ND ·
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At least 4 hours each day for a minimum of 175 days each year (NDCC 15.1-23-04).
North Dakota home education is governed by NDCC Chapter 15.1-23. Parents file an annual Statement of Intent with the district (or county) superintendent (5 days before starting / within 14 days of moving, then yearly). The supervising parent needs a high school diploma or GED, or must be monitored by a licensed/approved teacher for the first two years. Instruction must be at least 4 hours/day for 175 days/year and cover the subjects required of public school students. Children must take a standardized achievement test in grades 4, 6, 8, and 10 (administered by a licensed/approved teacher), unless the parent claims a philosophical/moral/religious objection or qualifies via a teaching license, a baccalaureate degree, or passing a national teacher exam. If a child's basic composite score falls below the 30th percentile, a multidisciplinary assessment and remediation plan are triggered. A diploma may be issued by the district/approved nonpublic school/center for distance education when graduation requirements (or, alternatively, 22 units of coursework) and documentation are met.
Parent must file a written Statement of Intent to supervise home education with the superintendent of the child's school district of residence (or the county superintendent if the district employs none) at least 5 days before beginning home education, or within 14 days of establishing residence in a district, AND once each year thereafter (NDCC 15.1-23-02). The statement must include the child's name, address, date of birth, and grade level; the supervising parent's name, address, and qualifications; any public school courses and extracurricular activities the child will participate in. It must be accompanied by a copy of the child's immunization record and proof of identity (per NDCC 12-60-26). Parent must hold a high school diploma or GED; a parent who does not must be monitored by a licensed/approved teacher for the first two years (NDCC 15.1-23-03, 15.1-23-06).
Parent must maintain an annual record of courses taken and the child's academic progress assessments, including any standardized achievement test results, and furnish the record to the public school district superintendent upon request if the child transfers to public school (NDCC 15.1-23-05). Standardized test results must be filed with the district/county superintendent (NDCC 15.1-23-11).
- English language arts (reading, composition, creative writing, grammar, spelling)
- Mathematics
- Science (including agriculture)
- Social studies (U.S. Constitution, U.S. history, geography, government)
- North Dakota studies (in grades 4 and 8)
- Health (physiology, hygiene, disease control, effects of alcohol/tobacco/narcotics)
- Physical education
· 2023 North Dakota Mathematics Content Standards (K-12) · 143
| K | K.AR.OA.1 | Automatically add and subtract within 5; develop flexible understanding of vertical and horizontal orientation. |
| K | K.AR.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings. |
| K | K.AR.OA.5 | Solve authentic word problems with subtraction by taking apart or taking from within 10. |
| K | K.AR.OA.6 | Recognize, duplicate, complete, and extend repeating patterns in a variety of contexts (shape, color, size, objects, sounds, movements). |
| K | K.DPS.D.1 | Sort and classify objects (up to 10) based on attributes and explain the reasoning used. |
| K | K.GM.G.1 | Name shapes and identify them as two-dimensional (squares, circles, triangles, rectangles) regardless of orientation or size. |
| K | K.GM.G.3 | Compare and classify two-dimensional shapes to describe their similarities, differences, and attributes. |
| K | K.GM.M.1 | Compare and order two objects with a common measurable attribute. |
| K | K.GM.M.2 | Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night). |
| K | K.NO.CC.1 | Count verbally in sequential order by ones and tens to 100, making accurate decuple transitions (e.g., 89 to 90); count forward from a given number. |
| K | K.NO.CC.3 | Identify and write any given numeral within 20. |
| K | K.NO.CC.5 | Count and tell how many objects up to 20 in an arranged pattern or up to 10 in a scattered configuration; represent a quantity up to 20 with a numeral. |
| K | K.NO.NBT.2 | Compare two numbers between 1 and 20 using words greater than, less than, or equal to. |
| 1 | 1.AR.OA.1 | Automatically add and subtract within 10. |
| 1 | 1.AR.OA.3 | Decompose numbers less than or equal to 20 into pairs in more than one way. |
| 1 | 1.AR.OA.5 | Solve authentic word problems with subtraction, including unknowns, within 20. |
| 1 | 1.AR.OA.7 | Identify, create, complete, and extend patterns that are repeating, increasing, and decreasing in a variety of contexts. |
| 1 | 1.DPS.D.1 | Collect, organize, and represent data with up to three categories using picture and bar graphs. |
| 1 | 1.GM.G.1 | Name shapes and identify them as two-dimensional (trapezoids, rhombuses, pentagons, hexagons, octagons). |
| 1 | 1.GM.G.4 | Compose a geometric shape or solid by combining multiple two-dimensional shapes and/or three-dimensional solids. |
| 1 | 1.GM.M.3 | Tell and write time to the hour and half-hour using analog and digital clocks. |
| 1 | 1.GM.M.5 | Count collections of coins (pennies, nickels, dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar. |
| 1 | 1.NO.CC.1 | Count forward by ones and tens from any given point within 120. |
| 1 | 1.NO.CC.4 | Recognize and verbally label arrangements, without counting, for briefly shown collections up to 20 (subitizing). |
| 1 | 1.NO.NBT.3 | Add within 100 using a two-digit and a one-digit number with concrete models, drawings, and place-value strategies. |
| 1 | 1.NO.NF.1 | Partition circles and rectangles into two and four equal shares using the language halves and fourths. |
| 2 | 2.AR.OA.1 | Automatically add and subtract within 20. |
| 2 | 2.AR.OA.3 | Solve one- and two-step authentic word problems with addition within 100, including the use of unknowns. |
| 2 | 2.AR.OA.5 | Use repeated addition to find the total number of objects arranged in a rectangular array. |
| 2 | 2.DPS.D.1 | Formulate questions and collect, organize, and represent data with up to four categories using single-unit scaled picture and bar graphs. |
| 2 | 2.DPS.D.2 | Generate data and create line plots marked in whole-number units. |
| 2 | 2.GM.G.1 | Identify two-dimensional shapes (parallelograms and quadrilaterals). |
| 2 | 2.GM.G.3 | Compose geometric shapes having specified geometric attributes such as a given number of edges, angles, faces, vertices, and/or sides. |
| 2 | 2.GM.M.2 | Estimate and measure how much longer one object is than another, expressing the difference with a standard unit of measurement. |
| 2 | 2.GM.M.4 | Count collections of money (quarters, dimes, nickels, pennies) relating to counting patterns by 1s, 5s, and 10s up to one dollar. |
| 2 | 2.NO.CC.1 | Count forward from any given number within 1000. |
| 2 | 2.NO.NBT.1 | Understand that the three digits of a three-digit number represent some hundreds, some tens, and some ones. |
