TAH Nevada/Digital Collections: Primary Source Kits
Check all applicable standards for each subject area. Note that only intermediate level standards appear in these lists.
Nevada State Social Studies Standards, Grade 4
H=History; G=Geography; E=Economics; C=Civics
H1.4.1 Describe the lifestyles of Nevada’s Desert Archaic people.
H1.4.2 Define hunter-gatherer.
H1.4.3 Describe the lifestyles of Nevada’s Native American cultures. 3
H1.4.4 Discuss the interactions of pioneers with the Great Basin Indians. 4
H1.4.5 Identify contributions of immigrants in Nevada.
H2.4.1 Discuss examples of compromise and conflict within Nevada, i.e., Pyramid Lake Wars, water allocation, Sagebrush Rebellion.
H2.4.2 Describe the experiences of pioneers moving west.
H2.4.3 Identify explorers and settlers in pre-territorial Nevada.
H2.4.4 Identify the diverse population of Nevada’s early settlers and discuss their unique experiences.
H2.4.5 Explain the symbols, mottoes, and slogans related to Nevada, i.e., “Battle Born,” the state seal, and “Silver State.”
H2.4.6 Explain how United States conflicts affected life and society in Nevada.
H3.4.1 Compare and/or contrast their daily lives with children in Nevada’s past.
H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada.
H3.4.3 Define social responsibility.
Option H3.4.4 Explain how advances in technologies have impacted Nevada, i.e., railroads, mining, and gaming.
H3.4.5 Discuss major news events on the local and state levels.
H4.4.1 Describe the economic and cultural influence other nations have on the state of Nevada.
G5.4.1 Identify and use intermediate directions on a compass rose to locate places on a map of Nevada.
G5.4.2 Identify spatial patterns on a map of Nevada, i.e., deserts, mountains, population.
G5.4.3 Construct a map of Nevada displaying human and physical features.
G5.4.4 Utilize different types of Nevada maps, i.e., population and physical maps, to understand spatial distribution.
G6.4.1 Describe the distinguishing features of historical regions in Nevada, i.e., Native American tribal territories, pioneer trails, and settlement areas.
G6.4.2 Identify regional changes in Nevada over time.
G6.4.3 Identify and describe the diversity and cultural traditions of Nevada’s people, i.e., Native Americans, Basque communities.
G6.4.4 Show how regional change in Nevada from decade to decade has affected characteristics of place, i.e., plows allow farmers to prepare the land for planting, pick axes assist in mining operations.
G6.4.5 Locate the counties and county seats of Nevada.
G6.4.6 Identify the equator, Prime Meridian, and the International Date Line.
G7.4.1 Describe differences in population distribution within Nevada regions.
G7.4.2 List examples of movements of people, goods, and ideas into and across Nevada.
G7.4.3 Describe differences among rural, suburban, and urban settlement in Nevada.
G7.4.4 Describe historical and current economic issues in Nevada using geographic resources, i.e., illustrate demographic changes due to mining and gaming.
G7.4.5 Describe why types of organizations may differ by geographic region in Nevada.
G8.4.1 Describe ways physical environments affect human activity in Nevada using historical and contemporary examples.
G8.4.2 Describe how technologies altered the physical environment in Nevada, and the effects of those changes on its people.
G8.4.3 Explore the impact of human modification of Nevada’s physical environment on the people who live there.
G8.4.4 Identify natural hazards in Nevada and their impact on the population.
G8.4.5 Describe the distribution patterns of natural resources in Nevada.
E9.4.1 Give examples of incentives and determine whether they are positive or negative.
E9.4.2 Give reasons why consum-ers choose to buy more of a good or service, i.e., when prices are low, and when they choose to buy less, and when prices are high.
E9.4.3 Give reasons why producers choose to sell more of a good or service, i.e., when a price is high, and when they choose to sell less, and when its price is low.
E9.4.4 Identify factors within an individual’s control that can affect the likelihood of employment.
E9.4.5 Explain why all those who trade must benefit from the trade, using an example such as trading lunch items.
E10.4.1 Discuss how the discovery of silver in Nevada affected the forms of money in circulation.
E10.4.2 Identify instances in which people might pay interest or receive interest.
E10.4.3 Discuss reasons people use banks.
E10.4.4 Define productive resources.
E10.4.5 Define per capita.
E11.4.1 Identify a for-profit and a not-for-profit organization in the community and a service each provides.
E11.4.2 Define entrepreneur and identify those individuals in Nevada.
E11.4.3 Describe resources that are limited in Nevada and ways in which resources are shared.
E12.4.1 Define imports and exports.
E12.4.2 Identify goods that would not be readily available in Nevada without international trade.
C13.4.1 Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure in the state of Nevada.
C13.4.2 Explain that democracy involves voting, majority rule, and setting rules.
C13.4.3 Describe the criteria for Nevada citizenship.
