K-6 Science, Social Studies, & Technology Curriculum Comparison & Alignment

History of STEM
(A History of Scientific Thought & Discovery)

Ohio Department of Education
K-8 Curriculum
Comparison & Alignment
Science/History/Tech

STEM Home

STEM Part 1

1st Grade

Science
OBSERVATIONS OF THE ENVIRONMENT

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the natural world around them in greater depth by using scientific inquiry.

Strand Connections: Energy is observed through movement, heating, cooling and the needs of living organisms

EARTH AND SPACE SCIENCE (ESS)

Topic: Sun, Energy and Weather This topic focuses on the sun as a source of energy and energy changes that occur to land, air and water.
- 1.ESS.1: The sun is the principal source of energy
- 1.ESS.2: Water on Earth is present in many forms.

PHYSICAL SCIENCE (PS)

Topic: Motion and Materials This topic focuses on the changes in properties that occur in objects and materials. Changes of position of an object are a result of pushing or pulling.
- 1.PS.1: Properties of objects and materials can change.
- 1.PS.2: Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

LIFE SCIENCE (LS)

Topic: Basic Needs of Living Things This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.
- 1.LS.1 Living things have basic needs, which are met by obtaining materials from the physical environment.
- 1.LS.2: Living things survive only in environments that meet their needs.

Social Studies
Families Now and Long Ago, Near And Far

The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through beginning map skills. They build the foundation for understanding principles of government and their roles as citizens.
HISTORICAL THINKING AND SKILLS
1. Time can be divided into categories (e.g., months of the year, past, present and future).
2. Photographs, letters, artifacts and books can be used to learn about the past.
HERITAGE
3. The ways basic human needs are met have changed over time
SPATIAL THINKING AND SKILLS
4. Maps can be used to locate and identify places.
PLACES AND REGIONS
5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).
HUMAN SYSTEMS
6. Families interact with the physical environment differently in different times and places.
7. Diverse cultural practices address basic human needs in various ways and may change over time
CIVIC PARTICIPATION AND SKILLS
8. Individuals have responsibility to take action toward the achievement of common goals in homes, schools and communities and are accountable for those actions.
9. Collaboration requires group members to respect the rights and opinions of others.
RULES AND LAWS
10. Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.
SCARCITY
11. Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want
PRODUCTION and CONSUMPTION
12. People produce and consume goods and services in the community.
MARKETS
13. People trade to obtain goods and services they want.
FINANCIAL LITERACY
14. Currency is used as a means of economic exchange.

K-2
Technology
Standards

STRAND: Information and Communications Technology
The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information.
Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

Develop basic skills for using digital learning tools and resources to accomplish a defined task.
With guidance, identify a goal and determine how digital learning tools can help accomplish that goal.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Develop basic skills for locating information using digital learning tools and resources.
Identify main ideas and details in information found with digital learning tools and resources.

Topic 3: Use digital learning tools and resources to construct knowledge.

Develop basic skills for gathering and organizing information from multiple digital learning tools and resources to build knowledge.
Use visuals found in digital learning tools and resources to clarify and add to knowledge.
Collect, record and organize observations and data during student explorations using digital learning tools and resources.
With guidance, create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

With guidance, discuss and identify communication needs considering the task, situation and information to be shared.
With guidance, use digital learning tools to add audio and/or visual media to clarify information.
With guidance, select appropriate digital learning tools and resources to produce and publish information.

STRAND: Society and Technology
The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology
Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally and ethically.

Demonstrate appropriate and identify inappropriate uses of technology required to be a responsible user.
Identify positive and negative impacts your use of technology can have on you and your family.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Communicate and collaborate using several digital methods.
Identify positive and negative ways of collaborating in digital and physical environments.
Investigate how technology does (or does not) impact the way(s) your family communicates

Topic 3: Explain how technology, society, and the individual impact one another.

State the advantages/disadvantages of technology in your life.
Identify examples of how technology innovations/inventions can have multiple applications.
Identify how the use of technology affects self and others in various ways.
Define and discuss digital identity and digital footprints.
Provide examples of how rules for respecting others’ belongings apply to digital content and information.

STRAND: Design and Technology
Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes.
Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization and trade-offs.

Identify and discuss differences between the human-designed world and the natural world.
Describe technology as something someone made to meet a want or need.
Explain that systems have parts or components that work together to accomplish a goal.
Give examples of how resources such as tools and materials are things that help people get a job done.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Observe and describe details of an object’s design.
Demonstrate the ability to follow a simple design process: identify a problem, think about ways to solve the problem, develop possible solutions, and share and evaluate solutions with others.
Explain that the design process is a plan to find solutions to problems.
Demonstrate that there are many possible solutions to a design problem.
Communicate design plans and solutions using drawings and descriptive language.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Describe how different technologies are used in various fields.
Work as a team to identify possible problems to solve and their potential technological solutions

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Identify and discuss the use of aesthetics in everyday objects.
Identify and discuss functional aspects of everyday objects.
Identify and discuss examples of creativity found in everyday objects.
Discuss and give examples of how changes in design can be used to strengthen or improve a product.

2nd Grade

Science
OBSERVATIONS OF THE ENVIRONMENT

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the natural world around them in greater depth by using scientific inquiry.

Strand Connections: Living and nonliving things may move. A moving object has energy. Air moving is wind and wind can make a windmill turn. Changes in energy and movement can cause change to organisms and the environments in which they live.

EARTH AND SPACE SCIENCE (ESS)

Topic: The Atmosphere This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.
- 2.ESS.1: The atmosphere is primarily made up of air.
- 2.ESS.2: Water is present in the atmosphere.
- 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.

PHYSICAL SCIENCE (PS)

Topic: Changes in Motion This topic focuses on observing the relationship between forces and motion.
- 2.PS.1: Forces change the motion of an object.

LIFE SCIENCE (LS)

Topic: Interactions within Habitats This topic focuses on how ecosystems work by observations of simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things.
- 2.LS.1: Living things cause changes on Earth.
- 2.LS.2: All organisms alive today result from their ancestors, some of which may be extinct. Not all kinds of organisms that lived in the past are represented by living organisms today.

Social Studies
People Working Together

Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.

