Classrooms

Language Arts

Analyzing Main Idea

• Name the main topic and recall key details of the text (K.R.3.C.c)
• Retell main ideas, details or important facts from a read aloud or familiar story (K.R.1.A.c) 
• Identify the topic and details in an expository text heard and/or read, referring to the words and/or illustrations (K.R.3.A.a)

Analyzing Narratives

• Identify the elements of a story, including setting, character, and key events (K.R.2.A.a) 
• Confirm comprehension by retelling information and asking appropriate questions based on read alouds or other media (K.SL.3.A.c) 

Analyzing Words & Language

Students will develop an understanding of vocabulary and language by

• Use words and phrases acquired through conversations, reading and being read to, and responding to texts (K.R.1.B.e)

Narrative Writing

• Use a combination of drawing and/or writing to narrate a story or experience the student has had or has imagined (K.W.2.C.a)
• Tell the reader about a character or personal event (K.W.2.C.b)
• Place events in the order they occurred (K.W.2.C.c)
• Use words that are related to the topic (K.W.2.C.d)
• Provide a reaction to what happened in the events (K.W.2.C.e)
• Sequence the actions or details through letters, words, and pictures (K.W.1.B.a)
• Respond to questions and suggestions, adding details to strengthen writing (K.W.1.C.a)
• Edit by leaving spaces between words in a sentence (K.W.1.C.b)
• Demonstrate the use of complete sentences in shared language activities (K.L.1.A.d) 
• Print in upper- and lowercase letters (K.L.1.B.a)
• Recognize that a sentence ends with punctuation marks (K.L.1.B.b)
• Capitalize the first word in a sentence (K.L.1.B.d)

Informative/Explanatory Writing 

With assistance, draw or write informative/explanatory texts that:

• Use a combination of drawing and writing  to name and inform about a topic or a text they are learning in school (K.W.2.B.a)
• Use words related to the topic (K.W.2.B.b)
• Sequence the actions or details through letters, words, and pictures (K.W.1.B.a)
• Respond to questions and suggestions, adding details to strengthen writing (K.W.1.C.a)
• Edit by leaving spaces between words in a sentence (K.W.1.C.b)
• Demonstrate the use of complete sentences in shared language activities (K.L.1.A.d)
• Print in upper- and lowercase letters (K.L.1.B.a)
• Recognize that a sentence ends with punctuation marks (K.L.1.B.b) 
• Capitalize the first word in a sentence (K.L.1.B.d)

Opinion Writing

• Use a combination of drawing and/or writing to tell an opinion about a topic or text  being studied (K.W.2.A.a)
• Give logical reasons for suggesting that others follow a particular course of action or line of thinking (K.W.2.A.b)
• Use words that are related to the topic (K.W.2.A.c)
• Sequence the actions or details through letters, words, and pictures (K.W.1.B.a)
• Respond to questions and suggestions, adding details to strengthen writing (K.W.1.C.a)
• Edit by leaving spaces between words in a sentence (K.W.1.C.b)
• Demonstrate the use of complete sentences in shared language activities (K.L.1.A.d)
• Print in upper- and lowercase letters (K.L.1.B.a)
• Recognize that a sentence ends with punctuation marks (K.L.1.B.b)
• Capitalize the first word in a sentence (K.L.1.B.d)

Print Awareness

• Identify and all upper and lowercase letters (K.RF.1.A.a)
• Demonstrate that books are read left to right, top to bottom (K.RF.1.A.c)    
• Demonstrate one-to-one correspondence between spoken words and written words

(e.g., points to words in a book as they are read aloud) (K.RF.1.A.f)

Phonological Awareness

• • Identify sounds in spoken words (K.RF.2.A.a)
  • Produce rhymes in response to spoken words (e.g., What word  rhymes with cat?)   (K.RF.2.A.b)
  • Distinguish orally presented rhyming pairs of words from non-rhyming pairs (K.RF.2.A.c) 
  • Blend spoken onsets and rimes to form simple words (e.g., onset /c/ rime /at/ to form cat) (K.RF.2.A.e)
• Blend spoken phonemes to form one syllable words (e.g., /m/  /a/  /n/….man) (K.RF.2.A.f)