C13.4.4 Discuss the symbolic importance of the Pledge of Allegiance.
C13.4.5 Explain why we celebrate Nevada Day.
C14.4.1 Describe the relationship between classroom and school rules.
C14.4.2 Name the current President of the United States.
C14.4.3 Name the current governor of Nevada.
C14.4.4 Explain why local governments are created.
C14.4.5 Name the three branches of state government.
C14.4.6 Understand the role of courts.
C15.4.1 Describe the qualities of a leader.
C15.4.2 Define and give examples of state and local interest groups.
C15.4.3 Identify sources of information people use to form an opinion.
C16.4.1 Identify their county, city, state, and country.
Nevada State English/Language Arts Standards, Grade 5
Word Analysis: 1.5.3 Decode unknown words in text using structural analysis through spelling patterns, base words, root words, suffixes, prefixes, and syllables.
Word Analysis: 1.5.4 Comprehend, build, and extend vocabulary using homographs, homophones, syntax, parts of speech, synonyms, antonyms.
Word Analysis: 1.5.4 Comprehend, build, and extend vocabulary using context clues and structural analysis.
Word Analysis: 1.5.4 Apply alphabetic order to locate words in resources.
Word Analysis: 1.5.4 Use resources to find and/or confirm meaning of unknown words and word origins.
Word Analysis: 1.5.4 With assistance, use resources to find and/or confirm meaning of Greek word roots and Latin word roots.
Word Analysis: 1.5.4 Identify differences between connotative and denotative meaning in text.
Word Analysis: 1.5.4 Build vocabulary using pictures and symbols.
Word Analysis: 1.5.5 Apply knowledge of high frequency words in text to build fluency and comprehension.
Word Analysis: 1.5.5 Apply knowledge of content-specific vocabulary in text to build comprehension.
Word Analysis: 1.5.5 Read fluently aloud and/or silently with a focus on prosody, accuracy, automaticity, and reading rate.
Reading Strategies: 2.5.1 Select before reading strategies appropriate to text and purpose to preview text, access prior, knowledge, build background knowledge, set purpose for reading, make predictions, determine reading rate, and determine text type.
Reading Strategies: 2.5.2 Select during reading strategies appropriate to text and purpose to use self-correcting strategies, make, confirm, and revise predictions, understand and use key vocabulary, identify main idea and supporting details, make inferences, adjust reading rate, and apply knowledge of text type.
Reading Strategies: 2.5.3 Select after reading strategies appropriate to text and purpose to recall details, restate main ideas, organize information, record information, synthesize text, evaluate text, and evaluate the effectiveness of reading strategies.
Literary Text: 3.5.3 Describe a theme based on evidence.
Literary Text: 3.5.3 Explain a lesson learned based on events and/or a character’s actions.
Literary Text: 3.5.4 Describe an example of first-person point of view.
Literary Text: 3.5.4 Identify third-person limited point of view.
Literary Text: 3.5.4 Identify third-person omniscient point of view.
Literary Text: 3.5.4 With assistance, distinguish between third-person limited and third-person omniscient point of view.
Literary Text: 3.5.5 Explain the use of imagery and figurative language.
Literary Text: 3.5.5.Identify the effects of rhythm and rhyme on text.
Literary Text: 3.5.6 Identify words and phrases that reveal tone.
3.5.5.Explain the use of sound devices, dialect, slang, formal language, and informal language.
Literary Text: 3.5.5 Explain how words and phrases create mood.
Literary Text: 3.5.5. Identify examples of irony.
Literary Text: 3.5.7 Explain the influence of historical events and culture.
Literary Text: 3.5.7 Explain the influence of an author’s work on historical events.
Literary Text: 3.5.7 Explain the influence of time periods.
Literary Text: 3.5.7 With assistance, compare texts from the same historical period on a single topic.
Literary Text: 3.5.8 Make and revise predictions based on evidence.
Literary Text: 3.5.9 Make connections to self, other text, and/or the world.
Literary Text: 3.5.9 Use information to answer specific questions.
Literary Text: 3.5.9 Summarize information.
Expository Text: 4.5.1 Evaluate information from illustrations, graphs, charts, titles, text boxes, diagrams, headings, and maps.
Expository Text: 4.5.1 Evaluate information from table of contents, glossaries, and indices.
Expository Text: 4.5.1 Identify and explain the use of bold-faced words, underlined words, highlighted words, and italicized words.
Expository Text: 4.5.1 Identify and explain the use of abbreviations, acronyms, and parenthetical expressions.
Expository Text: 4.5.2 Identify dialect, slang, idioms, and informal and formal language.
Expository Text: 4.5.2 Explain figurative language and analogies.
Expository Text: 4.5.2 Identify words and phrases that reveal an author’s tone.
Expository Text: 4.5.2 Explain how language clarifies ideas and concepts.
