Standards that can be addressed by iEARN Projects

Creative Arts

To see which Common Core State Standards, Creative Arts Standards, ISTE NETS (National Technology Standards) for Teachers and Students, and the Partnership for 21st Century Schools framework can be addressed by iEARN project Click here

Common Core State Standards

Reference: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12

  • Key Ideas and Details
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    2. Determine central ideas or themes of a text and analyze their development; asummarize the key supporting details and ideas.
    3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • Craft and Structure
    1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
    2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    3. Assess how point of view or purpose shapes the content and style of a text.
  • Integration of Knowledge and Ideas
    1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
    2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
    3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Range of Reading and Level of Text Complexity
    1. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards Foundational Skills K-12

  1. Demonstrate understanding of the organization and basic features of print.
  2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
  3. Know and apply grade-level phonics and word analysis skills in decoding words.
  4. Read emergent-reader texts with purpose and understanding.

Writing Standards for K-12

  • Text Types and Purposes
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
  • Production and Distribution of Writing
    1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  • Research to Build and Present Knowledge
    1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Range of Writing
    1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards for Speaking and Listening K-12

(Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)
Comprehension and Collaboration

Presentation of Knowledge and Ideas

  1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Language K-12

  • Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Knowledge of Language
    1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Vocabulary Acquisition and Use
    1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown.

Creative Arts Standards

(reference: National Standards for Arts Education)

  • Dance:
    • Understanding dance as a way to create and communicate meaning
    • Demonstrating and understanding dance in various cultures and historical periods
    • Demonstrating and understanding dance in various cultures and historical periods
  • Music: imagination, literature, and history
  • Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures

ISTE NETS (National Educational Technology Standards) for Teachers

[reference ISTE ]

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

ISTE NETS (National Educational Technology Standards) for Students

Partnership for 21st Century Skills: Framework for 21st Century Learning

  • Visual Arts:
    • Understanding the visual arts in relation to history and cultures
    • Making connections between visual arts and other disciplines
    • Reflecting upon and assessing the characteristics and merits of their work and the work of others
    • Choosing and evaluating a range of subject matter, symbols, and ideas
    1. Facilitate and Inspire Student Learning and Creativity

      Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

        • Understanding relations between music, the other arts, and disciplines outside the arts.
        • Understanding Music in relation to history and culture
      • Theater:
        • Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage,
        • promote, support, and model creative and innovative thinking and inventiveness
        • engage students in exploring real-world issues and solving authentic problems using digital tools and resources
        • promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
        • model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
      • Design and Develop Digital-Age Learning Experiences and Assessments

        Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

        • design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
        • develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
        • customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
        • provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
      • Promote and Model Digital Citizenship and Responsibility

        Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

        • advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
        • address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
        • promote and model digital etiquette and responsible social interactions related to the use of technology and information
        • develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
      • Engage in Professional Growth and Leadership

        Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

        • participate in local and global learning communities to explore creative applications of technology to improve student learning
    1. Creativity and Innovation
      Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
      1. apply existing knowledge to generate new ideas, products, or processes.
      2. create original works as a means of personal or group expression.
      3. use models and simulations to explore complex systems and issues.
    2. Communication and Collaboration
      Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
      1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
      2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
      3. develop cultural understanding and global awareness by engaging with learners of other cultures.
      4. contribute to project teams to produce original works or solve problems.
    3. Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
      1. identify and define authentic problems and significant questions for investigation.
      2. plan and manage activities to develop a solution or complete a project.
      3. collect and analyze data to identify solutions and/or make informed decisions.
      4. use multiple processes and diverse perspectives to explore alternative solutions.
    4. Digital Citizenship
      Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
      1. advocate and practice safe, legal, and responsible use of information and technology.
      2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
      3. demonstrate personal responsibility for lifelong learning.
      • Core Subjects and 21st Century Themes
        • Global Awareness
      • Learning and Innovation Skills
        • Creativity and Innovation
        • Critical Thinking and Problem Solving
        • Communication and Collaboration
      • Information, Media and Technology Skills
        • Information Literacy
        • Media Literacy
        • ICT (Information, Communications and Technology) Literacy
      • Life and Career Skills
        • Social and Cross-Cultural Skills
        • Productivity and Accountability