• Isolate the initial, medial, and final sounds in spoken words  (K.RF.2.A.g)
• Segment spoken words into 2-3 phonemes (e.g., dog /d/  /o/  /g/)  (K.RF.2.A.h) 

Phonics/Decoding/Encoding

• • Produce and write letters for most short vowel and consonant sounds (K.RF.3.A.a)
  • Read high-frequency words  (K.RF.3.A.b)
• Blend letter sounds to decode simple words (e.g., CVC words – tap, big, mop, etc.) (K.RF.3.A.c)

• Recognize that new words can be created when letters are changed, added, or deleted (e.g., man, replace the m with c to become can) (K.RF.3.A.d)

Math

Counting and Cardinality

• Count out a number of objects in the range 1-20 (e.g., when given a set of 20 objects, count out 14 of the objects) (K.NS.B.5,K.NS.B.9, K.NS.A.1, K.NS.A.2, K.NS.A.3, K.NS.A.4, K.NS.B.6, K.NS.B.7)

• Recognize, without counting, the quantity of groups up to 5 objects (K.NS.B.8)

Compare Numbers

• Compare the number of objects in each set when given two or more sets of up to 10 objects. (K.NS.C.10, K.NS.C.11)

Data

• Count and compare classifications of objects on a graphical representation. (ex. picture graph) (K.DS.A.2, K.DS.A.1)

Addition and Subtraction

• Represent addition and subtraction within 10. (K.RA.A.1)
• Demonstrate fluency for addition and subtraction within 5. (K.RA.A.2)
• Decompose numbers less than or equal to 10 in more than one way. (K.RA.A.3) 
• Make 10 for any number from 1 to 9 (K.RA.A.4) 

Geometry

• Identify 2-and 3-dimensional shapes and describe and sort 2-dimensional shapes. (K.GM.C.6, K.GM.C.8, K.GM.A.2,K.GM.A.1, K.GM.C.7) 
• Draw or model simple 2-dimensional shapes (for example, circle, triangle, square and rectangle). (K.GM.C.9)
• Compose 2-dimensional shapes to form larger shapes using manipulatives. (K.GM.C.10)

Place Value

• Decompose and compose numbers from 11 to 19 into sets of tens with additional ones. (K.NBT.A.1) 

Science

Organism Needs

• Use observations to describe what plants and animals (including humans) need to survive (K.L.S1.C.1)
• Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (K.ESS3.A.1)
• With prompting and support, construct an argument using evidence for how plants and animals can change their environment to meet their needs (K.ESS2.E.1)

Weather

• Use and share observations of local weather conditions to describe a pattern over time (K.ESS2.D.1) 

Solar Energy

• Make observations to determine the effects of sunlight on Earth’s surface (K.PS3.A.1)
• With prompting and support, use tools and materials to design a structure that will reduce the warming effect of sunlight on an area (K.PS3.B.1)

Human Impact

• Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment (K.ESS3.C.1)

Force and Motion

• Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object (K.PS2.A.1)
• Describe ways to change the motion of an object (K.PS2A.2)

Social Studies

Citizenship

• Describe how groups need to make decisions and how those decisions are made in families and classrooms. (K.GS.2.C.a)
• Explain how to resolve disputes peacefully in the classroom and on the playground. (K.RI.6.B)
• Describe the responsibilities of role models within your family or school. (K.GS.2.D.a)
• Recite the Pledge of Allegiance. (K.PC.1.F.b)

Geography Skills

• Identify and read maps as representations of real places (K.EG.5.A.a)
• With assistance, read, construct, and use maps and graphs of familiar places such as the classroom, school, or home ( K.EG.5.A.b)

Government and Authority

• Explain the reasons rules are important at school.
• Describe what makes a good leader/role model at school and at home (including personal characteristics). (K.PC.1.E)

History and Culture

• Describe the contributions of President Washington, President Lincoln and Dr. Martin Luther King. (K.H.3.C)
• Describe the cultural characteristics of your family or class members. (K.RI.6.A.a,  K.R1.6.C.a, K.R1.6.D.a)
• Compare your family in the past & present. (K.H.3.B.b)

Economics

• Describe examples of needs, wants, and costs within your family and/or school

Health

Safety Education

• Identify safe and unsafe practices and conditions at home, school, and in the community (RA.2.A.Ka)
• Can identify at least 1 person to go to for help in each place: home, school, in the community.
• Can identify where to go or what to do for fire, earthquake, and tornado at home, school, and in the community.