HISTORICAL THINKING AND SKILLS
1. Time can be shown graphically on calendars and timelines.
2. Change over time can be shown with artifacts, maps, and photographs.
HERITAGE
3. Science and technology have changed daily life.
4. Biographies can show how peoples’ actions have shaped the world in which we live.
SPATIAL THINKING AND SKILLS PLACES AND REGIONS
5. Maps and their symbols, including cardinal directions, can beinterpreted to answer questions about location of places.
6. The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.
HUMAN SYSTEMS
7. Human activities alter the physical environment, both positively and negatively.
8. Cultures develop in unique ways, in part through the influence of the physical environment.
9. Interactions among cultures lead to sharing ways of life.
CIVIC PARTICIPATION AND SKILLS RULES AND LAWS
10. Respect for the rights of self and others includes making responsible choices and being accountable for personal actions.
11. Groups are accountable for choices they make and actions they take.
12. There are different rules and laws that govern behavior in different settings.
ECONOMIC DECISION MAKING AND SKILLS SCARCITY
13. Information displayed on bar graphs can be used to compare quantities.
14. Resources can be used in various ways.
PRODUCTION AND CONSUMPTION
15. Most people around the world work in jobs in which they produce specific goods and services.
MARKETS
16. People use money to buy and sell goods and services.
FINANCIAL LITERACY
17. People earn income by working.

K-2
Technology
Standards

STRAND: Information and Communications Technology
The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information.
Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

Develop basic skills for using digital learning tools and resources to accomplish a defined task.
With guidance, identify a goal and determine how digital learning tools can help accomplish that goal.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Develop basic skills for locating information using digital learning tools and resources.
Identify main ideas and details in information found with digital learning tools and resources.

Topic 3: Use digital learning tools and resources to construct knowledge.

Develop basic skills for gathering and organizing information from multiple digital learning tools and resources to build knowledge.
Use visuals found in digital learning tools and resources to clarify and add to knowledge.
Collect, record and organize observations and data during student explorations using digital learning tools and resources.
With guidance, create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

With guidance, discuss and identify communication needs considering the task, situation and information to be shared.
With guidance, use digital learning tools to add audio and/or visual media to clarify information.
With guidance, select appropriate digital learning tools and resources to produce and publish information.

Demonstrate appropriate and identify inappropriate uses of technology required to be a responsible user.
Identify positive and negative impacts your use of technology can have on you and your family.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Communicate and collaborate using several digital methods.
Identify positive and negative ways of collaborating in digital and physical environments.
Investigate how technology does (or does not) impact the way(s) your family communicates

Topic 3: Explain how technology, society, and the individual impact one another.

State the advantages/disadvantages of technology in your life.
Identify examples of how technology innovations/inventions can have multiple applications.
Identify how the use of technology affects self and others in various ways.
Define and discuss digital identity and digital footprints.
Provide examples of how rules for respecting others’ belongings apply to digital content and information.

Identify and discuss differences between the human-designed world and the natural world.
Describe technology as something someone made to meet a want or need.
Explain that systems have parts or components that work together to accomplish a goal.
Give examples of how resources such as tools and materials are things that help people get a job done.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Observe and describe details of an object’s design.
Demonstrate the ability to follow a simple design process: identify a problem, think about ways to solve the problem, develop possible solutions, and share and evaluate solutions with others.
Explain that the design process is a plan to find solutions to problems.
Demonstrate that there are many possible solutions to a design problem.
Communicate design plans and solutions using drawings and descriptive language.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Describe how different technologies are used in various fields.
Work as a team to identify possible problems to solve and their potential technological solutions

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Identify and discuss the use of aesthetics in everyday objects.
Identify and discuss functional aspects of everyday objects.
Identify and discuss examples of creativity found in everyday objects.
Discuss and give examples of how changes in design can be used to strengthen or improve a product.

3rd Grade

Science
INTERCONNECTIONS WITHIN SYSTEMS

This theme focuses on helping students explore the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.

Strand Connections: Matter is what makes up all living and nonliving substances on Earth. Matter has specific properties and exists in different states. Earth’s resources are made of matter. Matter can be used by living things for materials and energy. There are many different forms of energy. Each living component of an ecosystem is composed of matter and uses energy.

EARTH AND SPACE SCIENCE (ESS)

Topic: Earth’s Resources This topic focuses on Earth’s resources. While resources can be living and nonliving, within this strand, the emphasis is on Earth’s nonliving resources, such as water, air, rock, soil and the energy resources they represent.
- 3.ESS.1: Earth’s nonliving resources have specific properties.
- 3.ESS.2: Earth’s resources can be used for energy.
- 3.ESS.3: Some of Earth’s resources are limited.

PHYSICAL SCIENCE (PS)

Topic: Matter and Forms of Energy This topic focuses on the relationship between matter and energy. Matter has specific properties and is found in all substances on Earth. Heat is a familiar form of energy that can change the states of matter.
- 3.PS.1: All objects and substances in the natural world are composed of matter.
- 3.PS.2: Matter exists in different states, each of which has different properties.
- 3.PS.3: Heat, electrical energy, light, sound and magnetic energy are forms of energy.

LIFE SCIENCE (LS)

Topic: Behavior, Growth and Changes This topic explores life cycles of organisms and the relationship between the natural environment and an organism’s (physical and behavioral) traits, which affect its ability to survive and reproduce.
- 3.LS.1: Offspring resemble their parents and each other.
- 3.LS.2: Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.
- 3.LS.3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

Social Studies
Communities: Past and Present, Near and Far

The local community serves as the focal point for third grade as students begin to understand how their communities have changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized.

HISTORICAL THINKING AND SKILLS
1. Events in local history can be shown on timelines organized by years, decades and centuries.
2. Primary and secondary sources can be used to show change over time.
HERITAGE
3. Local communities change overtime.
SPATIAL THINKING AND SKILLS
4. Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions.
PLACES AND REGIONS
5. Daily life is influenced by the agriculture, industry and natural resources in different communities.
HUMAN SYSTEMS
6. Evidence of positive and negative human modification of the environment can be observed in the local community.
7. Systems of transportation and communication move people, products and ideas from place to place.
8. Communities may include diverse cultural groups
CIVIC PARTICIPATION AND SKILLS
9. Members of local communities have rights and responsibilities.
10. Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.
RULES AND LAWS
11. Laws are rules which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community.
ROLES AND SYSTEMS OF GOVERNMENT
12. Governments have authority to make and enforce laws.
13. The structure of local governments may differ from one community to another.
ECONOMIC DECISION MAKING AND SKILLS
14. Line graphs are used to show changes in data over time.
SCARCITY
15. Both positive and negative incentives affect individuals’ choices and behaviors.
16. Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off.
PRODUCTION AND CONSUMPTION
17. A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services.
MARKETS
18. A market is where buyers and sellers exchange goods and services.
FINANCIAL LITERACY
19. Making decisions involves weighing costs and benefits.
20. A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.