Expository Text: 4.5.2 Identify language used for the purpose of persuasion and propaganda.
Expository Text: 4.5.2 With assistance, describe how an author uses concrete examples to explain abstract ideas.
Expository Text: 4.5.3 Describe a theme based on evidence.
Expository Text: 4.5.3 Distinguish theme from topic.
Expository Text: 4.5.3 Describe the importance of sequential and/or chronological order.
Expository Text: 4.5.3 Explain a cause and its effect on events and/or relationships.
Expository Text: 4.5.3 Explain a problem and its solution.
Expository Text: 4.5.3 Compare events.
Expository Text: 4.5.3 With assistance, explain the author’s use of organizational structure.
Expository Text: 4.5.3 Describe a main idea based on evidence.
Expository Text: 4.5.3 Trace the development of an author’s argument, viewpoint, or perspective.
Expository Text: 4.5.4 Explain the influence of historical events.
Expository Text: 4.5.4 Explain the influence of cultures.
Expository Text: 4.5.4 Explain the influence of time periods.
Expository Text: 4.5.4 With assistance, compare text from the same historical period on a single topic.
Expository Text: 4.5.5 Make connections to self, other text, and/or the world.
Expository Text: 4.5.5 Use information to answer specific questions.
Expository Text: 4.5.5 Develop hypotheses based on information.
Expository Text: 4.5.5 Summarize information.
Expository Text: 4.8.6 Make and revise predictions based on evidence.
Expository Text: 4.8.6 Make inferences and draw conclusions based on evidence.
Expository Text: 4.8.6 Analyze the accuracy of facts.
Expository Text: 4.8.6 Distinguish between fact and opinion.
Expository Text: 4.8.6 With assistance, determine accuracy of evidence.
Expository Text: 4.8.6 With assistance, verify information by referencing other sources.
Expository Text: 4.5.7 Read and follow directions to complete tasks or procedures.
Effective Writing: 5.5.1 Use prewriting strategies to plan written work.
Effective Writing: 5.5.1 Choose and narrow a topic to organize ideas.
Effective Writing: 5.5.1 Explore a topic to plan written work.
Effective Writing: 5.5.2 Draft multiple paragraph papers about a single topic that address audience, purpose, supporting details, introduction, conclusion, and transitions.
Effective Writing: 5.5.2 Draft multiple paragraph papers about a single topic that address audience, purpose, supporting details, introduction, conclusion, and transitions.
Effective Writing: 5.5.3 Revise drafts for voice, organizations, focused ideas, audience, purpose, relevant details, word choice, and sentence fluency.
Effective Writing: 5.5.4 Edit essays and compositions to ensure correct spelling of high frequency works and content words.
Effective Writing: 5.5.4 Edit for correct capitalization.
Effective Writing: 5.5.4 Edit punctuation for end punctuation, commas, apostrophes, quotation marks, abbreviations, and colons.
Effective Writing: 5.5.4 With assistance, edit punctuation for hyphens and semicolons.
Effective Writing: 5.5.5 Edit for correct use of nouns, verbs, pronouns, adjectives, subject/verb agreement, verb tenses, adverbs, clauses, phrases, pronoun/antecedent agreement, pronoun case.
Effective Writing: 5.5.6 Edit sentences for complete sentences, combining sentences, compound sentences, and complex sentences.
Effective Writing: 5.5.6 Edit sentences for the elimination of fragments and run-ons.
Effective Writing: 5.5.7 Prepare a legible final draft to display or share.
Effective Writing: 5.5.7 Select a publishing format appropriate to the audience and purpose.
Types of Writing: 6.5.1 Write essays and compositions which include a topic sentence, supporting details, a concluding statement, a beginning, middle, and end, a thesis statement, and transitions.
Types of Writing: 6.5.1 With assistance, write essays and compositions using patterns of organization including compare and contrast and cause and effect.
Types of Writing: 6.5.2 Write multiple-paragraph papers about experiences and/or events appropriate to audience and purpose that include logical sequence, characters, setting, plot, dialog, figurative language, and sensory details.
Types of Writing: 6.5.3 Write poetry.
Types of Writing: 6.5.4 Write responses that demonstrate an understanding of character development and motivations.
Types of Writing: 6.5.4 Summarize information.
Types of Writing: 6.5.4 With assistance, write responses that demonstrate an understanding of plot in literary selections.
Types of Writing: 6.5.5 Write responses that analyze the elements of exposition.
Types of Writing: 6.5.6 Write persuasive essays and compositions that include a thesis statement, supporting evidence, and relevant evidence.
Types of Writing: 6.5.7 Write a variety of communications in appropriate formats.
Types of Writing: 6.5.8 Write directions to complete tasks or procedures.
Types of Writing: 6.5.8 With assistance, write directions to complete tasks or procedures with attention to clarity, format, technical vocabulary, and text features.
