Teaching+Standards

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 * * In September 2013 the official name of the Common Core State Standards in Arizona were changed to Arizona's College and Career Ready Standards. Same standards. Different name. **
 * *The Next Generation Science Standards have //not// yet been adopted by Arizona and there is no timeline for when the standards will be implemented. **


 * __Key Points__ **
 * Sustainability can be integrated in to current classroom content across grade levels and content areas.
 * Arizona's College and Career Ready Standards and Next Generation Science Standards emphasize preparing students for the future, college and career readiness, critical and strategic thinking, and collaboration. These are all concepts that can relate directly to sustainability.
 * At first, pre-services teachers need to be given specific examples of how they can relate sustainability to the standards and the classroom. It is not blatantly obvious if they have not considered the connection previously.

To learn more about the standards or explore them yourself, visit:
 * __Learn More__ **

Arizona's College and Career Ready Standards: @http://www.azed.gov/azccrs/teachers/


 * Math: @http://www.corestandards.org/Math
 * ELA: @http://www.azed.gov/azccrs/elastandards/

Arizona's Science Standards: http://www.azed.gov/azccrs/elastandards/
 * These standards are still in place in Arizona but will be phased out in the near future.

Next Generation Science Standards: @http://www.nextgenscience.org/
 * The Standards: @http://www.nextgenscience.org/search-standards-dci

Arizona's Social Studies Standards: @http://www.azed.gov/standards-practices/social-studies-standard/

Check out these specific 4th Grade AZCCRS and NGSS and consider how they could be met utilizing sustainability related content.
 * __Standards and Sustainability__ **

Check out how we have tied these specific 4th Grade AZCCRS and NGSS to sustainability ideas. Can you think of how you might do the same with the standards for your grade and subject area?


 * Standards || Sustainability Idea ||
 * **Arizona's College and Career Ready Standards ELA ** ||
 * [|AZCCRS.ELA-Literacy.RI.4.3]  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. || //Read a short article about the everglades and the loss of wildlife in this area. Summarize the article and explain how humans play a role in the story. // ||
 * [|AZCCRS.ELA-Literacy.RI.4.7]  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. || //Analyze an info-graphic about the average water use per person in the United States. Record one new fact learned and one way you can save water. // ||
 * [|AZCCRS.ELA-Literacy.W.4.1]  Write opinion pieces on topics or texts, supporting a point of view with reasons and information. || //Write an essay about whether or not soda should be offered in the vending machines at school, citing specific evidence for their opinion (e.g. consider the use of plastics, recycling options at school, and health impacts of soda). // ||
 * [|AZCCRS.ELA-Literacy.W.4.2]  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. || //Write a letter to the principle of the school indicating specific strategies the school could implement to save energy with evidence for why it would be beneficial for the school and the environment. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.ELA-Literacy.W.4.7] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Conduct short research projects that build knowledge through investigation of different aspects of a topic. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Research various biomes of the world, focus specifically on human interactions with the environment and any threats to the natural ecosystem (deforestation, endangered species, pollution, etc.). // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.ELA-Literacy.W.4.4] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Author and design a poster to hang around the school explaining how to save water at school and home. Include the importance saving water as well. Audience: fellow students and teachers // ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Math ** ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.Math.Content.4.OA.A.3] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">If an average family of four uses 413 gallons of water per day, approximately how many gallons does each person use a day? Estimate first and then check your answer. How many gallons would the whole family use in one week? Do you think everyone in the world uses that much water? // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.Math.Content.4.NF.B.3d] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Jen wants to start saving water around her house. She discovered that 2/5 of her water use comes from outdoor use, 1/5 from the bathroom, 1/5 from kitchen, and 1/5 from laundry room. Altogether, does more water use come from indoors or outdoors? // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.Math.Content.4.NF.B.4c] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">If each person in a family throws away approximately ¾ of a pound of trash a day, and there are 6 people in the family, how many pounds of trash will they accumulate in a day? Or a week? // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|AZCCRS.Math.Content.4.MD.A.3] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Apply the area and perimeter formulas for rectangles in real world and mathematical problems. //For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor//. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">A farmer wants to put one row of solar panels on their barn. The solar panels measure 6 ft. tall by 4 ft. wide. If the area on the roof of the barn is 1000 ft. 2 and it is 10 ft. tall, how long (wide) is the barn? How many solar panels (4 ft. wide) could fit across the length of the barn? Only one row is needed. // ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Next Generation Science Standards ** ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 4-PS3-2.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Study the interworking of solar panels and describe how light and heat are captured from the sun to produce energy. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 4-PS3-4.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design a windmill that is able to work in the classroom and compare it to wind turbines in the real world that produce electricity. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 4-ESS2-1.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Compare and contrast coastlines over hundreds of years. Discuss the natural processes that cause this weathering as well as any human impacts to the system. Predict what will happen when the coast continues to erode. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 4-ESS3-1.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Describe the impact of oil, coal, and natural gas on the environment, the limited quantity of these resources, societies dependence on this source of energy, and the need for new, renewable technologies in the future. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 3-5-ETS1-1.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use systems and values thinking to identify a need or want in the school or community that can be addressed. Discuss the difference between want and needs. Develop a design solution to your problem. // ||
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|NGSS 3-5-ETS1-2.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. || //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify water as a basic human need for all people, compare the water needs of various developing countries, learn about technologies being used to meet these needs, and determine the best possible solution for each location experiencing water scarcity. // ||


 * From the student's Blackboard course:**

Setting the Standard(s)
You may be hearing a lot in your courses and internships about teaching standards, and you might be wondering how various sets of standards might impact you as a future teacher. First, it is important to note what standards are. Teaching standards are general agreements about what students should know and be able to do by a particular point in their schooling. In general, standards are created by a group of educational experts, including teachers, content-area specialists, administrative staff, and higher education faculty. States adopt various sets of standards that are aligned with required standardized tests to measure students' progress.

Here in Arizona, the state standards are called Arizona's College and Career Ready Standards. These standards are the same as the Common Core, but simply have a different name. They cover math and English/Language Arts. For the other content areas, such as science, Arizona is using the Arizona Science Standards. While the Next Generation Science Standards have been developed by national experts, they have not yet been adopted by Arizona, and currently, there is no timeline for when the standards will be implemented in our state. While standards provide a road map of where you want students to end up, they don't specify the route you take or how you should get there. That is up to you as the individual teacher to decide the methods, strategies, and curricula that will be used to ensure that students learn the necessary skills and abilities to be able to meet the standards. This is important when considering how to implement and integrate sustainability into current classroom content across grade levels and content areas.

Arizona's College and Career Ready Standards and Next Generation Science Standards emphasize preparing students for the future, college and career readiness, critical and strategic thinking, and collaboration. These are all concepts that can relate directly to sustainability. Below are links to specific to Arizona standards that directly pertain to sustainability. They are organized both by subject area and by grade level. It is up to you to reflect on how the sustainability content you are learning in SCN 400 directly relates to these standards and to consider ways that you might teach these standards using sustainability-related concepts.

ELA Math Social Studies Science (AZCCRS) Science (NGSS)

1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade