The Architect's Dilemma Project
CROSS-CONTENT WORKPLACE
READINESS STANDARDS AND PROGRESS INDICATORS
STANDARD 1 - ALL STUDENTS WILL DEVELOP CAREER PLANNING AND WORKPLACE READINESS SKILLS.
Descriptive Statement: Students will be expected to develop the skills to seek, obtain, maintain, and change jobs. These skills are critical to each student's future ability to navigate in the complex world of work. Prior to leaving school, each student should possess the skills needed to sustain him/herself as an adult in the labor force.
Cummulative Progress Indicators
addressed in this Project:
#1--Demonstrate employability skills
and work habits, such as work ethic, dependability, promptness, and getting
along with others, needed to get and keep a job.
#12-- Demonstrate consumer and
other financial skills.
STANDARD 2 - ALL STUDENTS WILL USE INFORMATION, TECHNOLOGY, AND OTHER TOOLS.
Descriptive Statement: Students will be expected to develop skills in the use of information, up-to-date educational technology, and other tools to improve learning, achieve goals, and produce products and presentations. They will learn to develop, locate, summarize, organize, synthesize, and evaluate information. Students will be expected to use technological tools, such as telecommunications networking, for problem-solving, writing, and research.
Cummulative Progress Indicators
addressed in this Project:
#1 - Understand how technological
systems function.
#2 - Select appropriate tools
and technology for specific activities.
#3 - Demonstrate skills needed
to effectively access and use technology-based materials through keyboarding,
troubleshooting, and retrieving
and managing information.
#5 - Access technology-based
communication and information systems.
#6 - Access and assess information
on specific topics using both technological (e.g., computer, telephone,
satellite) and print resources available
in libraries or media centers.
#7 - Use technology and other
tools to solve problems, collect data, and make decisions.
#8 - Use technology and other
tools, including word-processing, spreadsheet and presentation programs,
and print or graphic utilities, to produce
products.
#9 - Use technology to present
designs and results of investigations.
#10 - Discuss problems related
to the increasing use of technologies.
STANDARD 3 - ALL STUDENTS WILL USE CRITICAL THINKING, DECISION-MAKING, AND PROBLEM-SOLVING SKILLS.
Descriptive Statement: Students will be expected to develop original thoughts and ideas, think creatively, develop habits of inquiry, and take intellectual and performance risks. They will be expected to recognize problems, devise a variety of ways to solve these problems, analyze the potential advantages and disadvantages of each alternative, and evaluate the effectiveness of the method ultimately selected.
Cummulative Progress Indicators
addressed in this Project:
#1 - Recognize and define
a problem, or clarify decisions to be made.
#2 - Use models, relationships,
and observations to clarify problems and potential solutions.
#3 - Formulate questions
and hypotheses.
#4 - Identify and access
resources, sources of information, and services in the school and the community.
#5 - Use the library media
center as a critical resource for inquiry and assessment of print and nonprint
materials.
#6 - Plan experiments.
#7 - Conduct systematic observations.
#8 - Organize, synthesize,
and evaluate information for appropriateness and completeness.
#9 - Identify patterns and
investigate relationships.
#10 - Monitor and validate
their own thinking.
#11 - Identify and evaluate
the validity of alternative solutions.
#12 - Interpret and analyze
data to draw conclusions.
#13 - Select and apply appropriate
solutions to problem-solving and decision-making situations.
#14 - Evaluate the effectiveness
of various solutions.
#15 - Apply problem-solving
skills to original and creative/design projects.
STANDARD 4 - ALL STUDENTS WILL DEMONSTRATE SELF--MANAGEMENT SKILLS.
Descriptive Statement: Students will be expected to address issues related to personal development, such as accepting responsibility for their own learning and understanding expectations for performance. They are also expected to demonstrate positive work behaviors and ethics, the ability to work individually and cooperatively in groups, and respect for others of diverse cultural and social backgrounds.
Cummulative Progress Indicators
addressed in this Project:
#1 - Set short and long term
goals.
#2 - Work cooperatively with
others to accomplish a task.
#3 - Evaluate their own actions
and accomplishments.
#5 - Provide constructive
criticism to others.
#9 - Use time efficiently
and effectively.
STANDARD 5 - ALL STUDENTS WILL APPLY SAFETY PRINCIPLES,
Descriptive Statement: Safety is an important component of all content areas, especially the arts, health and physical education, science, occupational education programs, and any content area where hands-on activities take place. Students need to learn behaviors that will ensure their own safety and health and that of others. They also should become familiar with the rules and laws governing safety and health so that they can act responsibly implement these standards.
Cummulative Progress Indicators
addressed in this Project:
#4 - Demonstrate safe use of tools
and equipment.