Grade 3-5
Technology
Standards

STRAND: Information and Communications Technology
The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information.
Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
Explain the use of selected digital learning tools and resources to support productivity and learning.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Identify questions related to a topic of interest to broaden or narrow the topic as needed.
Use appropriate search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria developed with guidance to differentiate between relevant and irrelevant information found with digital learning tools and resources.
Explain basic ideas of plagiarism and copyright.
Use digital citation tools to cite sources with appropriate guidance.

Topic 3: Use digital learning tools and resources to construct knowledge.

Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
Interpret images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc. in digital learning tools and resources to clarify and add to knowledge.
Organize observations and data collected during student explorations to determine if patterns are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

With guidance, discuss and identify communication needs considering goals, audience and content.
With guidance, select media formats appropriate to content and audience.
Evaluate the features of digital learning tools and resources based on the characteristics of a specific audience.
Produce and publish information appropriate for a target audience using digital learning tools and resources.

STRAND: Society and Technology
The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology
Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally and ethically.

Demonstrate appropriate use of technology and explain the importance of responsible and ethical technology use.
Identify positive and negative impacts your use of personal technology and technology systems (e.g., agriculture, transportation, energy generation, water treatment) can have on your community.
Describe legal and responsible practices when utilizing technology.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Create a plan and select collaboration and/or communication tools to complete a given task.
Exercise digital etiquette when communicating and collaborating.
Identify the positive and negative impact the use of technology can have on relationships, communities and self.

Topic 3: Explain how technology, society, and the individual impact one another.

Describe the advantages/disadvantages of technology (past, present, future) to understand the relationship between technology, society and the individual.
Demonstrate how technology innovations/invention s can have multiple applications.
Identify and discuss how the use of technology affects self and others in various ways.
Identify the components of your digital identity and your digital footprint. Identify and discuss laws and rules that apply to digital content and information.

STRAND: Design and Technology
Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes.
Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization and trade-offs.

Demonstrate how applying human knowledge using tools and machines extends human capabilities to meet our needs and wants.
Give examples of how requirements for a product can limit the design possibilities for that product.
Describe a process as a series of actions and how it is used to produce a result.
Identify and describe examples of technology products and processes.
Explain how controls use information to cause systems to change, like a home thermostat turning on the heat based on the low temperature of a room.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Critique needs and opportunities for designing solutions.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Generate, develop, and communicate design ideas and decisions using appropriate terms and graphical representations.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Design a product with multiple components and describe how the components interact to form a system.
Explore and document connections between technology and other fields of study.
Identify a product and describe how people from different disciplines combined their skills in the design and production of the product.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Use criteria developed with guidance to evaluate a new or improved product for its functional, aesthetic and creative elements.
Examine a familiar product or process and suggest improvements to its design.

4th Grade

Science
INTERCONNECTIONS WITHIN SYSTEMS

This theme focuses on helping students explore the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.

STRANDS
Strand Connections: Heat and electrical energy are forms of energy that can be transferred from one location to another. Matter has properties that allow the transfer of heat and electrical energy. Heating and cooling affect the weathering of Earth’s surface and Earth’s past environments. The processes that shape Earth’s surface and the fossil evidence found can help decode Earth’s history.

EARTH AND SPACE SCIENCE (ESS)

Topic: Earth’s Surface This topic focuses on the variety of processes that shape and reshape Earth’s surface.
- 4.ESS.1: Earth’s surface has specific characteristics and landforms that can be identified.
- 4.ESS.2: The surface of Earth changes due to weathering.
- 4.ESS.3: The surface of Earth changes due to erosion and deposition.

PHYSICAL SCIENCE (PS)

Topic: Electricity, Heat and Matter This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy
- 4.PS.1: When objects break into smaller pieces, dissolve, or change state, the total amount of matter is conserved.
- 4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.

LIFE SCIENCE (LS)

Topic: Earth’s Living History This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors.
- 4.LS.1: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
- 4.LS.2: Fossils can be compared to one another and to present-day organisms according to their similarities and differences.

Social Studies
Ohio in the United States

The fourth-grade year focuses on the early development of Ohio and the United States. Students learn about the history, geography, government and economy of their state and nation. Foundations of U.S. history are laid as students study prehistoric Ohio cultures, early American life, the U.S. Constitution, and the development and growth of Ohio and the United States. Students begin to understand how ideas and events from the past have shaped Ohio and the United States today.

HISTORICAL THINKING AND SKILLS
1. The order of significant events in Ohio and the United States can be shown on a timeline.
2. Primary and secondary sources can be used to create historical narratives.
HERITAGE
3. Various groups of people have lived in Ohio over time including American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in cooperation, conflict, and compromise.
4. The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.
5. The Northwest Ordinance incorporated democratic ideals into the territories. It provided a process for territories to become states and recognized them as equal to the other existing states.
6. Ongoing conflicts on the Ohio frontier with American Indians and Great Britain contributed to the United States’ involvement in the War of 1812.
7. Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad.
8. Many technological innovations that originated in Ohio benefited the United States.
SPATIAL THINKING AND SKILLS
9. A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.
PLACES AND REGIONS
10. The economic development of the United States continues to influence and be influenced by agriculture, industry, and natural resources in Ohio.
11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
HUMAN SYSTEMS
12. People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States
13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the multicultural diversity of the United States.
14. Ohio’s location and its transportation systems continue to influence the movement of people, products, and ideas in the United States.
CIVIC PARTICIPATION AND SKILLS
15. Individuals have a variety of opportunities to act in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States.
16. Civic participation in a democratic society requires individuals to make informed and reasoned decisions by accessing, evaluating, and using information effectively to engage in compromise.s
RULES AND LAWS
17. Laws can protect rights, provide benefits, and assign responsibilities.
18. The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment.
ROLES AND SYSTEMS OF GOVERNMENT
19. A constitution is a written plan for government. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.
ECONOMIC DECISION MAKING AND SKILLS
20. Tables and charts organize data in a variety of formats to help individuals understand information and issues.
PRODUCTION AND CONSUMPTION
21. Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers.
FINANCIAL LITERACY
22. Saving a portion of income contributes to an individual’s financial well-being. Individuals can reduce spending to save more of their income.