Types of Writing: 6.5.9 Write research papers by choosing and narrowing a research topic, locating and collecting information from primary and secondary sources, recording information, paraphrasing and summarizing information, organizing collected information, and documenting sources using a given format.
Types of Writing: 6.5.9 Demonstrate an understanding of the difference between original works and plagiarized works.
Listening: 7.5.1 Listen for a variety of purposes including gaining information, being entertained, and understanding directions.
Listening: 7.5.1 Listen for and identify main idea, mood, purpose, messages, and tone.
Listening: 7.5.1 Listen for and distinguish fact from opinion.
Listening: 7.5.1 Listen for and summarize ideas and supporting details.
Listening: 7.5.1 With assistance, listen for and evaluate the effect of the speaker’s attitude on audience.
Listening: 7.5.1 With assistance, listen for and identify persuasive techniques.
Listening: 7.5.2 Listen to and evaluate oral communications for content, delivery, point of view, and ideas.
Listening: 7.5.2 With assistance, listen to and evaluate the purpose and value of oral communications.
Listening: 7.5.3 Expand vocabulary through listening.
Listening: 7.5.4 Listen for and identify dialect and slang.
Listening: 7.5.14 Listen for and identify the use of formal and informal language.
Listening: 7.5.4 Listen for and distinguish between social and academic language.
Listening: 7.5.5 Actively listen to oral communications.
Listening: 7.5.5 Listen to and participate in conversations.
Listening: 7.5.5 Listen to and evaluate constructive feedback.
Listening: 7.5.5 Provide constructive feedback.
Listening: 7.5.5 Focus attention on a speaker to solve problems by identifying, synthesizing, and evaluating data.
Speaking: 8.5.1 Give directions to complete tasks.
Speaking: 8.5.1 Ask questions to clarify directions.
Speaking: 8.5.2 Use precise language to describe and elicit feelings, experiences, observations, and ideas.
Speaking: 8.5.2 Apply Standard English to communicate ideas.
Speaking: 8.5.3 Use public speaking techniques to deliver presentations with appropriate prosody, volume, eye contact, enunciation, posture, expressions, audience, and purpose.
Speaking: 8.5.3 Communicate information by maintaining a clear focus, following a logical sequence, and illustrating information with media aids.
Speaking: 8.5.3 Communicate statements that express and opinion.
Speaking: 8.5.3 Defend a position using evidence.
Speaking: 8.5.4 Contribute to conversations and discussions about a given topic.
Speaking: 8.5.4 Respond to questions to clarify and extend ideas.
Speaking: 8.5.4 Ask relevant questions to clarify and extend ideas.
Speaking: 8.5.4 Take a leadership role in conversations and discussions.
Speaking: 8.5.4 Distinguish between relevant and irrelevant information.
Nevada State Mathematics Standards, Grade 5
1.5.1 Identify and use place value positions of whole numbers and decimals to hundredths.
1.5.2 Add and subtract fractions with like denominators using models, drawings, and numbers. & Compare fractions with unlike denominators using models and drawings, and by finding common denominators. & Identify, model, and compare improper fractions and mixed numbers.
1.5.3 Read, write, compare, and order integers in mathematical and practical situations.
1.5.5 Use multiples of 10 to expand knowledge of basic multiplication and division facts.
1.5.6 Estimate to determine the reasonableness of an answer in mathematical and practical situations involving decimals.
1.5.7 Add and subtract decimals; multiply and divide decimals by whole numbers in problems representing practical situations; and, use order of operations to evaluate expressions with whole numbers.
2.5.1 Identify, describe, and represent patterns and relationships in the number system, including triangular numbers and perfect squares.
2.5.2 Find possible solutions to an inequality involving a variable using whole numbers as a replacement set. & Solve equations with whole numbers using a variety of methods, including inverse operations, mental math, and guess and check.
3.5.1 Estimate and convert units of measure for weight and volume/capacity within the same measurement system (customary and metric).
3.5.2 Measure volume and weight to a required degree of accuracy in the customary and metric systems.
3.5.3 Describe the difference between perimeter and area, including the difference in units of measure.
3.5.4 Determine totals, differences, and change due for monetary amounts in practical situations.
3.5.6 Determine equivalent periods of time, including relationships between and among seconds, minutes, hours, days, months, and years.
4.5.1 Identify, classify, compare, and draw triangles and quadrilaterals based on their properties and identify and draw circles and parts of circles, describing the relationships between the various parts.
4.5.2 Represent concepts of congruency, similarity, and/or symmetry using a variety of methods including dilation (enlargement/reduction) and transformational motions.