#5 - Identify and demonstrate the
use of recommended safety and protective devices.
#6 - Identify common hazards and
describe methods to correct them.
#7 - Identify and follow safety
procedures for laboratory and other hands-on experiences.
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MATHEMATICS STANDARDS
AND PROGRESS INDICATORS
STANDARD 4.1 - ALL STUDENTS WILL DEVELOP THE ABILITY TO POSE AND SOLVE MATHEMATICAL PROBLEMS IN MATHEMATICS, OTHER DISCIPLINES, AND EVERYDAY EXPERIENCES.
Descriptive Statement: Problem posing and problem solving involve examining situations that arise in mathematics and other disciplines and in common experiences, describing these situations mathematically, formulating appropriate mathematical questions, and using a variety of strategies to find solutions. By developing their problem-solving skills, students will come to realize the potential usefulness of mathematics in their lives.
Cummulative Progress Indicators
addressed in this Project:
#10 - Use discovery-oriented,
inquiry-based, and problem-centered approaches to investigate and understand
mathematical content appropriate
to the middle grades.
#11 - Recognize, formulate,
and solve problems arising from mathematical situations, everyday experiences,
and applications to other disciplines.
#12 - Construct and use concrete,
pictorial, symbolic, and graphical models to represent problem situations
and effectively apply processes
of mathematical modeling in mathematics and other areas.
#13 - Recognize that there
may be multiple ways to solve a problem, weigh their relative merits, and
select and use appropriate problem-solving
strategies.
#14 - Persevere in developing
alternative problem-solving strategies if initially selected approaches
do not work.
STANDARD 4.2 ALL STUDENTS WILL COMMUNICATE MATHEMATICALLY THROUGH WRITTEN, ORAL, SYMBOLIC, AND VISUAL FORMS OF EXPRESSION.
Descriptive Statement: Communication of mathematical ideas will help students clarify and solidify their understanding of mathematics. By sharing their mathematical understandings in written and oral form with their classmates, teachers, and parents, students develop confidence in themselves as mathematics reamers and enable teachers to better monitor their progress.
Cummulative Progress Indicators addressed in this Project:
#8 Analyze, evaluate, and
explain mathematical arguments and conclusions presented by others.
STANDARD 4.3 - ALL
STUDENTS WILL CONNECT MATHEMATICS TO OTHER LEARNING BY UNDERSTANDING THE
INTERRELATIONSHIPS OF MATHEMATICAL IDEAS AND THE ROLES THAT MATHEMATICS
AND MATHEMATICAL MODELING PLAY IN OTHER DISCIPLINES AND IN LIFE.
Descriptive Statement: Making connections
enables students to see relationships between different topics, and to
draw on those relationships in future study. This applies within
mathematics, so that students can translate readily between fractions and
decimals, or between algebra and geometry; to other content areas, so that
students understand how mathematics is used in the sciences, the social
sciences, and the arts; and to the everyday world, so that students can
connect school mathematics to daily life.
Cummulative Progress Indicators
addressed in this Project:
#8 - Recognize and apply
unifying concepts and processes which are woven throughout mathematics.
#9 - Use the process of mathematical
modeling in mathematics and other disciplines, and demonstrate understanding
of its methodology, strengths,
and limitations.
#10 - Apply mathematics in their
daily lives and in career-based contexts.
#11 - Recognize situations in other
disciplines in which mathematical models may be applicable, and apply appropriate
models, mathematical
reasoning, and problem solving to those situations.
STANDARD 4.4 - ALL STUDENTS WILL DEVELOP REASONING ABILITY AND WILL BECOME SELF-RELIANT, INDEPENDENT MATHEMATICAL THINKERS.
Descriptive Statement: Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. With the development of mathematical reasoning, students recognize that mathematics makes sense and can be understood. They learn how to evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied. Mathematical reasoners are able to reflect on solutions to problems and determine whether or not they make sense. They appreciate the pervasive use and power of reasoning as a part of mathematics.
Cummulative Progress Indicators
addressed in this Project:
6 - Make conjectures based
on observation and information, and test mathematical conjectures and arguments.
7 - Justify, in clear and
organized form, answers and solution processes in a variety of problems.
8 - Follow and construct
logical arguments, and judge their validity.
9 - Recognize and use deductive
and inductive reasoning in all areas of mathematics.
10 - Utilize mathematical reasoning
skills in other disciplines and in their lives.
11- Use reasoning rather than relying
on an answer-key to check the correctness of solutions to problems.