| 2 | 2.NO.NBT.5 | Mentally add or subtract 10 or 100 to or from a given number between 100 and 900. |
| 2 | 2.NO.NF.3 | Recognize that partitioning shapes into more equal shares creates smaller shares. |
| 3 | 3.AR.OA.1 | Using mental strategies, multiply and divide basic facts within 100; automatically multiply and divide up to 5 x 5 and 10s facts. |
| 3 | 3.AR.OA.3 | Solve two-step authentic word problems using addition and subtraction within 1000, including equations with a letter as an unknown. |
| 3 | 3.AR.OA.5 | Use strategies and visual models to solve authentic word problems with division within 100, including unknowns. |
| 3 | 3.DPS.D.1 | Formulate questions to collect, organize, and represent data with more than four categories using scaled picture and bar graphs. |
| 3 | 3.DPS.D.2 | Generate data and create line plots marked in whole numbers, halves, and fourths of a unit. |
| 3 | 3.GM.G.1 | In two-dimensional shapes, identify lines, angles (right, acute, obtuse), and perpendicular and parallel lines. |
| 3 | 3.GM.M.1 | Measure lengths using rulers marked with halves and fourths of an inch. |
| 3 | 3.GM.M.5 | Solve authentic word problems involving dollar bills, quarters, dimes, nickels, and pennies using the $ and ¢ symbols appropriately. |
| 3 | 3.GM.M.8 | Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area is additive. |
| 3 | 3.NO.CC.1 | Read and write numbers up to 10,000 using standard, word, and expanded forms. |
| 3 | 3.NO.NBT.3 | Add and subtract within 1000 using place value strategies, algorithms, and/or the relationship between addition and subtraction. |
| 3 | 3.NO.NF.2 | Represent and understand a fraction as a number on a number line. |
| 3 | 3.NO.NF.5 | Compare fractions of the same whole with the same numerators or denominators using >, <, and = by reasoning about their size. |
| 4 | 4.AR.OA.1 | Automatic recall of multiplication/division facts (see Appendix B for recommended automaticity). |
| 4 | 4.AR.OA.3 | Solve multi-step authentic word problems using the four operations, including problems with interpreted remainders. |
| 4 | 4.AR.OA.5 | Interpret multiplication equations as a comparison; represent multiplicative comparisons as multiplication equations. |
| 4 | 4.AR.OA.6 | Generate a number or shape pattern that follows a given rule and identify apparent features not explicit in the rule. |
| 4 | 4.DPS.D.1 | Formulate questions to collect, organize, and represent data; choose the visual representation that best displays the data. |
| 4 | 4.DPS.D.2 | Generate data and create line plots to display a data set of fractions of a unit; solve problems involving addition and subtraction of fractions. |
| 4 | 4.GM.G.1 | Identify, label, and draw points, lines, line segments, rays, and angles (right, acute, obtuse). |
| 4 | 4.GM.M.1 | Know relative sizes of measurement units within one system (km, m, cm; kg, g; lb., oz.; l, ml; hr., min., sec.). |
| 4 | 4.GM.M.4 | Solve authentic word problems involving money using $ and ¢ symbols and decimal notation appropriately. |
| 4 | 4.GM.M.7 | Recognize angle measures as additive and solve addition and subtraction problems to find unknown angles on a diagram. |
| 4 | 4.NO.CC.1 | Read and write numbers to the millions place, including word, standard, and expanded form. |
| 4 | 4.NO.NBT.4 | Add and subtract multi-digit whole numbers to the one million place using strategies, including the algorithm. |
| 4 | 4.NO.NF.3 | Generate equivalent fractions using numerical representations, visual representations, and number lines. |
| 5 | 5.AR.OA.1 | Automatic recall of operations facts (see Appendix B for recommended automaticity). |
| 5 | 5.AR.OA.2 | Analyze problems using the order of operations to solve and evaluate expressions while justifying thinking. |
| 5 | 5.AR.OA.4 | Find factor pairs and multiples within the range of 1-100 while classifying numbers as prime or composite. |
| 5 | 5.AR.OA.5 | Generate two numerical patterns using two given rules and form ordered pairs from corresponding terms. |
| 5 | 5.DPS.D.1 | Generate data and create line plots to display a data set of fractions of a unit; use grade-level operations for fractions to solve problems. |
| 5 | 5.GM.G.1 | Classify two-dimensional figures in a hierarchy based on properties. |
| 5 | 5.GM.G.3 | Form ordered pairs and graph points in the first quadrant on the coordinate plane to solve authentic word problems. |
| 5 | 5.GM.M.2 | Find the area and perimeter of a rectangle, including connected rectangular figures, with fractional side lengths. |
| 5 | 5.GM.M.3 | Recognize volume as an attribute of rectangular prisms and measure volume by counting unit cubes. |
| 5 | 5.NO.CC.1 | Read and write decimals to the thousandths, including standard, word, and expanded forms. |
| 5 | 5.NO.NBT.4 | Multiply multi-digit whole numbers using strategies flexibly, including the algorithm. |
| 5 | 5.NO.NF.1 | Generate equivalent forms of commonly used fractions and decimals (e.g., halves, fourths, fifths, tenths). |
| 5 | 5.NO.NF.4 | Solve authentic word problems by multiplying fractions and mixed numbers using visual fraction models and equations. |
| 6 | 6.AR.EE.3 | Identify when two expressions are equivalent; apply the properties of operations to generate equivalent expressions. |
| 6 | 6.AR.RP.1 | Describe the concept of a ratio relationship between two quantities using ratio language and visual models. |
| 6 | 6.AR.RP.4 | Calculate a percent of a quantity as a rate per 100; solve problems using ratio reasoning involving part, whole, and percent. |
| 6 | 6.DPS.D.1 | Write a statistical question that can be answered using measures of center or variability of a data set. |
| 6 | 6.DPS.D.2 | Calculate measures of center (median and mean) and variability (range and mean absolute deviation) to answer a statistical question. |
| 6 | 6.GM.AV.1 | Derive the relationship of the areas of triangles using the area of rectangles; calculate areas of triangles and quadrilaterals. |
| 6 | 6.GM.AV.2 | Describe the concept of volume of a right rectangular prism; apply given formulas to calculate the volume, including fractional edge lengths. |
| 6 | 6.GM.GF.2 | Draw polygons in the coordinate plane given coordinates for the vertices; determine side lengths joining points with a shared coordinate. |
| 6 | 6.GM.GF.3 | Represent three-dimensional figures using nets made up of rectangles and triangles (right prisms and pyramids). |
| 6 | 6.NO.NS.1 | Explain and show the relationship between non-zero rational numbers and their opposites using horizontal and vertical number lines. |
| 6 | 6.NO.O.1 | Divide multi-digit whole numbers up to four-digit dividends and two-digit divisors using strategies or procedures. |
| 6 | 6.NO.O.3 | Apply multiplication and division of fractions and decimals to solve and interpret problems using visual models, including authentic problems. |
| 6 | 6.NO.O.4 | Determine the greatest common factor of two whole numbers <= 100 and the least common multiple of two whole numbers <= 12. |
| 7 | 7.AR.EE.1 | Apply properties of operations to add, subtract, factor, and expand linear expressions with variables, integers, and non-negative rationals. |