4.5.3 Graph coordinates representing geometric shapes in the first quadrant.
4.5.4 Predict and describe the effects of combining, dividing, and changing shapes into other shapes.
4.5.6 Identify, draw, label, and describe planes, parallel lines, intersecting lines, and perpendicular lines.
4.5.7 Describe characteristics of right, acute, obtuse, scalene, equilateral, and isosceles triangles.
4.5.9 Represent relationships using Venn diagrams.
5.5.1 Pose questions that can be used to guide the collection of categorical and numerical data. & Organize and represent data using a variety of graphical representations including stem and leaf plots and histograms.
5.5.2 Compute range and model and compute the measures of central tendency for mean, median, and mode.
5.5.3 Interpret data and make predictions using stem-and-leaf plots and histograms.
5.5.4 Represent and solve problems involving combinations using a variety of methods.
5.5.5 Conduct simple probability experiments using concrete materials. & Represent the results of simple probability experiments as decimals to make predictions about future events.
5.5.6 Select an appropriate type of graph to accurately represent the data and justify the selection.
Nevada State Science Standards, Grades 3-5
N=Nature of Science; L=Life Science; P=Physical Science; E=Earth and Space Science
N.5.A.1 Students know scientific progress is made by conducting careful investigations, recording data, and communicating the results in an accurate method.
N.5.A.2 Students know how to compare the results of their experiments to what scientists already know about the world.
N.8.A.3 Students know how to draw conclusions from scientific evidence.
N.5.A.4 Students know graphic representations of recorded data can be used to make predictions.
N.5.A.5 Students know how to plan and conduct a safe and simple investigation.
N.5.A.6 Students know models are tools for learning about the things they are meant to resemble.
N.5.A.7 Students know observable patterns can be used to organize items and ideas.
N.5.B.1 Students know that, throughout history, people of diverse cultures have provided scientific knowledge and technologies.
N.5.B.2 Students know technologies impact society, both positively and negatively.
N.5.B.3 Students know the benefits of working with a team and sharing findings.
L.5.A.1 Students know some physical characteristics and behaviors that are inherited in animals and plants.
L.5.A.2 Students know reproduction is an essential characteristic for the continuation of every species.
L.5.A.3 Students know that, while offspring resemble their parents and each other, they also exhibit differences in characteristics.
L.5.A.4 Students know how to observe and describe variations among individuals within the human population.
L.5.A.5 Students know some animal behaviors are learned.
L.5.B.1 Students know plants and animals have structures that enable them to grow, reproduce, and survive.
L.5.B.2 Students know living things have predictable life cycles.
L.5.C.1 Students know the organization of simple food webs.
L.5.C.2 Students know organisms interact with each other and with the non-living parts of their ecosystem.
L.5.C.3 Students know changes to an environment can be beneficial or detrimental to different organisms.
L.5.C.4 Students know all organisms, including humans, can cause changes in their environments.
L.5.C.5 Students know plants and animals have adaptations allowing them to survive in specific ecosystems.
L.5.D.1 Students know animals and plants can be classified according to their observable characteristics.
L.5.D.2 Students know fossils are evidence of past life.
L.5.D.3 Students know differences among individuals within a species give them advantages and/or disadvantages in surviving and reproducing.
P.5.A.1 Students know matter exists in different states (i.e., solid, liquid, gas) which have distinct physical properties.
P.5.A.2 Students know heating or cooling can change some common materials, such as water, from one state to another.
P.5.A.3 Students know materials can be classified by their observable physical and chemical properties (e.g., magnetism, conductivity, density, and solubility).
P.5.A.4 Students know that, by combining two or more materials, the properties of that material can be different from the original materials.
P.5.A.5 Students know the mass of a material remains constant whether it is together, in parts, or in a different state.
P.5.A.6 Students know materials are composed of parts that are too small to be seen without magnification.
P.5.B.1 Students know that, when an unbalanced force is applied to an object, the object either speeds up, slows down, or goes in a different direction.
P.5.B.2 Students know how the strength of a force and mass of an object influence the amount of change in an object’s motion
P.5.B.3 Students know a magnetic force causes certain kinds of objects to attract and repel each other.
P.5.B.4 Students know electrically charged particles can attract or repel other electrically-charged material (e.g., static electricity).
P.5.B.5 Students know Earth's gravity pulls any object toward it without touching it.
P.5.C.1 Students know light can be described in terms of simple properties (e.g., color, brightness, reflection).
P.5.C.2 Students know the wave characteristics of sound.
P.5.C.3 Students know heat is often produced as a byproduct when one form of energy is converted to another form (e.g., when machines and living organisms convert stored energy to motion).
P.5.C.4 Students know heat can move from one object to another by conduction, and some materials conduct heat better than others.
P.5.C.5 Students know the organization of a simple electrical circuit (i.e., battery or generator, wire, a complete loop through which the electrical current can pass).
E.5.A.1 Students know the Sun is the main source of energy for planet Earth.
E.5.A.2 Students know the processes of the water cycle, including the role of the Sun.