Grade 3-5
Technology
Standards

With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
Explain the use of selected digital learning tools and resources to support productivity and learning.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Identify questions related to a topic of interest to broaden or narrow the topic as needed.
Use appropriate search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria developed with guidance to differentiate between relevant and irrelevant information found with digital learning tools and resources.
Explain basic ideas of plagiarism and copyright.
Use digital citation tools to cite sources with appropriate guidance.

Topic 3: Use digital learning tools and resources to construct knowledge.

Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
Interpret images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc. in digital learning tools and resources to clarify and add to knowledge.
Organize observations and data collected during student explorations to determine if patterns are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

With guidance, discuss and identify communication needs considering goals, audience and content.
With guidance, select media formats appropriate to content and audience.
Evaluate the features of digital learning tools and resources based on the characteristics of a specific audience.
Produce and publish information appropriate for a target audience using digital learning tools and resources.

Demonstrate appropriate use of technology and explain the importance of responsible and ethical technology use.
Identify positive and negative impacts your use of personal technology and technology systems (e.g., agriculture, transportation, energy generation, water treatment) can have on your community.
Describe legal and responsible practices when utilizing technology.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Create a plan and select collaboration and/or communication tools to complete a given task.
Exercise digital etiquette when communicating and collaborating.
Identify the positive and negative impact the use of technology can have on relationships, communities and self.

Topic 3: Explain how technology, society, and the individual impact one another.

Describe the advantages/disadvantages of technology (past, present, future) to understand the relationship between technology, society and the individual.
Demonstrate how technology innovations/invention s can have multiple applications.
Identify and discuss how the use of technology affects self and others in various ways.
Identify the components of your digital identity and your digital footprint. Identify and discuss laws and rules that apply to digital content and information.

Demonstrate how applying human knowledge using tools and machines extends human capabilities to meet our needs and wants.
Give examples of how requirements for a product can limit the design possibilities for that product.
Describe a process as a series of actions and how it is used to produce a result.
Identify and describe examples of technology products and processes.
Explain how controls use information to cause systems to change, like a home thermostat turning on the heat based on the low temperature of a room.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Critique needs and opportunities for designing solutions.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Generate, develop, and communicate design ideas and decisions using appropriate terms and graphical representations.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Design a product with multiple components and describe how the components interact to form a system.
Explore and document connections between technology and other fields of study.
Identify a product and describe how people from different disciplines combined their skills in the design and production of the product.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Use criteria developed with guidance to evaluate a new or improved product for its functional, aesthetic and creative elements.
Examine a familiar product or process and suggest improvements to its design.

5th Grade

Science
INTERCONNECTIONS WITHIN SYSTEMS

This theme focuses on helping students explore the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.

STRANDS
Strand Connections: Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement. Change in speed is related to force and mass. The transfer of energy drives changes in systems, including ecosystems and physical systems.

EARTH AND SPACE SCIENCE (ESS)

Topic: Cycles and Patterns in the Solar System This topic focuses on the characteristics, cycles and patterns in the solar system and within the universe.
- 5.ESS.1 The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics.
- 5.ESS.2 The sun is one of many stars that exist in the universe.
- 5.ESS.3 Most of the cycles and patterns of motion between the Earth and sun are predictable.

PHYSICAL SCIENCE (PS)

Topic: Light, Sound and Motion This topic focuses on the forces that affect motion. This includes the relationship between the change in speed of an object, the amount of force applied and the mass of the object. Light and sound are explored as forms of energy that move in predictable ways, depending on the matter through which they move.
- 5.PS.1 The amount of change in movement of an object is based on the mass of the object and the amount of force exerted.
- 5.PS.2 Light and sound are forms of energy that behave in predictable ways.

LIFE SCIENCE (LS)

Topic: Interactions within Ecosystems This topic focuses on foundational knowledge of the structures and functions of ecosystems.
- 5.LS.1 Organisms perform a variety of roles in an ecosystem.
- 5.LS.2 All of the processes that take place within organisms require energy.

Social Studies
Regions and people of the Western Hemisphere

In grade five, students study the Western Hemisphere (North and South America), its geographic features, early history, cultural development and economic change. Students learn about the early inhabitants of the Americas and the impact of European exploration and colonization. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the relationship between markets and available resources.

HISTORICAL THINKING AND SKILLS
1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.2.
EARLY CIVILIZATIONS
2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices.
HERITAGE
3. European exploration and colonization during the 1400s-1600s had lasting effects which can be used to understand the Western Hemisphere today.
SPATIAL THINKING AND SKILLS
4. Geographic tools can be used to gather, process and report information about people, places, and environments. Cartographers decide which information to include in maps.
5. Latitude and longitude can be used to make observations about location and generalizations about climate
PLACES AND REGIONS
6. Regions can be determined using data related to various criteria including landform, climate, population, and cultural and economic characteristics.
HUMAN SYSTEMS
7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.
8. American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities.
9. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity.
10. The Western Hemisphere is culturally diverse (e.g., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures.
CIVIC PARTICIPATION AND SKILLS
11. Individuals can better understand public issues by gathering, interpreting and checking information for accuracy from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information.
ROLES AND SYSTEMS OF GOVERNMENT
12. Democracies, dictatorships and monarchies are relationship between those in power or authority and citizens.
ECONOMIC DECISION MAKING AND SKILLS
13. Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data.
14. The choices made by individuals and governments have both present and future consequences.
SCARCITY
15. The availability of productive resources (i.e., entrepreneurship, human resources, capital goods and natural resources) promotes specialization that could lead to trade.
PRODUCTION AND CONSUMPTION
16. The availability of productive resources and the division of labor can have a positive or negative impact on productive capacity.
MARKETS
17. Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available.
FINANCIAL LITERACY
18. Workers can improve their ability to earn income by gaining new knowledge, skills, and experiences

Grade 3-5
Technology
Standards

With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
Explain the use of selected digital learning tools and resources to support productivity and learning.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Identify questions related to a topic of interest to broaden or narrow the topic as needed.
Use appropriate search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria developed with guidance to differentiate between relevant and irrelevant information found with digital learning tools and resources.
Explain basic ideas of plagiarism and copyright.
Use digital citation tools to cite sources with appropriate guidance.

