English/Language Arts
IL.4.A.4c-> Follow complex oral instructions
IL.4.B-STANDARD: Speak effectively using language appropriate to the situation and audience.
IL.4.B.4b-> Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal
IL.5-GOAL: Use the language arts to acquire, assess and communicate information.
IL.5.A-STANDARD: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas
IL.5.A.4a-> Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).
IL.5.A.4b-> Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.
IL.5.B-STANDARD: Analyze and evaluate information acquired from various sources
IL.5.B.4a-> Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.
IL.5.B.5a-> Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms
IL.5.C.4a-> Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.
IL.4.A.4c-> Follow complex oral instructions
IL.4.B-STANDARD: Speak effectively using language appropriate to the situation and audience.
IL.4.B.4b-> Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal
IL.5-GOAL: Use the language arts to acquire, assess and communicate information.
IL.5.A-STANDARD: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas
IL.5.A.4a-> Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).
IL.5.A.4b-> Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.
IL.5.B-STANDARD: Analyze and evaluate information acquired from various sources
IL.5.B.4a-> Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.
IL.5.B.5a-> Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms
IL.5.C.4a-> Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.
Science
11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad -cam, animations).
13.B.5a Analyze challenges created by international competition for increases in scientific knowledge and technological capabilities (e.g., patent issues, industrial espionage, technology obsolescence).
13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs.
11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad -cam, animations).
13.B.5a Analyze challenges created by international competition for increases in scientific knowledge and technological capabilities (e.g., patent issues, industrial espionage, technology obsolescence).
13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs.
Family Consumer Science
9.2 Apply risk management procedures to food safety, food testing and sanitation.
5.2 Demonstrate planning, organizing, and maintaining an efficient operation for residential or commercial facilities.
5.5 Demonstrate a work environment that provides safety and security.
16.2 Evaluate fiber and textiles products and materials.
16.5 Evaluate elements of textile, apparel and fashion merchandising.
9.2 Apply risk management procedures to food safety, food testing and sanitation.
5.2 Demonstrate planning, organizing, and maintaining an efficient operation for residential or commercial facilities.
5.5 Demonstrate a work environment that provides safety and security.
16.2 Evaluate fiber and textiles products and materials.
16.5 Evaluate elements of textile, apparel and fashion merchandising.
Social Studies
Mathematics IL-ISBE-MA-CC-2010.K-12.MP.6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
IL-ISBE-MATH.1.A K: Understands the dynamics of working collaboratively with others
IL-ISBE-MATH.4.A K: Understands the connections within the mathematics curriculum
IL-ISBE-MA-CC-2010.K-12.MP.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
IL-ISBE-MA-CC-2010.K-12.MP.4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
IL-ISBE-MATH.1.A K: Understands the dynamics of working collaboratively with others
IL-ISBE-MATH.4.A K: Understands the connections within the mathematics curriculum
IL-ISBE-MA-CC-2010.K-12.MP.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
IL-ISBE-MA-CC-2010.K-12.MP.4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.