E.5.A.3 Students know most of Earth’s surface is covered with fresh or salt water.
E.5.A.4 Students know the role of water in many phenomena related to weather (e.g., thunderstorms, snowstorms, flooding, drought).
E.5.A.5 Students know air is a substance that surrounds us, takes up space, and moves around us as wind.
E.5.B.1 Students know there are more stars than anyone can easily count, but they are not scattered evenly, and they are not all the same in brightness or color.
E.5.B.2 Students know the solar system includes the Sun, planets, and moons.
E.5.B.3 Students know stars are like the Sun, but they are so far away that they look like points of light.
E.5.B.4 Students know there are cyclical patterns of observable objects in the solar system.
E.5.B.5 Students know the patterns of stars in the sky stay the same (e.g., the constellations), although they appear to move across the sky nightly, and different stars can be seen in different seasons.
E.5.C.1 Students know fossils are evidence of past life.
E.5.C.2 Students know water, wind, and ice constantly change the Earth's land surface by eroding rock and soil in some places and depositing them in other areas.
E.5.C.3 Students know landforms may result from slow processes (e.g., erosion and deposition) and fast processes (e.g., volcanoes, earthquakes, landslides, flood, and human activity).
E.5.C.5 Students know soil varies from place to place and has both biological and mineral components.
Nevada State Physical Education Standards, Grade 5
1.5.1 Utilize vocabulary to differentiate between more complex game-like strategies (i.e. offense, defense).
1.5.2A Identify and apply the intermediate elements (i.e. force and accuracy) of movement forms.
1.5.2B Apply simple strategies to game like situations.
1.5.3 Identify the characteristics of highly skilled performance in a few movement forms.
1.5.4 Explain the physiological factors (i.e. heredity) affecting individual differences in physical fitness levels.
2.5.1 Utilize locomotor and nonlocomotor movements in physical activities.
2.5.2 Execute a combination of skills in a new and dynamic environment.
2.5.3 Create and perform sequence, alone or with a group, that combines weight transfer and balance movements.
3.5.1A Create, within a group, movement sequences which clearly demonstrate the use of shapes, levels, and pathways.
3.5.1B Clearly demonstrate a range of qualities of movement (i.e. bound/free percussive/sustained)
3.5.1C Observe and identify the action (i.e. skip, gallop) and movement elements (i.e. direction, level) of brief movement sequences.
3.5.2A Create and perform an identifiable beginning middle, and end of a movement sequence both with and without rhythmic accompaniment.
3.5.2Bb Apply partner skills while creating a movement sequence.
3.5.2C Create a movement phrase, accurately repeat it and then vary it, making changes in the time, space, and/or qualities of movement.
3.5.2D Recognize the elements of movement (i.e. shape, level, and pathways) found in dance, sports, and everyday actions.
3.5.3A Create a movement sequence to express an idea/concept.
3.5.3B Discuss interpretations and reactions to a movement sequence.
3.5.4A Create and perform various movements to a steady beat with or without a prop (i.e. tinkling poles) within a group.
3.5.4B Move to a musical beat and respond to changes in tempo (i.e. use a hand drum, recorder, segments of music of various tempos).
3.5.5a Perform more technically complex folk, and/or social, dances and identifying the cultural and historical contexts.
4.5.1 Create personal goals related to fitness assessment.
4.5.2 Maintain a continuous aerobic activity (at a target heart rate) for a specified time.
4.5.3 Identify the health-related components of fitness in various activities.
4.5.4 Utilize proper warm-up, conditioning, and cool-down techniques.
5.5.1 Make proper decisions about applying rules, procedures, and etiquette.
5.5.2 Demonstrate positive responses to challenges, successes and failures in physical activity.
5.5.3 Manage conflict positively and demonstrate teamwork and sportsmanship while interacting with others regardless of differences.
5.5.4 Identify similarities and differences in games, sports and dance from other cultures.
Nevada State Health Standards, Grades 3-5
1.5.1 Describe the relationship between health behaviors and personal health.
1.5.2 Explain the basic structure, function, and developmental processes of human body systems.
1.5.3 Describe various physical, emotional, intellectual differences and how they affect a child's overall well-being.
1.5.4 Identify key nutrients, their functions, and the role they play to promote optimal health.
1.5.5 Identify the health-related components of an active lifestyle.
1.5.6 Explain how substances can affect the way people make decisions and perform tasks.
1.5.7 Describe ways to prevent common childhood injuries.
1.5.8 Explain personal safety procedures when confronted with violence or other hazards.
1.5.9 Differentiate between contagious and non-contagious illness/diseases.
1.5.10 Explain ways to prevent/control contagious and non-contagious illness/disease.
1.5.11 Identify programs designed to promote community health (recycle, garbage, water).
1.5.12 Explain the relationship of the environment to positive health behaviors and the prevention of injury, illness/disease, and premature death.