Topic 3: Use digital learning tools and resources to construct knowledge.

Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
Interpret images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc. in digital learning tools and resources to clarify and add to knowledge.
Organize observations and data collected during student explorations to determine if patterns are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

With guidance, discuss and identify communication needs considering goals, audience and content.
With guidance, select media formats appropriate to content and audience.
Evaluate the features of digital learning tools and resources based on the characteristics of a specific audience.
Produce and publish information appropriate for a target audience using digital learning tools and resources.

Demonstrate appropriate use of technology and explain the importance of responsible and ethical technology use.
Identify positive and negative impacts your use of personal technology and technology systems (e.g., agriculture, transportation, energy generation, water treatment) can have on your community.
Describe legal and responsible practices when utilizing technology.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Create a plan and select collaboration and/or communication tools to complete a given task.
Exercise digital etiquette when communicating and collaborating.
Identify the positive and negative impact the use of technology can have on relationships, communities and self.

Topic 3: Explain how technology, society, and the individual impact one another.

Describe the advantages/disadvantages of technology (past, present, future) to understand the relationship between technology, society and the individual.
Demonstrate how technology innovations/invention s can have multiple applications.
Identify and discuss how the use of technology affects self and others in various ways.
Identify the components of your digital identity and your digital footprint. Identify and discuss laws and rules that apply to digital content and information.

Demonstrate how applying human knowledge using tools and machines extends human capabilities to meet our needs and wants.
Give examples of how requirements for a product can limit the design possibilities for that product.
Describe a process as a series of actions and how it is used to produce a result.
Identify and describe examples of technology products and processes.
Explain how controls use information to cause systems to change, like a home thermostat turning on the heat based on the low temperature of a room.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Critique needs and opportunities for designing solutions.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Generate, develop, and communicate design ideas and decisions using appropriate terms and graphical representations.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Design a product with multiple components and describe how the components interact to form a system.
Explore and document connections between technology and other fields of study.
Identify a product and describe how people from different disciplines combined their skills in the design and production of the product.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Use criteria developed with guidance to evaluate a new or improved product for its functional, aesthetic and creative elements.
Examine a familiar product or process and suggest improvements to its design.

6th Grade

Science
ORDER AND ORGANIZATION

This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be inferred from simple principles. These principles are related to the properties or interactions within and between systems.

STRANDS
Strand Connections: All matter is made of small particles called atoms. The properties of matter are based on the order and organization of atoms and molecules. Cells, minerals, rocks and soil are all examples of matter.

EARTH AND SPACE SCIENCE (ESS)

Topic: Rocks, Minerals and Soil This topic focuses on the study of rocks, minerals and soil, which make up the lithosphere. Classifying and identifying different types of rocks, minerals and soil can decode the past environment in which they formed.
- 6.ESS.1 Minerals have specific, quantifiable properties.
- 6.ESS.2 Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification.
- 6.ESS.3 Igneous, metamorphic and sedimentary rocks form in different ways.
- 6.ESS.4 Soil is unconsolidated material that contains nutrient matter and weathered rock.
- 6.ESS.5 Rocks, mineral and soils have common and practical uses.

PHYSICAL SCIENCE (PS)

Topic: Matter and Motion This topic focuses on the study of foundational concepts of the particulate nature of matter, linear motion, and kinetic and potential energy.
- 6.PS.1 Matter is made up of small particles called atoms.
- 6.PS.2 Changes of state are explained by a model of matter composed of particles that are in motion. 6.PS.3 There are two categories of energy: kinetic and potential.
- 6.PS.4 An object’s motion can be described by its speed and the direction in which it is moving.

LIFE SCIENCE (LS)

Topic: Cellular to Multicellular This topic focuses on the study of the basics of Modern Cell Theory. All organisms are composed of cells, which are the fundamental unit of life. Cells carry on the many processes that sustain life. All cells come from pre-existing cells.
- 6.LS.1 Cells are the fundamental unit of life.
- 6.LS.2 All cells come from pre-existing cells.
- 6.LS.3 Cells carry on specific functions that sustain life.
- 6.LS.4 Living systems at all levels of organization demonstrate the complementary nature of structure and function.

Social Studies
Regions and people of the eastern hemisphere

In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition.

HISTORICAL THINKING AND SKILLS
1. Multiple tier timelines can be used to show relationships among events and places.
EARLY CIVILIZATIONS
2. Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies, and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.
SPATIAL THINKING AND SKILLS
3. Geographic tools can be used to gather, process, and report information about people, places, and environments. Cartographers decide which information to include and how it is displayed.
4. Latitude and longitude can be used to identify absolute location.
PLACES AND REGIONS
5. Regions can be determined, classified, and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics
HUMAN SYSTEMS
6. The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.
7. Political, environmental, social, and economic factors cause people, products, and ideas to move from place to place in the Eastern Hemisphere in the past and today.
8. Diffusion of agricultural practices and products, technology, cultural practices, and major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism) impacted the Eastern Hemisphere.
CIVIC PARTICIPATION AND SKILLS
9. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility.
ROLES AND SYSTEMS OF GOVERNMENT
10. Governments can be categorized as monarchies, theocracies, dictatorships, or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority.
ECONOMIC DECISION MAKING AND SKILLS
11. Economists compare data sets to draw conclusions about relationships among them
12. The choices made by individuals and governments have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies.
SCARCITY
13. The fundamental questions of economics include what to produce, how to produce, and for whom to produce
14. When regions and/or countries specialize, global trade occurs.
MARKETS
15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (entrepreneurship, human resources, natural resources, and capital) used.
FINANCIAL LITERACY
16. When selecting items to buy, individuals can weigh costs and benefits and compare the price and quality of available goods and services.

Grade 6-8
Technology
Standards

Develop criteria for selecting digital learning tools and resources to accomplish a defined task.
Select and use digital learning tools or resources to support planning, implementing, and reflecting upon a defined task.
Evaluate the use of digital learning tools and resources to support learning and productivity.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Use advanced search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria to evaluate the validity of information found with digital learning tools and resources.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.

Topic 3: Use digital learning tools and resources to construct knowledge.