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Language Arts

To see which Common Core State Standards, Language Arts Standards, ISTE NETS (National Technology Standards) for Teachers and Students, and the Partnership for 21st Century Schools framework can be addressed by iEARN project Click here

 

Common Core State Standards

Refernece: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12

  1. Key Ideas and Details
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    2. Determine central ideas or themes of a text and analyze their development; asummarize the key supporting details and ideas.
    3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  2. Craft and Structure
    1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
    2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    3. Assess how point of view or purpose shapes the content and style of a text.
  3. Integration of Knowledge and Ideas
    1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
    2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
    3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  4. Range of Reading and Level of Text Complexity
    1. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards Foundational Skills K-12

  1. Demonstrate understanding of the organization and basic features of print.
  2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
  3. Know and apply grade-level phonics and word analysis skills in decoding words.
  4. Read emergent-reader texts with purpose and understanding.

Writing Standards for K-12

  1. Text Types and Purposes
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
  2. Production and Distribution of Writing
    1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  3. Research to Build and Present Knowledge
    1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. Range of Writing
    1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards for Speaking and Listening K-12

(Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)

  1. Comprehension and Collaboration
    1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  2. Presentation of Knowledge and Ideas
    1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
    2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Language K-12

  1. Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  2. Knowledge of Language
    1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  3. Vocabulary Acquisition and Use
    1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown.

Language Arts Standards

[reference: National Standards for English Language Arts from National Council of Teachers of English]

  • Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  • Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

ISTE NETS (National Educational Technology Standards) for Teachers

[reference ISTE]

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

  1. Facilitate and Inspire Student Learning and Creativity
    Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
    1. promote, support, and model creative and innovative thinking and inventiveness
    2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
    3. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
    4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
  2. Design and Develop Digital-Age Learning Experiences and Assessments
    Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
    1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
    2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
    3. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
    4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
  3. Promote and Model Digital Citizenship and Responsibility
    Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
    1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
    2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
    3. promote and model digital etiquette and responsible social interactions related to the use of technology and information
    4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
  4. Engage in Professional Growth and Leadership
    Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
    1. participate in local and global learning communities to explore creative applications of technology to improve student learning

(NETS•S - National Educational Technology Standards) and Performance Indicators for Students

  1. Creativity and Innovation
    Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
    1. apply existing knowledge to generate new ideas, products, or processes.
    2. create original works as a means of personal or group expression.
    3. use models and simulations to explore complex systems and issues.
  2. Communication and Collaboration
    Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
    1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
    2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    3. develop cultural understanding and global awareness by engaging with learners of other cultures.
    4. contribute to project teams to produce original works or solve problems.
  3. Critical Thinking, Problem Solving, and Decision Making.
    Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
    1. identify and define authentic problems and significant questions for investigation.
    2. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
    3. use multiple processes and diverse perspectives to explore alternative solutions.
  4. Digital Citizenship
    Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
    1. advocate and practice safe, legal, and responsible use of information and technology.
    2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
    3. demonstrate personal responsibility for lifelong learning.

Partnership for 21st Century Skills: Framework for 21st Century Learning

  • Core Subjects and 21st Century Themes
    • Global Awareness
  • Learning and Innovation Skills
    • Creativity and Innovation
    • Critical Thinking and Problem Solving
    • Communication and Collaboration
  • Information, Media and Technology Skills
    • Information Literacy
    • Media Literacy
    • ICT (Information, Communications and Technology) Literacy
  • Life and Career Skills
    • Social and Cross-Cultural Skills
    • Productivity and Accountability

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Science, Technology and Math

To see which Common Core State Standards, National Science Education Standards, National Math Standards, ISTE NETS (National Technology Standards) for Teachers and Students, and the Partnership for 21st Century Schools framework can be addressed by iEARN project Click here

Common Core State Standards

Reference: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12

  1. Key Ideas and Details
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    2. Determine central ideas or themes of a text and analyze their development; asummarize the key supporting details and ideas.
    3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  2. Craft and Structure
    1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
    2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    3. Assess how point of view or purpose shapes the content and style of a text.
  3. Integration of Knowledge and Ideas
    1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
    2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
    3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  4. Range of Reading and Level of Text Complexity
    1. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards Foundational Skills K-12

  1. Demonstrate understanding of the organization and basic features of print.
  2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
  3. Know and apply grade-level phonics and word analysis skills in decoding words.
  4. Read emergent-reader texts with purpose and understanding.