Disease Prevention

• Recognize how germs are spread and apply practices to reduce germs in our community (ME.2.D.K; RA.1.E.Ka)
• Can independently and properly wash hands with soap and water for 20 seconds by using a given process.
• Can demonstrate and describe proper handwashing technique 100% of the time using the handwashing performance checklist.
• Can explain/tell how germs are spread and at least 4 ways to reduce the spread of germs, such as: washing hands, covering mouth/nose w/ elbow when coughing and sneezing, brushing teeth, wearing a mask, taking a bath, and wearing clean clothes.

Nutrition Concepts

• Identify behaviors that keep a person healthy (ME.1.A.K)
• Can identify at least 2 ways a person stays healthy (eating food from various categories/groupings, sleep, physical activity, hygiene)
• Recognize we need a variety of foods each day
• Can identify MyPlate food groups: fruits, vegetables, proteins, grains, dairy

Substance Education

• Recognize that there are safe and unsafe substances that can be taken into the body (RA.3.A.Ka)
• Identify ways to stay away from dangerous substances (RA.3.A.Kb)
• Can explain what a substance is and at least 1 way any substance can affect the body (tobacco/vaping=damage lungs, irritate asthma, dependency; alcohol=impairment (various ways); substances=illness, permanent damage, dependency, death)
• Can identify, 100% of the time, a safe or unsafe substance
• Can identify 4 ways to stay away from dangerous substances (ask a trusted adult, tell a trusted adult, say “no”, physically distance away from substance, do physical activity, read a book, eat healthy, etc.).

Injury Prevention & First Aid

• Tell what first aid is and give an example (RA.2.B.Ka)
• Students can explain that first aid is “help” (call adult for help/911, stop bleeding, give bandaid, cover injury/wound, etc.) given to an injury/situation (a cut, scrape, burn)
• Explain how to make emergency phone calls (RA.2.B.Kb)
• Student can state name, address, basic story of situation

Physical Education

Locomotor Skills

• Performs locomotor skills (hopping/jumping, galloping, running, sliding, skipping) while maintaining balance (S1.E1.K)
• Performs jumping and landing actions with balance (S1.E3.K)
• Executes a single jump with self-turned rope (S1.E27.Ka)
• Jumps a long rope with teacher-assisted turning (S1.E27.Kb)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E7-10.K)
• Performs locomotor skills in response to teacher-led creative dance (S1.E5.K)
• Moves in personal space to a rhythm (S2.E1.Kb)

Throwing and Catching

• Throws underhand with opposite foot forward  (S1.E13.K)
• Catches a large ball tossed by a skilled thrower (S1.E16.Kb)

Striking and Volleying

• Volleys a lightweight object, sending it upward (S1.E22.K)
• Strikes a lightweight object with a paddle or short-handled racket  (S1.E24.K) 

Dribbling (hands and feet) and Kicking

• Dribbles a ball with one hand, attempting the second contact  (S1.E17.K)
• Taps a ball using the inside of the foot, sending it forward (S1.E18.K)
• Kicks a stationary ball from a stationary position using a mature kicking pattern  (S1.E21.K)