Analyze and integrate textual, visual, and quantitative information (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from multiple digital learning tools and resources.
Analyze data collected or retrieved from a variety of digital learning tools and resources to determine if patterns or trends are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

Use digital learning tools and resources to identify communication needs considering goals, audience and content.
Select and use a variety of media formats to communicate information to a target audience.
Discuss and identify ways to communicate and disseminate information so that users with varied needs can access information.
Evaluate the effectiveness of a digital tool to communicate information with multiple audiences.

Advocate and exhibit ethical, legal and responsible practices when utilizing technology.
Explore the advantages and disadvantages of widespread use, accessibility, and reliance on technology in your world.
Review and demonstrate ethical considerations and legal requirements involved in the creation and use of digital technologies.
Analyze an environmental concern and investigate technology solutions to that problem.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Critique specific instances of how technology has impacted access to information, communications and collaboration.
Explain the positive and negative impact the use of technology can have on personal, professional and community relationships.
Investigate how social media impacts society and the digital identities of individuals and organizations.
Apply appropriate interactions and digital etiquette in varying contexts, reflecting upon potential impacts in both digital and physical environments.

Topic 3: Explain how technology, society, and the individual impact one another.

Discuss and define how issues (such as economic, political, scientific and cultural) are influenced by the development and use of technology.
Explain how new technology development is driven by factors such as commercialization, creative/inventive thinking, and cultural/historical influence.
Analyze how technological innovations/inventions can have multiple applications, both intended and unintended.
Describe the impact of an individual’s wants, values and interests on the development of new technologies.
Manage components of your digital identity and your digital footprint.
Evaluate current and past revisions to laws, rules and policies as society responds to technological advancements.

Explore and document how technology can impact efficiency.
Analyze how tools, materials and processes are used to alter the natural and human-designed worlds.
Define and categorize the requirements of a design as either criteria or constraints.
Explain how optimization is the process of making a product as fully functional and effective as possible.
Describe how trade-offs involve a choice of one quality over another.
Give examples of how trade-offs must occur when optimizing a design in order to maintain design requirements.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
Describe how invention is a process of turning ideas and imagination into devices and systems.
Explain how innovation is the process of modifying an existing system or system element(s) to improve it.
Consider multiple factors, including criteria and constraints, (e.g. research, cost, time, materials, feedback, safety, etc.) to justify decisions when developing products and systems to solve problems.
Identify and explain why effective designs develop from non-linear, flexible application of the design process.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
Explain ways that invention and innovation within one field can transfer into other fields of technology.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
Give examples of how changes in one part of a system can impact other parts of that system.
Deconstruct a system into its component parts and describe how they interrelate.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Examine the progression of a product to identify how the functional, aesthetic and creative elements were applied.
Analyze environments or products that are examples of the application of the principles of universal or inclusive design.
Apply the design principle “form follows function” to develop a product.

7th Grade

Science
ORDER AND ORGANIZATION

This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be inferred from simple principles. These principles are related to the properties or interactions within and between systems.

STRANDS
Strand Connections: Systems can exchange energy and/or matter when interactions occur within systems and between systems. Systems cycle matter and energy in observable and predictable patterns.

EARTH AND SPACE SCIENCE (ESS)

Topic: Cycles and Patterns of Earth and the Moon This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic currents, the relationship between thermal energy and the currents, and the relative position and movement of the Earth, sun and moon.
- 7.ESS.1 The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere.
- 7.ESS.2 Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns.
- 7.ESS.3 The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
- 7.ESS.4 The relative patterns of motion and positions of Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.
- 7.ESS.5 The relative positions of Earth and the sun cause patterns we call seasons. 7.PS.1 Elements can be organized by properties.

PHYSICAL SCIENCE (PS)

Topic: Conservation of Mass and Energy This topic focuses on the empirical evidence for the arrangements of atoms on the Periodic Table of Elements, conservation of mass and energy, transformation and transfer of energy.
- 7.PS.2 Matter can be separated or changed, but in a closed system, the number and types of atoms remains constant.
- 7.PS.3 Energy can be transformed or transferred but is never lost.
- 7.PS.4 Energy can be transferred through a variety of ways.

LIFE SCIENCE (LS)

Topic: Cycles of Matter and Flow of Energy This topic focuses on the impact of matter and energy transfer within the biotic component of ecosystems.
- 7.LS.1 Energy flows and matter is transferred continuously from one organism to another and between organisms and their physical environments.
- 7.LS.2 In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.

Social Studies
World studies from 750 D.C. to 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE

The seventh grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today.

HISTORICAL THINKING AND SKILLS
1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.
EARLY CIVILIZATIONS
2. The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.
FEUDALISM AND TRANSITIONS
3. The Roman Empire collapsed due to various internal and external factors (political, social and economic) which led to the development of feudalism and the manorial system in the region. The fall of Rome and later invasions also allowed for the creation of new empires in the region
4. The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to conquer Japan allowed a feudal system to persist.
5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.
6. The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific, and social changes.
7. The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church.
FIRST GLOBAL AGE
8. Empires in Africa and Asia grew as commercial and cultural centers along trade routes.
9. The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies.
10. European economic and cultural influence dramatically increased through explorations, conquests, and colonization.
SPATIAL THINKING AND SKILLS
11. The Columbian exchange (i.e., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today.
12. Maps and other geographic representations can be used to trace the development of human settlement over time.
HUMAN SYSTEMS
13. Geographic factors promote or impede the movement of people, products and ideas.
14. Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere.
15. Improvements in transportation, communication, and technology have facilitated cultural diffusion among peoples around the world.
CIVIC PARTICIPATION AND SKILLS
16. Analyzing individual and group perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
ROLES AND SYSTEMS OF GOVERNMENT
17. Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments.
18. With the decline of feudalism, consolidation of power resulted in the emergence of nation states.
ECONOMIC DECISION MAKING AND SKILLS
19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.
SCARCITY
20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
MARKETS
21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

Grade 6-8
Technology
Standards

Develop criteria for selecting digital learning tools and resources to accomplish a defined task.
Select and use digital learning tools or resources to support planning, implementing, and reflecting upon a defined task.
Evaluate the use of digital learning tools and resources to support learning and productivity.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Use advanced search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria to evaluate the validity of information found with digital learning tools and resources.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.

Topic 3: Use digital learning tools and resources to construct knowledge.