2.5.1 Identify how various sources affect thoughts, feelings and health behaviors.
2.5.3 Discuss nutrition and physical activity habits in diverse cultures.
2.5.4 Describe how various sources influence individual practices and behaviors.
2.5.5 Describe ways technology can influence health and disease (i.e., internet, video games, electronic toothbrush). 2.5.6 Analyze how stated and implied messages from media influence health behaviors.
3.5.1 Locate resources from home, school, and community that provide reliable health information.
3.5.2 Describe situations requiring professional health services.
4.5.1 Model effective verbal and non-verbal communication skills.
4.5.2 Discuss ways to communicate with others about stages of growth and development.
4.5.3 Demonstrate refusal and negotiation skills.
4.5.4 Recognize refusal skills when confronted with unhealthy situations including alcohol, tobacco, and other drugs.
4.5.5 Demonstrate non-violent strategies to manage or resolve conflict.
5.5.1 Apply a healthy choice when making personal decisions.
5.5.2 Predict how decisions about substance use and abuse have consequences for self and others.
5.5.3 Predict how decisions regarding health behaviors have consequences for self and others.
5.5.4 Analyze when assistance is needed in making a health-related decision.
6.5.1 Set a personal health goal through tracking progress toward its achievement.
6.5.2 Implement goals to enhance daily health habits.
6.5.3 Compare available resources to assist in making personal health goals (i.e. oral health products, sun safety, food choices).
7.5.1 Demonstrate behaviors that avoid or reduce health risks.
7.5.2 Demonstrate the ability to interpret nutrition information (i.e. food labels).
7.5.3 Engage in behaviors that promote physical activity.
7.5.4 Develop coping behaviors in response to various substance use situations (i.e. medications, alcohol, tobacco and other drugs).
7.5.5 Describe basic first aid procedures and responses to common emergencies.
7.5.6 Assess safe/unsafe situations and practices.
7.5.7 Demonstrate personal health care practices that prevent communicable and other chronic diseases.
8.5.1 Describe ways to influence and support others to make positive health choices.
8.5.2 Compare consumer and environmental health messages.
Nevada State Art Standards, Grade 5
1.5.1. Determine differences between media, techniques, or processes in works of art (e.g. the transparency of watercolor vs. the opaqueness of tempera).
1.5.2 Examine how different media, techniques, and processes cause different responses (e.g. Look at two-dimensional vs. three-dimensional works of art).
1.5.3 Create artworks using various media, techniques, and processes to communicate ideas.
2.5.1 Describe various visual characteristics of art (e.g. sensory, formal, technical, and expressive).
2.5.2 Identify and describe possible purposes and/or functions of art (e.g. The purpose for a pot’s decoration might be to tell a story while the pot’s function might be storage).
2.5.3. Explain how visual characteristics, purposes, and/or functions of art may cause different responses.
2.5.4. Select and use specific visual characteristics to communicate.
3.5.1 Discuss how subject matter, symbols, and ideas produce meanings in works of art.
3.5.2 Produce a work of art that demonstrates the ability to convey meaning by integrating subject matter and symbols with ideas.
3.5.3 Explain the way subject matter, symbols, and ideas are chosen to present meaning in student artwork.
4.5.2 Associate a variety of artworks with cultures, times, and places.
4.5.3 Create works of art that demonstrate historical and cultural influence.
5.5.1 Compare and contrast characteristics of art.
5.5.2 Identify merits in artworks.
5.5.3 Describe meanings of art.
5.5.4 State preferences for characteristics, merits, and meanings in art.
Nevada State Music Standards, Grade 5
1.5.1 Sing independently and expressively.
1.5.2 Sing in an ensemble while following a conductor.
1.5.3 Sing descants, partner songs, and three-part rounds.
1.5.4 Sing more complex patriotic songs, folk songs, and multicultural selections.
2.5.1 Play rhythmic, melodic, and chordal patterns.
2.5.4 Play or accompany folk, traditional, and multicultural music.
3.5.1 Improvise melodic and rhythmic patterns within the context of a musical phrase.
3.5.3 Improvise introductions and codas, B sections, and changing parts of the rondo.
4.5.1 Create music to interpret readings or dramatizations.
4.5.2 Create and perform songs and instrumental pieces.
4.5.3 Organize and perform pieces using a variety of sound sources.
5.5.1 Read whole, half, dotted half, quarter and eighth notes and rests in duple and triple meter.
5.5.2 Read melodic patterns in the treble clef using solfege, numbers and/or letters.
5.5.3 Use complex music symbols (e.g. dynamics, tempo).
5.5.4 Sight read rhythmic and melodic patterns.
5.5.5 Notate simple rhythm and melody using standard symbols.
6.5.1 Compare and contrast simple elements of music when presented aurally.
7.5.1 Construct criteria using standard music vocabulary.
7.5.2 Explain personal preferences for specific musical works and styles using complex musical vocabulary (e.g. crescendo/decrescendo; rondo form).