STANDARD 4.5 ALL STUDENTS WILL REGULARLY AND ROUTINELY USE CALCULATORS, COMPUTERS, MANIPULATIVE, AND OTHER MATHEMATICAL TOOLS TO ENHANCE MATHEMATICAL THINKING, UNDERSTANDING, AND POWER.
Descriptive Statement: Calculators, computers, manipulative, and other mathematical tools need to be used by students in both instructional and assessment activities. These tools should be used, not to replace mental math and paper-and-pencil computational skills, but to enhance understanding of mathematics and the power to use mathematics. Historically, people have developed and used manipulative (such as fingers, base ten blocks, geoboards, and algebra tiles) and mathematical devices (such as protractors, coordinate systems, and calculators) to help them understand and develop mathematics. Students should explore both new and familiar concepts with calculators and computers, but should also become proficient in using technology as it is used by adults, that is, for assistance in solving real-world problems.
Cummulative Progress Indicators
addressed in this Project:
#6 -Use a variety of technologies
to evaluate and validate problem solutions, and to investigate the properties
of functions and their graphs.
#7 - Use computer spreadsheets
and graphing programs to organize and display quantitative information
and to investigate properties of functions.
STANDARD 4.8 - ALL STUDENTS WILL UNDERSTAND, SELECT, AND APPLY VARIOUS METHODS OF PERFORMING NUMERICAL OPERATIONS.
Descriptive Statement: Numerical operations are an essential part of the mathematics curriculum. Students must be able to select and apply various computational methods, including mental math, estimation, paper-and-pencil techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, and others kinds of numbers. With calculators that perform these operations quickly and accurately, however, the instructional emphasis now should be on understanding the meanings and uses of the operations, and on estimation and mental skills, rather than solely on developing paper-and-pencil skills.
Cummulative Progress Indicators
addressed in this Project:
8. Extend their understanding
and use of arithmetic operations to fractions, decimals, integers, and
rational numbers.
10. Develop, apply, and explain
procedures for computation and estimation with whole numbers, fractions,
decimals, integers, and rational numbers.
11. Develop, apply, and explain
methods for solving problems involving proportions and percents.
STANDARD 4.9 - ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF AND WILL USE MEASUREMENT TO DESCRIBE AND ANALYZE PHENOMENA.
Descriptive Statement: Measurement helps describe our world using numbers. We use numbers to describe simple things like length, weight, and temperature, but also complex things such as pressure, speed, and brightness. An understanding of how we attach numbers to those phenomena, familiarity with common measurement units like inches, liters, and miles per hour, and a practical knowledge of measurement tools and techniques are critical for students' understanding of the world around them.
Cummulative Progress Indicators
addressed in this Project:
9. Determine the degree of accuracy
needed in a given situation and choose units accordingly.
10. Understand that all measurements
of continuous quantities are approximate.
11. Develop formulas and
procedures for solving problems related to measurement.
12. Explore situations involving
quantities which cannot be measured directly or conveniently.
13. Convert measurement units
from one form to another, and carry out calculations that involve various
units of measurement.
14 - Understand and apply
measurement in their own lives and in other subject areas.
15 - Understand and explain
the impact of the change of an object's linear dimensions on its perimeter,
area, or volume.
16 - Apply their knowledge
of measurement to the construction of a variety of two- and three-dimensional
figures.
STANDARD 4.11 - ALL
STUDENTS WILL DEVELOP AN UNDERSTANDING OF PATTERNS, RELATIONSHIPS, AND
FUNCTIONS AND WILL USE THEM TO REPRESENT AND EXPLAIN REAL-WORLD PHENOMENA.
Descriptive Statement: Patterns,
relationships, and functions constitute a unifying theme of mathematics.
From the earliest age, students should be encouraged to investigate the
patterns that they find in numbers, shapes, and expressions, and, by doing
so, to make mathematical discoveries. They should have opportunities
to analyze, extend, and create a variety of patterns and to use pattern-based
thinking to understand and represent mathematical and other real-world
phenomena. These explorations present unlimited opportunities for
problem-solving, making and verifying generalizations, and building mathematical
understanding and confidence.
Cummulative Progress Indicators
addressed in this Project:
#7 - Represent and describe mathematical
relationships with tables, rules, simple equations, and graphs.
#9 - Use patterns, relationships,
and functions to model situations and to solve problems in mathematics
and in other subject areas.
STANDARD 4.12 - ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF STATISTICS AND PROBABILITY AND WILL USE THEM TO DESCRIBE SETS OF DATA, MODEL SITUATIONS, AND SUPPORT APPROPRIATE INFERENCES AND ARGUMENTS.