| 7 | 7.AR.RP.1 | Calculate unit rates associated with ratios of rational numbers, including ratios of lengths, areas, and other quantities. |
| 7 | 7.AR.RP.3 | Identify the constant of proportionality in tables, graphs, equations, diagrams, and descriptions of proportional relationships. |
| 7 | 7.DPS.D.1 | Identify the strengths and weaknesses of a population sample, including bias in the data-collection process. |
| 7 | 7.DPS.D.2 | Analyze and draw inferences about a population using single and multiple random samples and measures of center and variability. |
| 7 | 7.GM.AV.1 | Describe the relationship between circumference and diameter of a circle (pi); apply formulas to calculate area and circumference. |
| 7 | 7.GM.AV.2 | Calculate areas of polygons by composing and/or decomposing them into rectangles and triangles, including surface area problems. |
| 7 | 7.GM.GF.1 | Draw triangles from given conditions; defend whether a unique triangle, multiple triangles, or no triangle can be constructed. |
| 7 | 7.GM.GF.2 | Describe angle-pair relationships (supplementary, complementary, vertical, adjacent) and solve for an unknown angle. |
| 7 | 7.NO.NS.1 | Describe the absolute value of a number as its distance from zero on a number line. |
| 7 | 7.NO.NS.2 | Recognize common fractions and decimal equivalencies up to a denominator of 10; convert a rational number to a decimal using technology. |
| 7 | 7.NO.O.2 | Add, subtract, multiply, and divide non-negative fractions in multi-step problems, including authentic problems. |
| 7 | 7.NO.O.3 | Add, subtract, multiply, and divide non-negative decimals to the hundredth place in multi-step problems using strategies or procedures. |
| 8 | 8.AR.EE.1 | Explain the relationship between repeated multiplication and the properties of integer exponents; apply exponent properties. |
| 8 | 8.AR.EE.5 | Solve linear equations with rational coefficients and variables on both sides, including those requiring the distributive property. |
| 8 | 8.AR.F.1 | Defend whether a relation is a function from various representations using appropriate function language. |
| 8 | 8.DPS.D.1 | Interpret scatter plots for bivariate measurement data to investigate patterns (clustering, outliers, association). |
| 8 | 8.DPS.D.2 | Draw an informal trend line on a scatter plot with linear association and justify its fit. |
| 8 | 8.GM.AV.1 | Apply given formulas to solve problems involving the volume of cones, cylinders, and spheres, including authentic problems. |
| 8 | 8.GM.GF.2 | Describe the characteristics of transformations on the coordinate plane using transformation language. |
| 8 | 8.GM.GF.4 | Describe angle-pair relationships: interior and exterior angles of triangles and angles formed when a transversal cuts parallel lines. |
| 8 | 8.GM.GF.6 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in two and three dimensions. |
| 8 | 8.NO.NS.1 | Compare and classify real numbers within the real number system. |
| 8 | 8.NO.NS.2 | Use rational approximations of irrational numbers to compare sizes, locate them on a number line, and estimate their value. |
| 8 | 8.NO.O.1 | Evaluate mentally the square roots of perfect squares up to 225 and cube roots of perfect cubes up to 1000. |
| 8 | 8.NO.O.2 | Add, subtract, multiply, and divide rational numbers using strategies or procedures. |
| 9-10 | 9-10.AR.1 | Use the structure of an expression (i.e., quadratic and exponential) to identify ways to rewrite it. |
| 9-10 | 9-10.AR.F.12 | Identify, using graphs or tables, the solution(s) to linear and exponential functions f(x)=g(x) as x-values producing equivalent y-values. |
| 9-10 | 9-10.AR.F.5 | Calculate and interpret the rate of change of linear, quadratic, or exponential functions over specified intervals. |
| 9-10 | 9-10.DPS.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| 9-10 | 9-10.DPS.4 | Distinguish between correlation and causation. |
| 9-10 | 9-10.DPS.7 | Recognize that the conditional probability of an event A given B is the probability that A occurs given that B has occurred. |
| 9-10 | 9-10.GM.1 | Know precise definitions and notations of angle, circle, perpendicular line, parallel line, and line segment based on undefined notions of point, line, and plane. |
| 9-10 | 9-10.GM.13 | Apply basic constructions to create polygons such as equilateral triangles, squares, and regular hexagons inscribed in circles. |
| 9-10 | 9-10.GM.36 | Apply geometric methods to solve design problems (e.g., satisfy physical constraints, minimize cost, scaling a model). |
| 9-10 | 9-10.NO.1 | Explain how the definition of rational exponents follows from extending the properties of integer exponents; rewrite expressions with radicals/rational exponents. |
| 9-10 | 9-10.NO.2 | Perform basic operations (add, subtract, multiply) on simple radical expressions to write a simplified equivalent expression. |
| 9-10 | 9-10.NO.4 | Define appropriate quantities and units for the purpose of descriptive modeling. |
| 9-10 | 9-10.NO.5 | Choose a level of accuracy or precision appropriate to limitations on measurement when reporting quantities. |
| 11-12 | 11-12.AR.1 | Rearrange multi-variable formulas to highlight a quantity of interest. |
| 11-12 | 11-12.AR.14 | Identify zeros of polynomial equations when suitable factorizations are available; use the zeros to construct a rough graph. |
| 11-12 | 11-12.AR.F.7 | Compare key features of two functions each represented in a different way (algebraically, graphically, numerically, in tables, or verbally). |
| 11-12 | 11-12.DPS.1 | Interpret differences in shape, center, and spread in the context of data sets, accounting for possible effects of outliers. |
| 11-12 | 11-12.DPS.11 | Use permutations and combinations to compute probabilities of compound events and solve problems. |
| 11-12 | 11-12.DPS.6 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error using simulation models. |
| 11-12 | 11-12.GM.1 | Write the equation of a conic section given its special features; convert between standard and general form equations. |
| 11-12 | 11-12.GM.2 | Identify key features of a conic section given its equation; apply properties of conic sections in context. |
| 11-12 | 11-12.GM.3 | Determine and apply appropriate formulas to solve right and non-right triangle problems in context. |
| 11-12 | 11-12.NO.1 | Rewrite complex expressions involving radicals and rational exponents using the properties of exponents. |
| 11-12 | 11-12.NO.13 | Apply the Fundamental Theorem of Algebra to find all roots of a polynomial equation and determine their nature. |
| 11-12 | 11-12.NO.19 | Represent data in a matrix; perform operations (addition, subtraction, multiplication) on matrices of appropriate dimensions. |
| 11-12 | 11-12.NO.7 | Use the definition i^2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. |
· 2023 North Dakota English Language Arts (ELA) Content Standards · 105
| K | K.C.1 | Describe personal interests or tell stories orally to a targeted audience (e.g., peers and adults). |
| K | K.C.2 | Speak audibly to express thoughts, feelings, and ideas. |
| K | K.C.6 | Participate in conversations by listening to others and taking turns speaking. |