Healthy Bodies

• Identify the five senses (FIS.1.A.K)
• Illustrate the functions of the five senses
• Can name/list the 5 senses: sight, touch, smell, taste, hear
• Can connect the accurate body part and the sense for all 5: eyes=sight; hands/skin/feet=touch; nose=smell; mouth/tongue=taste; ears=hear
• Identify a muscle in each region of the body
• Identify a bone in each region of the body
• Can identify the location and function of the major muscles: deltoid, trapezius, bicep/tricep, quadriceps/hamstrings, abdominals
• Can identify the location and function of the major bones: cranium, humerus, ulna/radius, vertebrae, pelvis, femur, tibia/fibula, carpals/tarsals, phalanges
• Predict what happens to your heart rate during physical activity
• Identify the major components and functions of the cardio-respiratory system
• Name the major functions of the cardio-respiratory system
• Identify additional components of the respiratory system 
• Can identify the location and function of the heart, veins/arteries, lungs, bronchial tubes, nasal passage (FIS.1.E.K)
• Can explain how the heart and the lungs work together during exercise
• Can predict an increased heart rate with exercise and explain general concepts of “intensity”

Nutrition Concepts

• Recognize we need a variety of foods each day (ME.2.B.K)
• Recognize that food fits into different groups and that different amounts are needed from each food group for healthy eating
• Identify healthy food choices in each of the five food groups
• Can identify MyPlate food groups: fruits, vegetables, proteins, grains, dairy
• Can explain healthy, daily amounts of each food grouping
• Can define and sort at least 5 healthy/nutrient dense foods and at least 5 unhealthy/calorie empty foods into appropriate categories
• Recognize that food provides the body with fuel
• Recognize that eating healthy and being active will help maintain a healthy body
• Select foods that are nutrient-dense to provide the body with long-lasting energy for thinking and physical activity
• Can explain that food calories equal energy for movement
• Can explain at least 5 of the overall health benefits of exercise

Safety Education and Injury Prevention

• Recognize that safety equipment is necessary to protect the body during participation in sports and recreational activities (RA.2.C.K)
• Match safety equipment to the activity or sport
• Explain the use and purpose of safety equipment
• Can recognize at least 4 common pieces of safety equipment and the sport/activity that utilizes it.
• Can explain the purpose of at least 5 types of safety equipment

Language Arts

Analyzing Main Idea

• Retell main ideas in sequence including key details (1.R.1.A.d)
• Describe the main idea of a story or text (1.R.2.A.b)
• Identify main ideas and provide supporting details (nonfiction texts) (1.R.3.C.b)

Analyzing Narratives

• Describe characters, setting, problem, solution, and events in logical sequences (1.R.2.A.a)
• Seek clarification and locate facts and details about stories and other texts (1.R.1.A.c) 
• Confirm comprehension of read-alouds and other media by retelling and asking appropriate questions (1.SL.3.A.c)

Analyzing Words & Language

• Identify common root words and their inflectional endings (run/running) (1.R.1.B.b)
• Determine what words mean from how they are used in context of a sentence either heard or read (1.R.1.B.e)
• Use words and phrases acquired through conversations, reading and being read to, responding to texts (1.R.1.B.i)

Comparing & Contrasting Texts

• Determine connection between text to text (text ideas, including similarities and differences in fiction and nonfiction) (1.R.1.C.a)
• Describe the connection between two individuals, events, ideas, or pieces of information in a text (1.R.3.C.c) 
• Compare and contrast adventures and experiences of characters in stories (1.R.2.A.g)

Using Text Features

• Explain facts or details using text features and distinguish between which facts were provided by pictures and which facts were conveyed via words (1.R.3.A.b)
• Use text features to locate specific information in text (e.g., title, table of contents,and illustrations) (1.R.3.A.c)

Narrative Writing

• Narrate a story or experience (1.W.2.C.a)
• Use details to describe the events in a story or experience (1.W.2.C.b)
• Place events in the order they occurred (1.W.2.C.c)
• Use linking words to indicate beginning, middle, end (e.g., first, next, then) (1.W.2.C.d)
• Use words that are related to a topic (1.W.2.C.e)
• Provide a reaction to what happened in the events (1.W.2.C.f)
• Sequence ideas into sentences and stay on topic throughout the text (1.W.1.B.a)
• Generate evidence of a simple opening and simple closing (1.W.1.B.b)
• Respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing  (1.W.1.C.a)
• Edit by leaving spaces between words in sentences (1.W.1.C.b)
• Edit for language conventions (1.W.1.C.c)
• Produce complete simple and compound sentences (1.L.1.A.g)
• Use ending punctuation (e.g., period, question mark, exclamation mark) (1.L.1.B.b)
• Capitalize the first letter of  first and last names (1.L.1.B.c)

