterarguments effectively through the
inclusion and arrangement of details,
reasons, examples, and other elements.
d. Maintain a reasonable tone.
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Mathematics-Algebra
25.0 Students use properties of the number system
to judge the validity of results, to justify each
step of a procedure, and to prove or disprove
statements:
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25.1 Students use properties of numbers to construct
simple, valid arguments (direct and indirect) for,
or formulate counterexamples to, claimed
assertions.
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Life Science-Chemistry
6. Principles of chemistry underlie the functioning
of biological systems. As a basis for
understanding this concept:
a. Students know that carbon, because of its
ability to combine in many ways with itself
and other elements, has a central role in the
chemistry of living organisms.
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b. Students know that living organisms are
made of molecules consisting largely of
carbon, hydrogen, nitrogen, oxygen,
phosphorus, and sulfur.
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c. Students know that living organisms have
many different kinds of molecules, including
small ones, such as water and salt, and very
large ones, such as carbohydrates, fats,
proteins, and DNA.
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Investigation
9. 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:
e. Construct appropriate graphs from data and
develop quantitative statements about the
relationships between variables.
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Social Science
8.4 Students analyze the aspirations and ideals of
the people of the new nation.
1. Describe the country's physical landscapes,
political divisions, and territorial expansion
during the terms of the first four presidents.
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8.6 Students analyze the divergent paths of the
American people from 1800 to the mid-1800s
and the challenges they faced, with emphasis on
the Northeast.
1. Discuss the influence of industrialization
and technological developments on the
region, including human modification of the
landscape and how physical geography
shaped human actions (e.g., growth of cities,
deforestation, farming, mineral extraction).
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2. Outline the physical obstacles to and the
economic and political factors involved in
building a network of roads, canals, and
New Project WILD Activities Correlated to California
Content Standards
railroads (e.g., Henry Clay's American
System).
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8.8 Students analyze the divergent paths of the
American people in the West from 1800 to the
mid-1800s and the challenges they faced.
2. Describe the purpose, challenges, and
economic incentives associated with
westward expansion, including the concept
of Manifest Destiny (e.g., the Lewis and
Clark expedition, accounts of the removal of
Indians, the Cherokees' "Trail of Tears,"
settlement of the Great Plains) and the
territorial acquisitions that spanned
numerous decades.
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8.12 Students analyze the transformation of the
American economy and the changing social and
political conditions in the United States in
response to the Industrial Revolution.
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1. Trace patterns of agricultural and industrial
development as they relate to climate, use of
natural resources, markets, and trade and
locate such development on a map.
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Pay to Play
5. Examine the location and effects of
urbanization, renewed immigration, and
industrialization (e.g., the effects on social
fabric of cities, wealth and economic
opportunity, the conservation movement).
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