| K | K.F.1 | Recognize the front cover, back cover, author, and illustrator of books. |
| K | K.F.13 | Write uppercase and lowercase letters accurately. |
| K | K.F.2 | Follow words from left to right, top to bottom, and page by page. |
| K | K.F.4 | Recognize and produce rhyming words. |
| K | K.F.7 | Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words. |
| K | K.F.8 | Decode words with phoneme-grapheme correspondences (predictable consonants, short vowels, long vowels in open one-syllable words, irregular high-frequency words). |
| K | K.R.2 | Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer. |
| K | K.R.3b | Tell about characters and settings in a literary text during or after a shared reading or other text-listening experience. |
| K | K.R.5 | Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences. |
| K | K.R.8 | Use a variety of fiction texts (respond to/reenact characters' feelings; compare and contrast adventures and experiences of characters in familiar stories). |
| K | K.W.4 | Draw and write opinion pieces on a topic. |
| K | K.W.6 | Develop and strengthen writing utilizing the five steps appropriate to the task (planning, drafting, revising, editing, publishing). |
| 1 | 1.C.1 | Describe people, places, things, and events with relevant details expressing ideas orally to a targeted audience (e.g., peers and adults). |
| 1 | 1.C.6 | Participate in conversations by listening to others and taking turns speaking about topics, continuing through multiple exchanges. |
| 1 | 1.F.10 | Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., sand, match, play). |
| 1 | 1.F.3 | Identify the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
| 1 | 1.F.7 | Manipulate parts of spoken words (delete initial and final phonemes/word parts; substitute initial, medial vowel, final phonemes or word parts). |
| 1 | 1.R.2 | Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences. |
| 1 | 1.R.3b | Identify characters, setting, and plot in a literary text during or after a shared reading or other text-listening experience. |
| 1 | 1.R.6 | Recognize basic text features (e.g., table of contents, headings, captions, diagrams, bold/underlined words) during or after a shared reading or text-listening experience. |
| 1 | 1.W.4 | Write opinion pieces on a topic using a reason to support the opinion. |
| 1 | 1.W.6 | Develop and strengthen writing utilizing the five steps appropriate to the task. |
| 2 | 2.C.1 | Report on a topic or text, tell a story or recount an experience to a targeted audience with relevant facts and descriptive details. |
| 2 | 2.C.6 | Participate in conversations by linking comments to the remarks of others and asking questions. |
| 2 | 2.F.10 | Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., synonyms, antonyms, homophones, and homographs). |
| 2 | 2.F.12 | Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding. |
| 2 | 2.F.8 | Decode words with phoneme-grapheme correspondences (vowel teams, diphthongs, three-consonant blends, other r-controlled, silent-e in multisyllabic words). |
| 2 | 2.IR.2 | Locate important information on a topic in a provided source during a shared or interactive experience. |
| 2 | 2.IR.3 | Use organizational tools to track information from a provided pair of sources relevant to a topic in a shared or interactive experience. |
| 2 | 2.R.1 | Comprehend information during and after listening to a grade-level text. |
| 2 | 2.R.3a | Identify the main idea with supporting details during or after reading an informational text or passage. |
| 2 | 2.R.5 | Determine the meaning of unknown words and phrases through a variety of text experiences. |
| 2 | 2.W.3 | Write informative pieces that include factual details on the topic. |
| 2 | 2.W.5 | Write narrative pieces that describe a well-elaborated event in sequence. |
| 3 | 3.C.1 | Report relevant facts and descriptive details of a topic, text, story, or experience for a targeted audience. |
| 3 | 3.C.6 | Engage in conversations by asking and answering questions using active listening skills. |
| 3 | 3.F.11 | Use new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge. |
| 3 | 3.F.14 | Write an organized paragraph with a topic sentence, supporting sentences, and a conclusion. |
| 3 | 3.IR.1 | Choose a topic of interest to research. |
| 3 | 3.IR.4 | Identify a fact or an opinion based on information provided by the author. |
| 3 | 3.R.3a | Summarize the main idea(s) with supporting details during or after reading an informational text or passage. |
| 3 | 3.R.7 | Identify examples of literary devices: personification, hyperbole, simile, alliteration, onomatopoeia. |
| 3 | 3.R.9 | Determine the most important points and key details presented in two nonfiction texts on the same topic. |
| 3 | 3.W.4 | Write organized opinion pieces on a topic using evidence to support the opinion. |
| 3 | 3.W.5 | Write narrative pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally. |
| 4 | 4.C.1 | Organize and present information as an individual and group for a formal and informal audience. |
| 4 | 4.F.8 | Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context. |
| 4 | 4.IR.1 | Choose a topic of interest and develop several questions about it for research. |
| 4 | 4.IR.5 | Cite and reference sources with a bibliography page using an approved citation format to avoid plagiarism. |
| 4 | 4.R.2 | Make inferences while reading a variety of genres, literary, and informational texts, providing text evidence. |
| 4 | 4.R.4 | Identify a theme based on textual evidence. |
| 4 | 4.R.6 | Determine the structure of an informational text: compare/contrast, cause/effect, problem/solution, description, sequential. |
| 4 | 4.W.4 | Write organized argumentative pieces on a topic using evidence to support the claim. |
| 4 | 4.W.5 | Use narrative techniques (e.g., dialogue, description) to write pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally. |
| 5 | 5.C.6 | Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information. |
| 5 | 5.F.11 | Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in the text. |
| 5 | 5.IR.1 | Choose a topic of interest and develop a focus question for research. |
| 5 | 5.IR.4 | Identify facts and multiple perspectives from credible sources. |
| 5 | 5.R.2 | Make inferences drawn from the text during and after reading a variety of genres, literary, and informational texts. |
| 5 | 5.R.4 | Determine a claim or theme based on textual evidence. |
| 5 | 5.R.7 | Determine how literary devices contribute to the meaning of a text (imagery, metaphor, idiom, personification, hyperbole, simile, alliteration, etc.). |
| 5 | 5.W.4 | Write organized argumentative pieces on a topic using evidence to support the claim. |
| 5 | 5.W.7 | Write with intentional word choice that integrates emotion or figurative language to create a mood for the reader. |
| 6 | 6.C.1 | Construct and deliver formal and informal presentations considering the provided audience and purpose, including multimedia components when appropriate. |
| 6 | 6.C.5 | Prepare for discussions by finding relevant connections to the topic or text. |
| 6 | 6.IR.1 | Develop a research question based on a given topic, problem, or need. |