Analyze and integrate textual, visual, and quantitative information (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from multiple digital learning tools and resources.
Analyze data collected or retrieved from a variety of digital learning tools and resources to determine if patterns or trends are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

Use digital learning tools and resources to identify communication needs considering goals, audience and content.
Select and use a variety of media formats to communicate information to a target audience.
Discuss and identify ways to communicate and disseminate information so that users with varied needs can access information.
Evaluate the effectiveness of a digital tool to communicate information with multiple audiences.

Advocate and exhibit ethical, legal and responsible practices when utilizing technology.
Explore the advantages and disadvantages of widespread use, accessibility, and reliance on technology in your world.
Review and demonstrate ethical considerations and legal requirements involved in the creation and use of digital technologies.
Analyze an environmental concern and investigate technology solutions to that problem.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Critique specific instances of how technology has impacted access to information, communications and collaboration.
Explain the positive and negative impact the use of technology can have on personal, professional and community relationships.
Investigate how social media impacts society and the digital identities of individuals and organizations.
Apply appropriate interactions and digital etiquette in varying contexts, reflecting upon potential impacts in both digital and physical environments.

Topic 3: Explain how technology, society, and the individual impact one another.

Discuss and define how issues (such as economic, political, scientific and cultural) are influenced by the development and use of technology.
Explain how new technology development is driven by factors such as commercialization, creative/inventive thinking, and cultural/historical influence.
Analyze how technological innovations/inventions can have multiple applications, both intended and unintended.
Describe the impact of an individual’s wants, values and interests on the development of new technologies.
Manage components of your digital identity and your digital footprint.
Evaluate current and past revisions to laws, rules and policies as society responds to technological advancements.

Explore and document how technology can impact efficiency.
Analyze how tools, materials and processes are used to alter the natural and human-designed worlds.
Define and categorize the requirements of a design as either criteria or constraints.
Explain how optimization is the process of making a product as fully functional and effective as possible.
Describe how trade-offs involve a choice of one quality over another.
Give examples of how trade-offs must occur when optimizing a design in order to maintain design requirements.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
Describe how invention is a process of turning ideas and imagination into devices and systems.
Explain how innovation is the process of modifying an existing system or system element(s) to improve it.
Consider multiple factors, including criteria and constraints, (e.g. research, cost, time, materials, feedback, safety, etc.) to justify decisions when developing products and systems to solve problems.
Identify and explain why effective designs develop from non-linear, flexible application of the design process.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
Explain ways that invention and innovation within one field can transfer into other fields of technology.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
Give examples of how changes in one part of a system can impact other parts of that system.
Deconstruct a system into its component parts and describe how they interrelate.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Examine the progression of a product to identify how the functional, aesthetic and creative elements were applied.
Analyze environments or products that are examples of the application of the principles of universal or inclusive design.
Apply the design principle “form follows function” to develop a product.

8th Grade

Science
ORDER AND ORGANIZATION

This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be inferred from simple principles. These principles are related to the properties or interactions within and between systems.

STRANDS
Strand Connections: Systems can be described and understood by analysis of the interaction of their components. Energy, forces and motion combine to change the physical features of Earth. The changes of the physical Earth and the species that have lived on Earth are found in the rock record. For species to continue, reproduction must be successful.

EARTH AND SPACE SCIENCE (ESS)

Topic: Physical Earth This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.
- 8.ESS.1 The composition and properties of Earth’s interior are identified by the behavior of seismic waves.
- 8.ESS.2 Earth’s lithosphere consists of major and minor tectonic plates that move relative to each other.
- 8.ESS.3 A combination of constructive and destructive geologic processes formed Earth’s surface.
- 8.ESS.4 Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.

PHYSICAL SCIENCE (PS)

Topic: Forces and Motion This topic focuses on forces and motion within, on and around the Earth and within the universe.
- 8.PS.1 Objects can experience a force due to an external field such as magnetic, electrostatic or gravitational fields.
- 8.PS.2 Forces can act to change the motion of objects.

LIFE SCIENCE (LS)

Topic: Species and Reproduction This topic focuses on continuation of the species.
- 8.LS.1 Diversity of species, a result of variation of traits, occurs through the process of evolution and extinction over many generations. The fossil records provide evidence that changes have occurred in number and types of species.
- 8.LS.2 Every organism alive today comes from a long line of ancestors who reproduced successfully every generation.
- 8.LS.3 The characteristics of an organism are a result of inherited traits received from parent(s).

Social Studies
U.S. Studies from 1492 to 1877: EXPLORATION THROUGH RECONSTRUCTION

The historical focus continues in the eighth grade with the study of European exploration and the early years of the United States. This study incorporates all four social studies strands into a chronologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors.

HISTORICAL THINKING AND SKILLS
1. Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.
COLONIZATION TO INDEPENDENCE
2. North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons
3. Competition for control of territory and resources in North America led to conflicts among colonizing powers.
4. The practice of race-based slavery led to the forced migration of Africans to the American colonies and contributed to colonial economic development. Their knowledge, skills and traditions were essential to the development of the colonies.
5. The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution
6. Key events and significant figures in American history influenced the course and outcome of the American Revolution.
A NEW NATION
7. The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people
8. Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution.
9. Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion.
EXPANSION
10. The United States added to its territory through treaties and purchases.
11. Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.
CIVIL WAR AND RECONSTRUCTION
12. Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.
13. Key events and significant figures in American history influenced the course and outcome of the Civil War.
14. The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences.
SPATIAL THINKING AND SKILLS
15. Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography.
HUMAN SYSTEMS
16. The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.
17. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States.
18. Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole.
19. Americans began to develop a unique national identity among diverse regional and cultural populations based on democratic ideals.
CIVIC PARTICIPATION AND SKILLS
20. Active participation in social and civic groups can lead to the attainment of individual and public goals.
21. Informed citizens understand how media and communication technology influences public opinion.
ROLES AND SYSTEMS OF GOVERNMENT
22. The U.S. Constitution established a federal republic, providing a framework for a national government with elected representatives, separation of powers, and checks and balances.
23. The U.S. Constitution protects citizens’ rights by limiting the powers of government.
ECONOMIC DECISION MAKING AND SKILLS
24. Choices made by individuals, businesses and governments have both present and future consequences.
PRODUCTION AND CONSUMPTION
25. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work
MARKETS
26. Governments can impact markets by means of spending, regulations, taxes, and trade barriers.