Writing Standards for K-12

  1. Text Types and Purposes
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
  2. Production and Distribution of Writing
    1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  3. Research to Build and Present Knowledge
    1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. Range of Writing
    1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards for Speaking and Listening K-12

(Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)

  1. Comprehension and Collaboration
    1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  2. Presentation of Knowledge and Ideas
    1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
    2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Language K-12

  1. Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  2. Knowledge of Language
    1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  3. Vocabulary Acquisition and Use
    1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown.

Common Core State Standards for Mathematics

Reference: http://www.corestandards.org/Math (Note: Many of the standards can be met depending on your activities in different projects as students collect and analyse data. Listed below are ones that are easily met.)

  • Grade K
    Measurement and Data: Describe and compare measurable attributes
  • Grades 1-5
    Measurement and Data: Represent and interpret data
  • Grade 6
    Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.
    Statistics and Probability
    • Develop understanding of statistical variability
    • Summarize and describe distributions
  • Grade 7
    Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve real-world mathematical problems.
    Expressions and Equations: Solve real-life mathematical problems using numerical and algebraic expressions and equations
    Geometry: Solve real-life and mathematical problems involving angle measure, area, surface area and volume.
    Statistics and Probability:
    • Use random sampling to draw inferences about a population
    • Draw informal comparative inferences about two populations
    • Investigate chance processes and develop, use, and evaluate probability models
  • Grade 8
    Statistics and Probablility: Investigate patterns of association in bivariate data.
    High School
    Modeling
    Statistics and Probability
    • Making Inferences and Justify Conclusions
    • Conditional Probability and Rules of Probability
    • Using Probability to Make Decisions

National Science Education Standards

[reference: Center for Science, Mathematics, and Engineering Education]

  • As a result of activities all students should develop
    • Abilities necessary to do scientific inquiry
    • Understandings about scientific inquiry
  • As a result of activities, all students should develop understanding of
    • Science as a human endeavor
    • Nature of scientific knowledge
    • Historical perspectives
  • As a result of all students should develop understanding of

    National Math Standards

    [reference: MCREL]

    ISTE NETS (National Educational Technology Standards) for Teachers

    [reference ISTE]

    Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

    (NETS•S - National Educational Technology Standards) and Performance Indicators for Students

    Partnership for 21st Century Skills: Framework for 21st Century Learning

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    • Personal and community health
    • Population growth
    • Natural resources
    • Environmental quality
    • Natural and human-induced hazards
    • Science and technology in local, national, and global challenges
      • Standard 9. Understands the general nature and uses of mathematics
        • Level II (Grades 3-5) Understands that numbers and the operations performed on them can be used to describe things in the real world and predict what might occur
        • Level IV (Grades 9-12) Understands that theories in mathematics are greatly influenced by practical issues; real-world problems sometimes result in new mathematical theories and pure mathematical theories sometimes have highly practical applications
      1. Facilitate and Inspire Student Learning and Creativity
        Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
        1. promote, support, and model creative and innovative thinking and inventiveness
        2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
        3. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
        4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
      2. Design and Develop Digital-Age Learning Experiences and Assessments
        Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
        1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
        2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
        3. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
        4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
      3. Promote and Model Digital Citizenship and Responsibility
        Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
        1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
        2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
        3. promote and model digital etiquette and responsible social interactions related to the use of technology and information
        4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
      4. Engage in Professional Growth and Leadership
        Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
        1. participate in local and global learning communities to explore creative applications of technology to improve student learning
      1. Creativity and Innovation
        Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
        1. apply existing knowledge to generate new ideas, products, or processes.
        2. create original works as a means of personal or group expression.
        3. use models and simulations to explore complex systems and issues.
      2. Communication and Collaboration
        Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
        1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
        2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
        3. develop cultural understanding and global awareness by engaging with learners of other cultures.
        4. contribute to project teams to produce original works or solve problems.
      3. Critical Thinking, Problem Solving, and Decision Making.
        Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
        1. identify and define authentic problems and significant questions for investigation.
        2. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
        3. use multiple processes and diverse perspectives to explore alternative solutions.
      4. Digital Citizenship
        Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
        1. advocate and practice safe, legal, and responsible use of information and technology.
        2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
        3. demonstrate personal responsibility for lifelong learning.
      • Core Subjects and 21st Century Themes
        • Global Awareness
      • Learning and Innovation Skills
        • Creativity and Innovation
        • Critical Thinking and Problem Solving
        • Communication and Collaboration
      • Information, Media and Technology Skills
        • Information Literacy
        • Media Literacy
        • ICT (Information, Communications and Technology) Literacy
      • Life and Career Skills
        • Social and Cross-Cultural Skills
        • Productivity and Accountability

Social Studies

To see which Common Core State Standards, Foreign Language Standards, ISTE NETS (National Technology Standards) for Teachers and Students, and the Partnership for 21st Century Schools framework can be addressed by iEARN project Click here

Common Core State Standards

Reference: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12

  1. Key Ideas and Details
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    2. Determine central ideas or themes of a text and analyze their development; asummarize the key supporting details and ideas.
    3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  2. Craft and Structure
    1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
    2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    3. Assess how point of view or purpose shapes the content and style of a text.
  3. Integration of Knowledge and Ideas
    1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
    2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
    3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  4. Range of Reading and Level of Text Complexity
    1. Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards Foundational Skills K-12

  1. Demonstrate understanding of the organization and basic features of print.
  2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
  3. Know and apply grade-level phonics and word analysis skills in decoding words.
  4. Read emergent-reader texts with purpose and understanding.

Writing Standards for K-12

  1. Text Types and Purposes
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
  2. Production and Distribution of Writing
    1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    3. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  3. Research to Build and Present Knowledge
    1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. Range of Writing
    1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards for Speaking and Listening K-12

(Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)

  1. Comprehension and Collaboration
    1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  2. Presentation of Knowledge and Ideas
    1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
    2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Language K-12

  1. Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  2. Knowledge of Language
    1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  3. Vocabulary Acquisition and Use
    1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown.

Social Studies Standards

[reference: National Council for the Social Studies]

  • Curriculum Standards for Social Studies: II. Thematic Strands
    • Culture-Social studies programs should include experiences that provide for the study of culture and cultural diversity
    • Time, Continuity, and Change – Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time
    • People, Places, and Environments – Social Studies programs should include experiences that provide for the study of people, places, and environments
    • Individual Development and Identity – Social Studies programs should include experiences that provide for the study of individual development and identity.
    • Individuals, Groups, and Institutions - Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
    • Power, Authority, and Governance - Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
    • Science, Technology, and Society - Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.
    • Global Connections - Social studies programs should include experiences that provide for the study of global connections and interdependence.
    • Civic Ideals and Practices - Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Civics Education Standards

[reference: National Standards for Civics and Government from Center for Civic Education]

  • What is Government and What Should It Do?
  • What are the Basic Values and Principles of American Democracy?
  • How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
  • What is the Relationship of the United States to Other Nations and to World Affairs?
  • What are the Roles of the Citizen in American Democracy?

(NETS•S - National Educational Technology Standards) and Performance Indicators for Teachers

[reference ISTE]

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

  1. Facilitate and Inspire Student Learning and Creativity
    Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
    1. promote, support, and model creative and innovative thinking and inventiveness
    2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
    3. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
    4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
  2. Design and Develop Digital-Age Learning Experiences and Assessments
    Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
    1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
    2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
    3. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
    4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
  3. Promote and Model Digital Citizenship and Responsibility
    Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
    1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
    2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
    3. promote and model digital etiquette and responsible social interactions related to the use of technology and information
    4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
  4. Engage in Professional Growth and Leadership
    Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
    1. participate in local and global learning communities to explore creative applications of technology to improve student learning

(NETS•S - National Educational Technology Standards) and Performance Indicators for Students

  1. Creativity and Innovation
    Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
    1. apply existing knowledge to generate new ideas, products, or processes.
    2. create original works as a means of personal or group expression.
    3. use models and simulations to explore complex systems and issues.
  2. Communication and Collaboration
    Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
    1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
    2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    3. develop cultural understanding and global awareness by engaging with learners of other cultures.
    4. contribute to project teams to produce original works or solve problems.
  3. Critical Thinking, Problem Solving, and Decision Making.
    Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
    1. identify and define authentic problems and significant questions for investigation.
    2. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
    3. use multiple processes and diverse perspectives to explore alternative solutions.
  4. Digital Citizenship
    Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
    1. advocate and practice safe, legal, and responsible use of information and technology.
    2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
    3. demonstrate personal responsibility for lifelong learning.

Partnership for 21st Century Skills: Framework for 21st Century Learning

  • Core Subjects and 21st Century Themes
    • Global Awareness
  • Learning and Innovation Skills
    • Creativity and Innovation
    • Critical Thinking and Problem Solving
    • Communication and Collaboration
  • Information, Media and Technology Skills
    • Information Literacy
    • Media Literacy
    • ICT (Information, Communications and Technology) Literacy
  • Life and Career Skills
    • Social and Cross-Cultural Skills
    • Productivity and Accountability

Hide info.

Teaching of Foreign or Second Language

To see  which Common Core State Standards, Social Studies Standards, Civics Education Standards,  ISTE NETS (National Technology Standards) for Teachers and Students, and the Partnership for 21st Century Schools framework can be addressed by iEARN project Click here

Common Core State Standards

Reference: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12

  1. Key Ideas and Details
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    2. Determine central ideas or themes of a text and analyze their development; asummarize the key supporting details and ideas.
    3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  2. Craft and Structure
    1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
    2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
    3. Assess how point of view or purpose shapes the content and style of a text.
  3. Integration of Knowledge and Ideas
    1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
    2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
    3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  4. Range of Reading and Level of Text Complexity

    Reading Standards Foundational Skills K-12

    Writing Standards for K-12

    Standards for Speaking and Listening K-12

    (Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)

    Standards for Language K-12

    Foreign Language Standards

    [reference: Standards for the Foreign Language Arts from the American Council on the Teaching of Foreign Languages.]

    ISTE NETS (National Educational Technology Standards) for Teachers

    [reference ISTE]

    Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

    (NETS•S - National Educational Technology Standards) and Performance Indicators for Students

    (NETS•S - National Educational Technology Standards) and Performance Indicators for Students

    Partnership for 21st Century Skills: Framework for 21st Centur Learning

    Hide info.

    1. Read and comprehend complex literary and informational texts independently and proficiently.
      1. Demonstrate understanding of the organization and basic features of print.
      2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
      3. Know and apply grade-level phonics and word analysis skills in decoding words.
      4. Read emergent-reader texts with purpose and understanding.
      1. Text Types and Purposes
        1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
      2. Production and Distribution of Writing
        1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      3. Research to Build and Present Knowledge
        1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
      4. Range of Writing
        1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      1. Comprehension and Collaboration
        1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
      2. Presentation of Knowledge and Ideas
        1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      1. Conventions of Standard English
        1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
      2. Knowledge of Language
        1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
      3. Vocabulary Acquisition and Use
        1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        3. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown.
      • Communicate in Languages Other Than English
        • Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
        • Students understand and interpret written and spoken language on variety of topics
        • Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
      • Gain Knowledge and Understanding of Other Cultures
        • Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
        • Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
      • Connect with Other Disciplines and Acquire Information
        • Students reinforce and further their knowledge of other disciplines through the foreign language
        • Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
      • Develop Insight into the Nature of Language and Culture
        • Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
        • Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
      • Participate in Multilingual Communities at Home & Around the World
        • Students use the language both within and beyond the school setting Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
      1. Facilitate and Inspire Student Learning and Creativity
        Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
        1. promote, support, and model creative and innovative thinking and inventiveness
        2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
        3. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
        4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
      2. Design and Develop Digital-Age Learning Experiences and Assessments
        Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
        1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
        2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
        3. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
        4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
      3. Promote and Model Digital Citizenship and Responsibility
        Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
        1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
        2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
        3. promote and model digital etiquette and responsible social interactions related to the use of technology and information
        4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
      4. Engage in Professional Growth and Leadership
        Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
        1. participate in local and global learning communities to explore creative applications of technology to improve student learning
      1. Creativity and Innovation
        Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
        1. apply existing knowledge to generate new ideas, products, or processes.
        2. create original works as a means of personal or group expression.
        3. use models and simulations to explore complex systems and issues.
      2. Communication and Collaboration
        Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
        1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
        2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
        3. develop cultural understanding and global awareness by engaging with learners of other cultures.
        4. contribute to project teams to produce original works or solve problems.
      3. Critical Thinking, Problem Solving, and Decision Making.
        Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
        1. identify and define authentic problems and significant questions for investigation.
        2. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
        3. use multiple processes and diverse perspectives to explore alternative solutions.
      4. Digital Citizenship
        Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
        1. advocate and practice safe, legal, and responsible use of information and technology.
        2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
        3. demonstrate personal responsibility for lifelong learning.
      1. Creativity and Innovation
        Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
        1. apply existing knowledge to generate new ideas, products, or processes.
        2. create original works as a means of personal or group expression.
        3. use models and simulations to explore complex systems and issues.
      2. Communication and Collaboration
        Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
        1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
        2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
        3. develop cultural understanding and global awareness by engaging with learners of other cultures.
        4. contribute to project teams to produce original works or solve problems.
      3. Critical Thinking, Problem Solving, and Decision Making.
        Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
        1. identify and define authentic problems and significant questions for investigation.
        2. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
        3. use multiple processes and diverse perspectives to explore alternative solutions.
      4. Digital Citizenship
        Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
        1. advocate and practice safe, legal, and responsible use of information and technology.
        2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
        3. demonstrate personal responsibility for lifelong learning.
      • Core Subjects and 21st Century Themes
        • Global Awareness
      • Learning and Innovation Skills
        • Creativity and Innovation
        • Critical Thinking and Problem Solving
        • Communication and Collaboration
      • Information, Media and Technology Skills
        • Information Literacy
        • Media Literacy
        • ICT (Information, Communications and Technology) Literacy
      • Life and Career Skills
        • Social and Cross-Cultural Skills
        • Productivity and Accountability

 

Common Core State StandardsSee how iEARN projects align to the Common Core State Standards in the Curriculum Integration Toolkit.  CCSS aligned plans include:

Listen to the Walls Talking Project - Oaxacan Street Art.  A classroom activity aimed at having the students understand how artists respond to political situations.
Grade Level: 9-12
Content Area: Creative Arts
Created By: Angela Guy, Houston, Texas, Teacher

Kindred (Family Histories) Project.  Students are looking at "Change Over Time: American Culture from 1912 – 2012."
Grade Level: K-5
Content Area: Language Arts, Social Studies
Created By: Mary Brownell, Philadelphia, PA, USA, iEARN Master Teacher

Finding Solutions to Hunger Project. Students will learn about the issues contributing to hunger around the world and what they can do to help.
Grade Level: 6-8
Content Area: Science, Social Studies
Created By: Deanne McBeath, Trenton, NJ, USA, iEARN Master Teacher

Connecting Math to Our Lives Project. Elementary students are finding out math is used in their Community.
Grade Level: K-5
Content Area: Math
Created By: Linda Giesen, Dallas, TX, USA, iEARN Master Teacher

Good Deeds Project. This plan was designed to enhance iEARN's Good Deeds Projects, where students share simple good deeds they have achieved, showing the details and motives behind this act.
Grade Level: K-2
Content Area: Language Arts
Created By: Jewel Mitchell, New York City, NY, USA, iEARN Master Teacher

Solar Cooker Project.  Students design, test and use solar cookers, while they experiment with alternative energy uses. They will create recipes and share their research findings.
Grade Level: 6-8
Content Area: Math, Science
Created By: Pam Novak, Longmeadow, MA, iEARN Master Teacher
 

The project plans above and more can also be found on the Buck Institute for Education (BIE)'s project database.