| 6 | 6.IR.4 | Analyze information from credible sources considering multiple perspectives. |
| 6 | 6.R.4 | Determine main idea(s), claim(s), or theme(s) and provide supporting textual evidence. |
| 6 | 6.R.5 | Determine the meaning of words and phrases as they are used in the text, including figurative, denotative, and connotative meanings. |
| 6 | 6.R.6 | Describe how a paragraph, chapter, stanza, or section fits into the overall structure of a text and contributes to the development of ideas. |
| 6 | 6.W.4 | Write using argumentative techniques to develop claims using supporting evidence and logical reasoning. |
| 6 | 6.W.6 | Develop and strengthen writing by planning, drafting, revising, and editing to provide clarity to the audience. |
| 7 | 7.C.6 | Engage in a range of discussions and/or debates (use active listening skills to stay focused; reference others' ideas and connect them). |
| 7 | 7.IR.4 | Analyze information from credible sources considering multiple perspectives and identifying biases. |
| 7 | 7.R.4 | Determine main idea(s), claim(s), or theme(s) and provide supporting textual evidence and reasoning. |
| 7 | 7.R.6 | Analyze the structure an author uses to organize a text, including how the major sections or stanzas contribute to the whole and the development of ideas. |
| 7 | 7.R.8 | Analyze a variety of fiction texts using textual evidence for support (e.g., how characters and plot develop over the course of a text). |
| 7 | 7.W.4 | Write using argumentative techniques to develop claims using supportive evidence and logical reasoning, acknowledging counterclaims when applicable. |
| 8 | 8.C.1 | Construct and deliver formal and informal presentations considering the audience and purpose, including multimedia components when appropriate. |
| 8 | 8.IR.2 | Gather and interpret relevant information for a variety of purposes. |
| 8 | 8.IR.4 | Analyze the credibility of a source based on bias, perspective, and purpose. |
| 8 | 8.R.4 | Determine a main idea(s), claim(s), or theme(s) and provide relevant textual evidence and supportive reasoning. |
| 8 | 8.R.7 | Analyze how an author uses figurative language and specific word choice to affect the meaning and tone. |
| 8 | 8.R.9 | Analyze a variety of nonfiction texts using textual evidence for support (e.g., how an author's point of view influences the purpose of the text). |
| 8 | 8.W.4 | Write using argumentative techniques to develop claims and counterclaims using supporting evidence and logical reasoning. |
| 8 | 8.W.6 | Develop and strengthen writing by planning, drafting, revising, and editing to address specific purposes for the genre and audience. |
| 9-10 | 9-10.C.6 | Engage in respectful discussions or debates (listen to acknowledge varying perspectives and evaluate the speaker's logic or argument; present and defend ideas). |
| 9-10 | 9-10.IR.1 | Develop pertinent research questions and narrow or broaden the inquiry. |
| 9-10 | 9-10.IR.4 | Evaluate the credibility of a source based on bias, perspective, and purpose. |
| 9-10 | 9-10.R.4 | Determine the main idea(s), claim(s), or theme(s) as they develop over the course of the text and support them with textual evidence. |
| 9-10 | 9-10.R.6 | Analyze how the author's choice in structure, form, and format (e.g., stanza, scene, chapter, section) supports the purpose and contributes to meaning. |
| 9-10 | 9-10.R.7 | Analyze the impact of specific style, syntax, and word choices on meaning, mood, and tone, including figurative and ambiguous language. |
| 9-10 | 9-10.W.2 | Create a logical organizational structure with a relevant introduction, transitional words/phrases to connect major sections, and a conclusion. |
| 9-10 | 9-10.W.4 | Write to persuade an audience by establishing relevant context, stating a clear position/thesis, and incorporating valid and reliable evidence from sources. |
| 11-12 | 11-12.C.1 | Construct and deliver formal and informal presentations, incorporating multimedia components when appropriate for the audience and purpose. |
| 11-12 | 11-12.C.6 | Engage in respectful discussions or debates (listen to acknowledge varying perspectives and evaluate the speaker's logic; critique the reasoning of others). |
| 11-12 | 11-12.R.4 | Determine the main idea(s), claim(s), or theme(s) as they develop over the course of the text and interact with each other, supporting them with textual evidence. |
| 11-12 | 11-12.R.5 | Determine the meaning, purpose, and impact of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings. |
| 11-12 | 11-12.R.8 | Analyze the development and interaction of literary elements and determine how they impact meaning, using strong and thorough textual evidence to support the analysis. |
| 11-12 | 11-12.W.1 | Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience. |
| 11-12 | 11-12.W.3 | Write to inform an audience and explain complex information by creating a clear thesis and providing supporting claims, details, and evidence from sources. |
| 11-12 | 11-12.W.5 | Write to convey real experiences, imaginary events, and poetic expressions using creative writing techniques such as narrative, dialogue, and sensory detail. |
· 2019 North Dakota Science Content Standards (K-12), NGSS-based/adapted · 126
| K | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change their environment to meet their needs. |
| K | K-ESS3-1 | Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model. |
| K | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to weather. |
| K | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| K | K-LS1-1 | Describe patterns, through observation, of what plants and animals (including humans) need to survive. |
| K | K-PS2-1 | Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| K | K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. |
| K | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. |
| K | K-PS3-2 | Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth's surface. |
| 1 | 1-ESS1-1 | Describe patterns that can be predicted through observations of the sun, moon, and stars. |
| 1 | 1-ESS1-2 | Make observations at different times of the year to relate the amount of daylight to the time of year. |
| 1 | 1-LS1-1 | Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | 1-LS3-1 | Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents. |
| 1 | 1-PS4-1 | Plan and conduct investigations to provide evidence that sound can make materials vibrate and that vibrating materials can make sound. |
| 1 | 1-PS4-2 | Construct an evidence-based account, through observation, that objects can be seen only when illuminated. |
| 1 | 1-PS4-4 | Design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 2-ESS2-1 | Compare and contrast multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 2 | 2-LS2-1 | Plan an investigation to determine if plants need sunlight and water to grow. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| 2 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 3 | 3-ESS2-1 | Represent data in tables and graphical displays to describe and predict typical weather conditions expected during a particular season. |