Grade 6-8
Technology
Standards

Develop criteria for selecting digital learning tools and resources to accomplish a defined task.
Select and use digital learning tools or resources to support planning, implementing, and reflecting upon a defined task.
Evaluate the use of digital learning tools and resources to support learning and productivity.

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Use advanced search techniques to locate needed information using digital learning tools and resources.
Use multiple criteria to evaluate the validity of information found with digital learning tools and resources.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.

Topic 3: Use digital learning tools and resources to construct knowledge.

Analyze and integrate textual, visual, and quantitative information (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from multiple digital learning tools and resources.
Analyze data collected or retrieved from a variety of digital learning tools and resources to determine if patterns or trends are present.
Create artifacts using digital learning tools and resources to demonstrate knowledge.

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

Use digital learning tools and resources to identify communication needs considering goals, audience and content.
Select and use a variety of media formats to communicate information to a target audience.
Discuss and identify ways to communicate and disseminate information so that users with varied needs can access information.
Evaluate the effectiveness of a digital tool to communicate information with multiple audiences.

Advocate and exhibit ethical, legal and responsible practices when utilizing technology.
Explore the advantages and disadvantages of widespread use, accessibility, and reliance on technology in your world.
Review and demonstrate ethical considerations and legal requirements involved in the creation and use of digital technologies.
Analyze an environmental concern and investigate technology solutions to that problem.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Critique specific instances of how technology has impacted access to information, communications and collaboration.
Explain the positive and negative impact the use of technology can have on personal, professional and community relationships.
Investigate how social media impacts society and the digital identities of individuals and organizations.
Apply appropriate interactions and digital etiquette in varying contexts, reflecting upon potential impacts in both digital and physical environments.

Topic 3: Explain how technology, society, and the individual impact one another.

Discuss and define how issues (such as economic, political, scientific and cultural) are influenced by the development and use of technology.
Explain how new technology development is driven by factors such as commercialization, creative/inventive thinking, and cultural/historical influence.
Analyze how technological innovations/inventions can have multiple applications, both intended and unintended.
Describe the impact of an individual’s wants, values and interests on the development of new technologies.
Manage components of your digital identity and your digital footprint.
Evaluate current and past revisions to laws, rules and policies as society responds to technological advancements.

Explore and document how technology can impact efficiency.
Analyze how tools, materials and processes are used to alter the natural and human-designed worlds.
Define and categorize the requirements of a design as either criteria or constraints.
Explain how optimization is the process of making a product as fully functional and effective as possible.
Describe how trade-offs involve a choice of one quality over another.
Give examples of how trade-offs must occur when optimizing a design in order to maintain design requirements.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
Describe how invention is a process of turning ideas and imagination into devices and systems.
Explain how innovation is the process of modifying an existing system or system element(s) to improve it.
Consider multiple factors, including criteria and constraints, (e.g. research, cost, time, materials, feedback, safety, etc.) to justify decisions when developing products and systems to solve problems.
Identify and explain why effective designs develop from non-linear, flexible application of the design process.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
Explain ways that invention and innovation within one field can transfer into other fields of technology.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
Give examples of how changes in one part of a system can impact other parts of that system.
Deconstruct a system into its component parts and describe how they interrelate.

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Examine the progression of a product to identify how the functional, aesthetic and creative elements were applied.
Analyze environments or products that are examples of the application of the principles of universal or inclusive design.
Apply the design principle “form follows function” to develop a product.

History of STEM​(A History of Scientific Thought & Discovery)

Ohio Department of Education K-8 CurriculumComparison & Alignment Science/History/Tech​

1st Grade

Science​OBSERVATIONS OF THE ENVIRONMENT

Social StudiesFamilies Now and Long Ago, Near And Far

K-2​Technology​Standards

2nd Grade

​ScienceOBSERVATIONS OF THE ENVIRONMENT

​Social StudiesPeople Working Together

K-2​Technology​Standards

3rd Grade

​ScienceINTERCONNECTIONS WITHIN SYSTEMS

​Social StudiesCommunities: Past and Present, Near and Far

Grade 3-5Technology ​Standards

4th Grade

​ScienceINTERCONNECTIONS WITHIN SYSTEMS

​Social StudiesOhio in the United States

​Grade 3-5Technology ​Standards

​​5th Grade

​ScienceINTERCONNECTIONS WITHIN SYSTEMS​

​Social StudiesRegions and people of the Western Hemisphere

Grade 3-5Technology ​Standards

​6th Grade

​ScienceORDER AND ORGANIZATION

​Social StudiesRegions and people of the eastern hemisphere

Grade 6-8Technology​Standards

​​7th Grade

​ScienceORDER AND ORGANIZATION

​Social StudiesWorld studies from 750 D.C. to 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE

Grade 6-8Technology​Standards

​​8th Grade

​ScienceORDER AND ORGANIZATION

Social StudiesU.S. Studies from 1492 to 1877: EXPLORATION THROUGH RECONSTRUCTION

Grade 6-8Technology​Standards

History of STEM
(A History of Scientific Thought & Discovery)

Ohio Department of Education
K-8 Curriculum
Comparison & Alignment
Science/History/Tech

Science
OBSERVATIONS OF THE ENVIRONMENT

Social Studies
Families Now and Long Ago, Near And Far

K-2
Technology
Standards

Science
OBSERVATIONS OF THE ENVIRONMENT

Social Studies
People Working Together

K-2
Technology
Standards

Science
INTERCONNECTIONS WITHIN SYSTEMS

Social Studies
Communities: Past and Present, Near and Far

Grade 3-5
Technology
Standards

Science
INTERCONNECTIONS WITHIN SYSTEMS

Social Studies
Ohio in the United States

Grade 3-5
Technology
Standards

5th Grade

Science
INTERCONNECTIONS WITHIN SYSTEMS

Social Studies
Regions and people of the Western Hemisphere

Grade 3-5
Technology
Standards

6th Grade

Science
ORDER AND ORGANIZATION

Social Studies
Regions and people of the eastern hemisphere

Grade 6-8
Technology
Standards

7th Grade

Science
ORDER AND ORGANIZATION

Social Studies
World studies from 750 D.C. to 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE

Grade 6-8
Technology
Standards

8th Grade

Science
ORDER AND ORGANIZATION

Social Studies
U.S. Studies from 1492 to 1877: EXPLORATION THROUGH RECONSTRUCTION

Grade 6-8
Technology
Standards