Introduction
Student Activities
For
the Teacher
California Science Content
Standards
National Science
Standards
Resources |
The
Following California Language Arts Content Standards are Addressed
in Activity Three: How can we use art, writing and poetry to stop
water pollution?
Other
Standards Address in Water Pollution Unit
Grade 3
Language Arts
1.0. WRITING STRATEGIES: Students write clear and coherent
sentences and paragraphs that develop a central idea. Their writing
considers audience and purpose. They successfully use the stages
of the writing process (i.e., pre-writing, drafting, revising,
and editing successive versions).
Organization and Focus:
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Grade 4
1.0. WRITING STRATEGIES: Students write clear, coherent sentences
and paragraphs that develop a central idea. Their writing shows
they consider the audience and purpose. Students progress through
the stages of the writing process (e.g.,
prewriting, drafting, revising, editing successive versions).
Organization and Focus:
1.1 Select a focus, an organizational structure, and a point
of view based upon purpose, audience, length, and format
requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence
at or near the beginning of the first paragraph.
c. Include supporting paragraphs with simple facts, details,
and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
Grade 5
1.0. WRITING STRATEGIES: Students write clear, coherent, and
focused essays. Writing exhibits awareness of audience and purpose.
Essays contain formal introductions, bodies of supporting evidence,
and conclusions. Students successfully use the stages of the
writing process, as needed.
Organization and Focus:
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence
or chronological order.
b. Provide details and transitional expressions that link
one paragraph to another in a clear line of thought.
c. Offer a concluding paragraph that summarizes important
ideas and details.
Research and Technology
1.4 Create simple documents by using electronic media and
employing organizational features (e.g., passwords, entry and
pull-down menus, word searches, the thesaurus, spell checks).
Grade 6
1.0. WRITING STRATEGIES: Students write clear, coherent, and
focused essays. Writing exhibits awareness of audience and purpose.
Essays contain formal introductions, bodies of supporting evidence,
and conclusions. Students successfully use the stages of the
writing process, as needed.
Organization and Focus:
1.1 Choose the form of writing (e.g., personal letter, letter
to the editor, review, poem, report, narrative) that best suits
the
intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs,
nouns, and adjectives to paint a visual image in the mind of
the
reader.
c. Conclude with a detailed summary linked to the purpose
of the composition.
1.3 Use a variety of effective and coherent organizational
patterns, including comparison and contrast; organization by
categories; and arrangement by spatial order, order of importance,
or climactic order.
Research and Technology:
1.4. use organizational features of electronic text (e.g.,
bulletin boards, databases, keyword searches, e-mail addresses)
to
locate information
1.5. compose documents with appropriate formatting by using
word- processing skills and principles of design (e.g., margins,
tabs, spacing, columns, page orientation)
Grade 7
1.0. WRITING STRATEGIES: Students write clear, coherent, and
focused essays. Writing exhibits awareness of audience and purpose.
Essays contain formal introductions, bodies of supporting evidence,
and conclusions. Students successfully use the stages of the
writing process, as needed.
Organization and Focus:
1.1. create an organizational structure that balances all
aspects of the composition and uses effective transitions between
sentences and ideas to unify key ideas
1.2. support all statements and claims with anecdotes, descriptions,
facts and statistics, and/or specific examples
1.3. use strategies of note-taking, outlining, and summarizing
to structure composition drafts
Research and Technology:
1.4. identify topics; ask and evaluate questions; and develop
ideas leading to inquiry, investigation, and research
1.5. give credit for both quoted and paraphrased information
in a bibliography using a consistent and sanctioned format and
methodology for citations
1.6. create documents using word-processing skills and publishing
programs, and develop simple databases and spreadsheets
to manage information and prepare reports
Where To Next?
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