| 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| 3 | 3-ESS3-1 | Evaluate the feasibility of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3 | 3-LS3-2 | Use evidence to support the explanation that the environment can influence the expression of traits. |
| 3 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3 | 3-PS2-1 | Plan and conduct an investigation to prove the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | 3-PS2-3 | Ask questions to determine cause and effect relationships of static electricity or magnetic interactions between two objects not in contact with each other. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 4-ESS2-1 | Make observations and metric measurements to provide evidence of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation. |
| 4 | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 4 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 4 | 4-LS1-1 | Construct an argument that plants, and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | 4-LS1-2 | Form an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 4-PS3-4 | Using the engineering design process build a device that converts energy from one form to another. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | 4-PS4-3 | Construct a code to convey information by researching past and present methods of transmitting information. |
| 5 | 5-ESS1-1 | Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth. |
| 5 | 5-ESS1-2 | Construct a graph to reveal patterns of daily changes in length and direction of shadows, length of day and night, and the seasonal appearance of some stars in the night sky. |
| 5 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5 | 5-ESS2-2 | Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | 5-PS1-2 | Measure and graph metric quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total mass of matter is conserved. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | 5-PS3-1 | Use models to describe how energy from the sun is converted into food (used for body repair, growth, motion, and to maintain body warmth). |
| 6-8 | MS-ESS1-1 | Develop and use a model of the earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| 6-8 | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6-8 | MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. |
| 6-8 | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
| 6-8 | MS-ESS2-5 | Use data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. |
| 6-8 | MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. |
| 6-8 | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| 6-8 | MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. |
| 6-8 | MS-LS1-1 | Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types. |
| 6-8 | MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions. |
| 6-8 | MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
| 6-8 | MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 6-8 | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6-8 | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 6-8 | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| 6-8 | MS-LS3-2 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
| 6-8 | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. |
| 6-8 | MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. |
| 6-8 | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| 6-8 | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6-8 | MS-PS1-2 | Analyze and interpret data on the properties of substances before and after an interaction has occurred to determine if a chemical reaction has occurred. |
| 6-8 | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 6-8 | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 6-8 | MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 6-8 | MS-PS2-2 | Plan an investigation using Newton's First and Second Laws to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. |
| 6-8 | MS-PS2-4 | Use evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| 6-8 | MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and/or the speed of an object. |
| 6-8 | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| 6-8 | MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
| 6-8 | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| 9-12 | HS-ESS1-1 | Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation. |
| 9-12 | HS-ESS1-2 | Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, and composition of matter in the universe. |
| 9-12 | HS-ESS1-4 | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. |
| 9-12 | HS-ESS2-1 | Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. |
| 9-12 | HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. |
| 9-12 | HS-ESS2-6 | Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. |
| 9-12 | HS-ESS3-1 | Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
| 9-12 | HS-ESS3-5 | Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. |
| 9-12 | HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. |
| 9-12 | HS-LS1-3 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |
| 9-12 | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| 9-12 | HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. |
| 9-12 | HS-LS2-1 | Use mathematical and/or computational models to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| 9-12 | HS-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. |
| 9-12 | HS-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |
| 9-12 | HS-LS3-1 | Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. |
| 9-12 | HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| 9-12 | HS-LS4-1 | Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
| 9-12 | HS-LS4-2 | Construct an explanation based on evidence that the process of biological evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. |
| 9-12 | HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| 9-12 | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |
| 9-12 | HS-PS1-2 | Construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. |
| 9-12 | HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| 9-12 | HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
| 9-12 | HS-PS2-1 | Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. |
| 9-12 | HS-PS2-2 | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. |
| 9-12 | HS-PS2-4 | Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. |
| 9-12 | HS-PS2-5 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. |
| 9-12 | HS-PS3-1 | Create a mathematical model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| 9-12 | HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| 9-12 | HS-PS3-4 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (thermal equilibrium). |
| 9-12 | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
| 9-12 | HS-PS4-3 | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. |
· 2019 North Dakota Social Studies Content Standards (K-12), revised 2023; informed by the C3 Framework · 116
| K-2 | C.K_2.1 | Explain reasons for, and purposes of, rules, laws, and positions of authority. |
| K-2 | C.K_2.2 | Explain why people form governments. |
| K-2 | C.K_2.3 | Identify services provided by the local government and how they affect the lives of its citizens/residents. |
| K-2 | C.K_2.4 | Describe the core values represented by symbols of the United States. |