9.5.1 Identify by style aural examples from various historical periods, American musical history, and world cultures.
9.5.2 Describe the role of musicians in various settings and cultures (e.g. performers, educators, critics, composers).
10.5.1 Using Grade 5 standards adopted for Physical Education, Content Standard 3.0, demonstrate an understanding of the standards.
Nevada State Theater Standards, Grade 5
1.5.1 Create a script with two or more characters; a beginning, middle and end; setting; and character descriptions.
1.5.2 Work together in a group to plan, rehearse, and present a dramatized idea or story.
1.5.6. Draw and/or build model sets for a production (e.g. cardboard or diorama).
1.5.7 Assemble props and costumes for use in a dramatized event set in a specific time period and locale (e.g., Pilgrims or Romans).
2.5.1 Identify and list a given character’s traits by looking at the character's actions and dialogue.
2.5.2 Demonstrate examples of character traits through movement, pantomime, improvisation, and/or voice. (e.g.,” How does a person move and speak at age 60? At age 6?”).
2.5.3. Portray a character's traits through movement, voice and/or dialogue in a dramatized idea or story.
3.5.1 Discuss performances of students and visiting artists.
3.5.2 Describe emotional response to a performance and explain genre preference (e.g. romance, comedy, suspense, and action).
3.5.3 Differentiate between comedy and tragedy.
4.5.1 Explain how movies or television reveal information about other historical periods and cultures.
4.5.2 Identify the conflict between characters in a dramatized event.
Nevada State Computer and Technology Standards, Grade 5
2.5.1 Apply correct finger placement for basic keyboarding skills.
2.5.2 Create a document including a graphic using basic formatting techniques that demonstrate the ability to type, edit, and print.
2.5.3 Create a database with predefined fields, enter data for multiple records, and print reports based on sort query using ascending and descending order.
2.5.4 Construct a guided spreadsheet containing appropriate labels, values, formulas, and simple functions.
2.5.5 Create a multimedia document or presentation using text, graphics, and/or sound.
2.5.6 Explain the differences between data files, program files, and describe and use the file management software of a computer.
126.96.36.199 Describe the process of accessing a LAN and demonstrate the process as available.
188.8.131.52 Define and explain the uses of an electronic communication device, telecommuting, and teleconferencing.
3.5.1 Select a research topic or define a problem and predict outcomes using technology tools.
3.5.2 Generate keywords for a research topic or problem.
3.5.3 Select information from a variety of remote resources for a research topic or problem exploring hyperlinks.
3.5.4 Use an organizational format to arrange information for presentation or decision-making.
3.5.5 Demonstrate an understanding of intellectual property and identify source and content of information collected.
3.5.6 Generate a list of sources.
3.5.7 Summarize and share the research process and its outcome.
4.5.1 Recognize that technological resources include people, information, materials, machines, energy, capital, and time.
4.5.2 Employ tools and materials to design or develop products or projects.
4.5.3 Demonstrate the importance of safety and ease of use in selecting appropriate tools.
4.5.4 Solve difficulties with tools or devices to accomplish the desired result including computer operations and recognize basic operational problems, such as printer jams, and possible solutions.
5.5.1 Explain open, closed, simple, complex, micro and macro systems.
5.5.2 Explain how systems depend on a variety of resources to produce a desirable outcome (e.g., computer information processing cycle).
5.5.3 Classify systems according to type and level (e.g., open loop system or closed loop system, simple or complex, and micro or macro).
6.5.1 Examine products and communicate how that product solved a human need or want.
6.5.2 Explain how physical environments are changed by technological developments.
6.5.3 Describe the relationship between careers and technological developments.
6.5.4 Explain society's use of technology and describe both the positive and negative impacts on the workplace, society, and the environment.
Nevada State Foreign Language Standards, Grade 5
Identify common objects after listening to an oral description.
Use the calendar.
Read combinations of familiar words in short sentences.
Read all words that the student is able to use orally.
Comprehend brief written directions, narratives, and other information.
Respond to personal questions.
Write familiar words or phrases, including colors, dates, numbers, lyrics of songs and words related to the family and weather.
Write simple text on familiar topics, including filling in the blanks or labeling pictures in simple stories.
Become aware of the effects of important people, holidays, geography, and history on the lives of the people of the culture studied.
Demonstrate an awareness of the different patterns of daily life within the culture studied and the pupil's culture.
Compare the products with the environments in which they are produced.
Practice familiar concepts including telling time and identifying the seasons.
Develop an awareness of cultural diversity and some of the contributions of the foreign language to American culture.
Write format letters, including letters to a pen pal.
Identify professions that require proficiency in another language.
Explore careers that require the ability to communicate in the foreign language.
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