Descriptive Statement: Probability and statistics are the mathematics used to understand chance and to collect, organize, describe, and analyze numerical data. From weather reports to sophisticated studies of genetics, from election results to product preference surveys, probability and statistical language and concepts are increasingly present in the media and in everyday conversations. Students need this mathematics to help them judge the correctness of an argument supported by seemingly persuasive data.
Cummulative Progress Indicators
addressed in this Project:
#9 - Generate, collect, organize,
and analyze data and represent this data in tables, charts, and graphs.
#10 - Select and use appropriate
graphical representations and measures of central tendency (mean,
mode and median) for sets of data.
#11 - Make inferences and formulate
and evaluate arguments based on data analysis and data displays.
STANDARD 4.13 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF ALGEBRAIC CONCEPTS AND PROCESSES AND WILL USE THEM TO REPRESENT AND ANALYZE RELATIONSHIPS AMONG VARIABLE QUANTITIES AND TO SOLVE PROBLEMS.
Descriptive Statement: Algebra is a language used to express mathematical relationships. Students need to understand how quantities are related to one another, and how algebra can be used to concisely express and analyze those relationships. Modem technology provides tools for supplementing the traditional focus on algebraic techniques, such as solving equations, with a more visual perspective, with graphs of equations displayed on a screen. Students can then focus on understanding the relationship between the equation and the graph, and on what the graph represents in a real-life situation.
Cummulative Progress Indicators
addressed in this Project:
#6 - Represent situations and number
patterns with concrete materials, tables, graphs, verbal rules, and standard
algebraic notation.
#8 - Analyze tables and graphs
to identify properties and relationships.
STANDARD 4.14 - ALL STUDENTS WILL APPLY THE CONCEPTS AND METHODS OF DISCRETE MATHEMATICS TO MODEL AND EXPLORE A VARIETY OF PRACTICAL SITUATIONS.
Descriptive Statement: Discrete mathematics is the branch of mathematics that deals with arrangements of distinct objects. It includes a wide variety of topics and techniques that arise in everyday life, such as how to find the best route from one city to another, where the objects are cities arranged on a map. It also includes how to count the number of different combinations of toppings for pizzas, how best to schedule a list of tasks to be done, and how computers store and retrieve arrangements of information on a screen. Discrete mathematics is the mathematics used by decision-makers in our society, from workers in government to those in health care, transportation, and telecommunications. Its various applications help students see the relevance of mathematics in the real world.
Cummulative Progress Indicators
addressed in this Project:
#6 - Use systematic listing,
counting, and reasoning in a variety of different contexts.
#7. Recognize common discrete
mathematical models, explore their properties, and design them for specific
situations.
#8 - Experiment with iterative
and recursive processes, with the aid of calculators and computers.
#9 - Explore methods for
storing, processing, and communicating information.
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SCIENCE STANDARDS AND
PROGRESS INDICATORS
STANDARD 5.2 - ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING, AND INQUIRY SKILLS REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS.
Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe - skills that are an essential and ongoing part of learning science.
Cummulative Progress Indicators
addressed in this Project:
#6 - Identify problems that can
be solved by conducting experiments.
#7 - Design and conduct experiments
incorporating the use of a control.
#8 - Collect and organize data
to support the results of an experiment.
#9 - Communicate experimental findings
using words, charts, graphs, pictures, and diagrams.
#10 - Evaluate the strengths and
weaknesses of claims, arguments, and data.
#11 - Assess the risks and benefits
associated with alternative actions.
STANDARD 5.5 - ALL
STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL FOR
PROBLEM-SOLVING IN SCIENCE, AND
AS A MEANS OF EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES.
Descriptive Statement: Galileo is credited with asserting that "Mathematics is the language with which God wrote the Universe." Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. This standard recognizes the need for students to fully integrate mathematics skills with their learning of science.
Cummulative Progress Indicators
addressed in this Project:
#6 - Express experimental data
in several equivalent forms such as integers, fractions, decimals, and
percents.
#7 - Infer mathematical relationships
among variables using graphs, tables, and charts.
#9 - Select appropriate measuring
instruments based on the degree of precision needed.
#10-Find the mean and median of
a set of experimental data.
STANDARD 5.10 - ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH.
Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about the composition of the earth and the forces that shape it...
Cummulative Progress Indicators
addressed in this Project:
#6 - Identify the major features
of the earth's crust, the processes and events that change them, and the
impact of those changes on people.
#8 - Describe and explain
the causes of the natural processes and events that shaped the earth's
surface and interior.
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You can read the entire list of
NEW JERSEY CORE CURRICULUM STANDARDS
by clicking this link: http://www.state.nj.us/njded/stass/index.html
You can read the list of National Curriculum Standards by accessing
this web site: http://www.nap.edu/readingroom/books/nses/html/
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