| K-2 | C.K_2.5 | Identify ways citizens/residents participate in community decisions. |
| K-2 | C.K_2.6 | Describe important rights and responsibilities of citizens/residents. |
| K-2 | C.K_2.7 | Explain and/or participate in a project to help or inform others about an issue. |
| K-2 | E.K_2.1 | Describe the characteristics of the American economic system. |
| K-2 | E.K_2.2 | Compare and contrast producers and consumers of goods and services. |
| K-2 | E.K_2.3 | Identify consumer decisions and the difference between needs and wants. |
| K-2 | E.K_2.4 | Identify how community helpers impact others. |
| K-2 | E.K_2.5 | Explain how people earn income and save money. |
| K-2 | G.K_2.1 | Construct maps, graphs, and other representations that contain symbols, labels, and legends. |
| K-2 | G.K_2.2 | Describe how the physical environment affects people and how people affect the physical environment. |
| K-2 | H.K_2.1 | Compare perspectives of people in the past to those of people in the present. |
| K-2 | H.K_2.2 | Describe national holidays or days of observance in the United States and explain the reason they are celebrated. |
| K-2 | H.K_2.3 | Describe current events. |
| K-2 | H.K_2.4 | Demonstrate chronological thinking by describing changes in the community over time. |
| K-2 | H.K_2.8 | Explain how individuals and groups have made significant historical change. |
| 3-5 | C.3_5.1 | Compare and contrast the responsibilities and powers of government officials at various levels and branches of government. |
| 3-5 | C.3_5.2 | Describe the structure of government and how it functions to serve citizens/residents (e.g., Constitution, Amendments, government leaders). |
| 3-5 | C.3_5.3 | Describe the structure of governments in North Dakota and how they function to serve citizens/residents. |
| 3-5 | C.3_5.4 | Explain the importance of the basic principles that provide the foundation of the American system of government (symbols, patriotic traditions, liberty, equality, justice). |
| 3-5 | C.3_5.5 | Describe procedures for making decisions in a variety of settings. |
| 3-5 | C.3_5.6 | Compare and contrast personal and civic responsibilities and explain why they are important in community life. |
| 3-5 | C.3_5.7 | Develop and implement an action plan to address or inform others about an issue. |
| 3-5 | E.3_5.1 | Utilize fundamental principles and concepts of economics to understand economic activity (needs and wants, goods and services, opportunity cost). |
| 3-5 | E.3_5.2 | Describe how goods and services are produced and distributed. |
| 3-5 | E.3_5.3 | Identify factors that influence saving and spending choices. |
| 3-5 | E.3_5.4 | Describe the necessity and impact of community services. |
| 3-5 | E.3_5.5 | Describe and analyze how North Dakota's location, culture, and natural resources influence its economic decisions and development. |
| 3-5 | E.3_5.6 | Compare and contrast the economic development of the geographical regions of the United States. |
| 3-5 | E.3_5.7 | Explain how natural resources affect the economies of the geographical regions of the United States. |
| 3-5 | E.3_5.8 | Describe how economics have changed over time. |
| 3-5 | G.3_5.1 | Construct maps, graphs, and other representations of both familiar and unfamiliar places. |
| 3-5 | G.3_5.2 | Use geographic tools and technologies to acquire, process, and report information from a spatial perspective. |
| 3-5 | G.3_5.3 | Use maps, satellite images, photographs, and other representations to explain relationships between locations of places, regions, and their environmental characteristics. |
| 3-5 | G.3_5.4 | Explain how North Dakota regions have been influenced by physical and human characteristics. |
| 3-5 | G.3_5.5 | Compare and contrast the three geographical regions of North Dakota. |
| 3-5 | G.3_5.6 | Explain how United States regions are created from common physical and human characteristics. |
| 3-5 | G.3_5.7 | Analyze patterns of human settlement in North Dakota. |
| 3-5 | G.3_5.8 | Analyze patterns of human settlement in North America. |
| 3-5 | H.3_5.1 | Compare and contrast multiple perspectives during the same time, event, or historical period. |
| 3-5 | H.3_5.10 | Describe the events and developments that led to the statehood of North Dakota. |
| 3-5 | H.3_5.2 | Describe how people's perspectives shape history. |
| 3-5 | H.3_5.3 | Describe the North Dakota Native American Essential Understandings. |
| 3-5 | H.3_5.4 | Analyze national holidays or days of observance in the United States and explain how they impact culture. |
| 3-5 | H.3_5.6 | Describe multiple causes and effects of contemporary global events and developments in relation to the United States. |
| 3-5 | H.3_5.7 | Explain cause and effect relationships among historical events in the United States using primary and secondary sources. |
| 3-5 | H.3_5.8 | Explain how individuals contributed to the United States throughout different historical eras using primary and secondary sources. |
| 3-5 | H.3_5.9 | Explain how individuals and groups contributed to North Dakota. |
| 6-12 | C.6_12.1 | Explain the historical and philosophical foundations of government. |
| 6-12 | C.6_12.1.1 | Evaluate the thoughts of major political philosophers and their influence on government (Cicero, Socrates, Plato, Aristotle, Iroquois). |
| 6-12 | C.6_12.2 | Analyze the structures and functions of governments. |
| 6-12 | C.6_12.2.1 | Differentiate/compare forms and origins of governments (democracy, monarchy, oligarchy, fascism, communism, theocracy, etc.). |
| 6-12 | C.6_12.2.2 | Examine the role and purposes of government. |
| 6-12 | C.6_12.3 | Describe the rights and liberties of individuals. |
| 6-12 | C.6_12.3.1 | Describe and examine the amendments (Bill of Rights, amendments, relevant court cases). |
| 6-12 | C.6_12.4 | Investigate the role and responsibilities of citizenship. |
| 6-12 | C.6_12.4.1 | Explain how citizens can influence government (interest groups, the media, political action). |
| 6-12 | E.6_12.1 | Analyze the concept of scarcity when making economic decisions. |
| 6-12 | E.6_12.1.1 | Analyze the basic concepts of economics (needs and wants, supply and demand, opportunity cost). |
| 6-12 | E.6_12.2 | Compare and contrast how varying economic systems impact society. |
| 6-12 | E.6_12.3 | Analyze how supply and demand impact the market. |
| 6-12 | E.6_12.3.1 | Explain the law of supply and demand. |
| 6-12 | E.6_12.4 | Analyze the various institutions that drive and support economies. |
| 6-12 | E.6_12.5 | Evaluate the various macroeconomic measurements of economic activity. |
| 6-12 | E.6_12.6 | Analyze how globalization has impacted various economies. |
| 6-12 | E.6_12.7 | Evaluate the elements of responsible personal finance. |
| 6-12 | E.6_12.7.1 | Evaluate career choices and the effect on personal finance (paychecks, benefits, career advancement). |
| 6-12 | G.6_12.1 | Describe the physical processes that shape the Earth's surface. |
| 6-12 | G.6_12.1.1 | Describe the physical processes that shape the Earth (plate tectonics, erosion, weathering, soil). |
| 6-12 | G.6_12.2 | Analyze the movement of people, goods, ideas, and information. |
