Where in the World Is Tuzigoot - Maine Learning Results

Acadia National Park Education District
Where in the World is Tuzigoot?
Grade 5


  • To increase students’ knowledge about the diverse natural and cultural resources preserved within the National Park Service.
  • To recognize the shared mission of all National Park Service sites, including Acadia.
  • To familiarize students with the birth and continuing growth of the National Park Service.

Students will be able to:

  • Name six resources the National Park Service protects.
  • Give three specific examples of the diversity preserved by the National Park Service.
  • List two reasons why National Parks are important.
  • Describe one threat to National Parks today.
  • Identify two of the three NPS sites located in Maine.
  • Specify to contributing factors leading to the establishment of the National Park Service.


Career Preparation
A. Preparing for the Future
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Students will be able to:

  • Use teamwork strategies and apply communication and negotiation skills to decision making (A-2).

Modern and Classical Language
B. Reading and Listening, and Viewing for Understanding
Students will develop reading, listening and viewing skills so they can obtain and interpret information.

Students will be able to:

  • Read and interpret multiple-step written directions (B-5).
  • Read and interpret simple printed information such as advertisements and posters (B-6).

Social Studies

B. Historical Knowledge, Concepts, and Patterns
Students will develop historical knowledge of major events, people, and enduring themes in the United States, in Maine, and throughout world history.

Students will be able to:

  • Demonstrate an understanding of selected themes in Maine, United States, and world history (e.g. revolution, technological innovation, migration) (B-2).
  • Demonstrate an understanding of selected twentieth century issues and events in United States and in Maine history including “modern” Maine history (1945 to present) (B-4).

English Language Arts
A. Process of Reading
Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read

Students will be able to:

  • Formulate questions to be answered while reading (A-1).
  • Reflect on what has been discovered and learned while reading, and formulate additional questions (A-2).
  • Use specific strategies (e.g. rereading, consultation) to clear up confusing parts of a text (A-4).
  • Understand stories and expository texts from the perspective of the social and cultural context in which they were created (A-5).
  • Summarize whole texts by selecting and summarizing important and representative passages (A-7).
  • Read for a wide variety of purposes (e.g. to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy) (A-8).
  • Adjust viewing and listening strategies in order to comprehend materials viewed and heard (A-10).

D. Informational Text
Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum.

Students will be able to:

  • Identify useful information organizing strategies (D-2).
  • Identify different ways in which informational texts are organized (D-4).
  • Use the various parts of a text (index, table of contents, glossary) to locate specific information (D-8).

G. Stylistic and Rhetorical Aspects of Writing and Speaking
Students will use stylistic and rhetorical aspects of writing and speaking to explore ideas, to present lines of thought, to represent and reflect on human experiences, and to communicate feelings, knowledge, and opinions.

Students will be able to:

  • Write and deliver oral presentations that achieve distinct purposes (e.g. to summarize, to narrate, to inform, to explain) (G-6).
  • Deliver oral presentations that use a variety of strategies of address (e.g. eye contact, hand gestures, voice modulation, changes of rhythm) (G-10).

H. Research-related Writing and Speaking
Students will work, write and speak effectively when doing research in all content areas.

Students will be able to:

  • Use magazines, newspapers, dictionaries, journals, and other print sources to gather information for research topics (H-6).

Alignment with additional Learning Results may occur during programming. An emphasis can be placed on a specific content area (e.g. cultural history, natural science, American history, etc.).


Writing and speaking

1. Use planning, drafting, and revising to produce, on demand, a well-developed, organized piece that demonstrates effective language use, voice, and command of mechanics.
2. Ask questions and apply personal interpretations in class discussion following speeches and oral presentations.


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