Academic+and+AASL+Standards+connection


 * Grade 1 **


 * Indiana Academic Standards**

[|//2003: Health//] Standard 5: Students will demonstrate the ability to utilize interpersonal communication skills to enhance health. 1.5.7 Demonstrate positive ways to resolve conflicts.

[|//2007: Health and Wellness//] Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health 1.5.1 Describe a health-related decision. 1.5.2 Describe situations when assistance is needed for a health- related decision.

[|**AASL Standards**] There are a number of skills used in this lesson, the most important ones being those that relate to connecting background knowledge to new knowledge: 1.1.2, 2.1.3, 2.3.1, 3.1.5, and 4.1.5. For this age group, I thought it would be important to access the students’ background knowledge of conflicts via concrete examples that they could use as an analogy. I don’t think that asking 1st graders to connect abstract concepts like “conflict” to their own experiences would be very fruitful, whereas showing them examples of conflicts in a controlled medium (such as Cool School) and asking them if they have had those same or similar experiences would be more successful. This represents one form of scaffolding, in that students are given the support of concrete examples that they can tie their experiences to and understand them in a new way.
 * 1.1.2** Use prior and background knowledge as context for new learning.
 * 1.2.2** Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
 * 1.1.9** Collaborate with others to broaden and deepen understanding.
 * 1.3.2** Seek divergent perspectives during information gathering and assessment.
 * 2.1.1** Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.3** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * 2.1.5** Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.3.1** Connect understanding to the real world.
 * 2.3.2** Consider diverse and global perspectives in drawing conclusions.
 * 3.1.2** Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.5** Connect learning to community issues.
 * 3.2.1** Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * 3.2.2** Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * 3.2.3** Demonstrate teamwork by working productively with others.
 * 3.3.6** Use information and knowledge in the service of democratic values.
 * 4.1.5 ** Connect ideas to own interests and previous knowledge and experience.
 * 4.1.8** Use creative and artistic formats to express personal learning.


 * Grade 9 **


 * Indiana Academic Standards**

[|//2003: Health//] Standard 5: Students will demonstrate the ability to utilize interpersonal communication skills to enhance health. 9.5.6 Demonstrate strategies for solving interpersonal conflicts without harming self or others.

[|//2007: Health and Wellness//] Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. HW 4.3 Apply strategies to manage or resolve interpersonal conflicts without harming self or others.

[|**AASL Standards**] Again, the most relevant skills used in this lesson are those that refer to the connection between background knowledge and new knowledge: 1.1.2, 2.1.3, 2.3.1, 3.1.5, and 4.1.5. Ninth graders have a better grasp of abstract ideas and are better able to apply them without having as much scaffolding as the first graders did. They have enough background experience in the topic to be able to explore it on their own and carry out an experiment of their own design to create new knowledge that not only sheds light on their past experiences, but allows them to prepare for future uses. Students have already had experience in creating experiments and creating final products of their choice, so they are given guidance instead of direction.
 * 1.1.2** Use prior and background knowledge as context for new learning.
 * 2.1.1** Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.3** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * 2.1.5** Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.3.1** Connect understanding to the real world.
 * 2.3.2** Consider diverse and global perspectives in drawing conclusions.
 * 3.1.2** Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.5** Connect learning to community issues.
 * 3.2.1** Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * 3.2.2** Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * 3.2.3** Demonstrate teamwork by working productively with others.
 * 3.3.6** Use information and knowledge in the service of democratic values.
 * 4.1.5 ** Connect ideas to own interests and previous knowledge and experience.
 * 4.1.8** Use creative and artistic formats to express personal learning.