| 6-12 | G.6_12.3 | Analyze the unifying physical and human characteristics of regions. |
| 6-12 | G.6_12.4 | Use geographic tools to locate both the absolute and relative location of places. |
| 6-12 | G.6_12.5 | Analyze how human beings are dependent upon, and modify, the physical environment. |
| 6-12 | G.6_12.5.1 | Explain how people have modified the physical environment (canals, irrigation, deforestation, urban sprawl). |
| 6-12 | ND.6_12.1 | Examine the physical and human geography of North Dakota. |
| 6-12 | ND.6_12.1.1 | Identify the three landscape regions of North Dakota (Red River Valley, Drift Prairie, Missouri Plateau). |
| 6-12 | ND.6_12.2 | Explain the development and functions of North Dakota government. |
| 6-12 | ND.6_12.3 | Evaluate the major industries and economic development of North Dakota. |
| 6-12 | ND.6_12.4 | Analyze the historical and current events and their impact on North Dakota. |
| 6-12 | ND.6_12.4.1 | Identify the Native American groups in North Dakota (Paleo-Indian groups, Sioux: Lakota, Dakota, Nakota). |
| 6-12 | US.6_12.1 | Analyze primary and secondary sources with attention to reliability, impact, and purpose. |
| 6-12 | US.6_12.1-6.E1.1 | Era 1 (1754-1814): Explain the social, political, and cultural causes and immediate consequences of the American Revolution. |
| 6-12 | US.6_12.1-6.E1.2 | Era 1: Explain the development of early United States government. |
| 6-12 | US.6_12.1-6.E2.1 | Era 2: Analyze the impacts of social, political, and cultural reform movements (women's suffrage, Second Great Awakening). |
| 6-12 | US.6_12.1-6.E3.4 | Era 3: Explain the causes and effects of World War I (Versailles, use of propaganda). |
| 6-12 | US.6_12.1-6.E4.3 | Era 4: Explain the United States' role in the Cold War (Yalta and Potsdam conferences, containment). |
| 6-12 | US.6_12.1-6.E5.1 | Era 5: Explain the United States' emergence as a global superpower (9/11 attacks, international organizations). |
| 6-12 | US.6_12.2 | Examine the impact of multiple perspectives on social, political, and cultural development. |
| 6-12 | US.6_12.3 | Explain the relationship of events focusing on the link(s) between cause and effect. |
| 6-12 | US.6_12.4 | Compare how historical elements change over time. |
| 6-12 | US.6_12.5 | Analyze the significant contributions of people, policy, and the influence on an era. |
| 6-12 | US.6_12.6 | Connect the past to the present using current events. |
| 6-12 | WH.6_12.1 | Analyze historical achievements related to science, technology, and the arts. |
| 6-12 | WH.6_12.1-6.E1.1 | Era 1: Explain multiple achievements of early civilizations (characteristics of civilizations). |
| 6-12 | WH.6_12.1-6.E2.1 | Era 2: Explain the causes and effects of feudalism and medieval institutions (Magna Carta, rise of Islam). |
| 6-12 | WH.6_12.1-6.E4.1 | Era 4: Analyze the causes and global effects of 20th-century conflicts (WWI, Russian Revolution, WWII, totalitarianism). |
| 6-12 | WH.6_12.2 | Explain historical changes related to religions and belief systems. |
| 6-12 | WH.6_12.3 | Analyze the effects of different political systems on people and societies. |
| 6-12 | WH.6_12.4 | Analyze the influence of social, cultural, and economic developments. |
| 6-12 | WH.6_12.5 | Analyze causes and effects of global events in the past. |
| 6-12 | WH.6_12.6 | Explain how past events connect to the present. |
| Psychology | PSY.6_12.1 | Utilize critical thinking and problem-solving skills to investigate psychological questions. |
| Psychology | PSY.6_12.1-3.D1.2 | Domain 1: Analyze research methods (types of research, validity). |
| Psychology | PSY.6_12.1-3.D2.1 | Domain 2: Identify the functions of the brain and nervous system (lobes of the brain, central nervous system). |
| Psychology | PSY.6_12.1-3.D3.1 | Domain 3: Describe the classifications of psychological disorders (views of abnormality, DSM-5). |
| Psychology | PSY.6_12.1-3.D4.1 | Domain 4: Describe the interaction between nature and nurture in development. |
| Psychology | PSY.6_12.2 | Practically apply concepts of psychology. |
| Psychology | PSY.6_12.3 | Analyze how topics evolve and research develops as scientific understanding grows. |
| Sociology | SOC.6_12.1 | Utilize critical thinking and problem-solving skills to investigate sociological questions. |
| Sociology | SOC.6_12.1-2.D1.1 | Domain 1: Apply methods of sociological research (experiments, surveys, observations, ethics). |
| Sociology | SOC.6_12.1-2.D2.2 | Domain 2: Explain the relationship between social institutions (family, school, government, religion, economy). |
| Sociology | SOC.6_12.1-2.D4.1 | Domain 4: Explain common patterns of social inequality (privilege, power, racial/ethnic and gender inequality). |
| Sociology | SOC.6_12.2 | Practically apply concepts of sociology. |
Is homeschooling legal in North Dakota?
Yes. North Dakota home education is governed by NDCC Chapter 15.1-23.
Do I have to notify anyone to homeschool in North Dakota?
Parent must file a written Statement of Intent to supervise home education with the superintendent of the child's school district of residence (or the county superintendent if the district employs none) at least 5 days before beginning home education, or within 14 days of establishing residence in a district, AND once each year thereafter (NDCC 15.1-23-02). The statement must include the child's name, address, date of birth, and grade level; the supervising parent's name, address, and qualifications; any public school courses and extracurricular activities the child will participate in. It must be accompanied by a copy of the child's immunization record and proof of identity (per NDCC 12-60-26). Parent must hold a high school diploma or GED; a parent who does not must be monitored by a licensed/approved teacher for the first two years (NDCC 15.1-23-03, 15.1-23-06).
Is standardized testing required for homeschoolers in North Dakota?
Yes (grades 4, 6, 8, 10). Parent must maintain an annual record of courses taken and the child's academic progress assessments, including any standardized achievement test results, and furnish the record to the public school district superintendent upon request if the child transfers to public school (NDCC 15.1-23-05). Standardized test results must be filed with the district/county superintendent (NDCC 15.1-23-11).
What subjects are required for homeschooling in North Dakota?
North Dakota requires instruction in: English language arts (reading, composition, creative writing, grammar, spelling); Mathematics; Science (including agriculture); Social studies (U.S. Constitution, U.S. history, geography, government); North Dakota studies (in grades 4 and 8); Health (physiology, hygiene, disease control, effects of alcohol/tobacco/narcotics); Physical education.
Does North Dakota have its own learning standards?
Math: 2023 North Dakota Mathematics Content Standards (K-12). ELA: 2023 North Dakota English Language Arts (ELA) Content Standards. Science: 2019 North Dakota Science Content Standards (K-12), NGSS-based/adapted. Social studies: 2019 North Dakota Social Studies Content Standards (K-12), revised 2023; informed by the C3 Framework.