Informative/Explanatory Writing

• Introduce a topic or text being studied and supply facts (1.W.2.B.a)
• Use specific words that are related to the topic (1.W.2.B.b)
• Follow a sense of order in writing (first, second, next, last) (1.W.2.B.c)
• Create some sense of closure (1.W.2.B.d)
• Sequence ideas into sentences and stay on topic throughout the text (1.W.1.B.a)
• Generate evidence of a simple opening and simple closing (1.W.1.B.b)
• Gather personal and natural evidence from available sources as well as from interviews with local experts (1.W.3.A.c)
• Respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing (1.W.1.C.a)
• Edit by leaving spaces between words in sentences (1.W.1.C.b)
• Edit for language conventions (1.W.1.C.c)
• Produce complete simple and compound sentences (1.L.1.A.g)
• Use ending punctuation (e.g., period, question mark, exclamation mark) (1.L.1.B.b)
• Capitalize the first letter of  first and last (1.L.1.B.c)

Opinion Writing

• Introduce the topic or text being studied by stating my topic (1.W.2.A.a)
• State an opinion about the topic or text and provide a reason for the opinion (1.W.2.A.b)
• Use some specific words that are related to the topic (1.W.2.A.c)
• Follow a sense of order in writing (1.W.2A.d) 
• Respond to questions and suggestions, clarifying meaning by adding details to sentence construction  and strengthening writing (1.W.1.C.a)
• Edit by leaving spaces between words in sentences (1.W.1.C.b)
• Edit for language conventions (1.W.1.C.c)
• Produce complete simple and compound sentences (1.L.1.A.g)
• Use ending punctuation (e.g., period, question mark, exclamation mark) (1.L.1.B.b
• Capitalize the first letter of  first and last names (1.L.1.B.c)

Phonological Awareness

• Produce and identify sounds and syllables in spoken words (1.RF.2.A.a)
• Distinguish between long and short vowel sounds (1.RF.2.A.b) 
• Recognize the change in a spoken word when a specific phoneme is added, changed, or removed  (1.RF.2.A.c) 
• Blend spoken phonemes to form one or two-syllable words including consonant blends (1.RF.2.A.d)
• Segment spoken words of 3-5 phonemes into individual phonemes (e.g., splat /s/ /p/ /l/ /a/ /t/) (1.RF.2.A.e)

Phonics/Decoding/Encoding

• Decode the words in context by using letter sound knowledge (1.RF.3.A.a)
• Identify letters for the spelling of short and long vowels (1.RF.3.A.b)
• Produce consonant blends (e.g., bl, st) (1.RF.3.A.c)
• Produce consonant digraphs (e.g., ch, tch, sh, wh, ck, dge) (1.RF.3.A.d)
• Combine sounds from letters and common spelling patterns to create and decode words (e.g., consonant blends, long and short vowel patterns) (1.RF.3.A.e)
• Use syllabication patterns to decode words CVC (e.g. mat, bat) CV (e.g. he, me) VCe (e.g. kite, fame) (1.RF.3.A.f)
• Read high-frequency words (1.RF.3.A.j)

Math

Place Value

• Understand 2-digit numbers are composed of ten(s) and one(s). (1.NBT.A.2, 1.NS.A.1, 1.NS.A.3, 1.NS.A.4, 1.NBT.A.1, 1.NBT.A.4,)
• Compare two 2-digit numbers .(1.NBT.A.3)
• Add or subtract a multiple of 10 from another 2-digit number without having to count, and justify the solution. (1.NBT.A.7, 1.NBT.B.6)

Addition and Subtraction

• Use properties  to add and subtract within 20 to solve problems and add within 100. (1.RA.A.1,  1.RA.C.8, 1.NS.A.2, 1.NBT.B.5, 1.RA.A.2, 1.RA.B.5, 1.RA.C.7)
• Develop the meaning of the equal sign:determine if equations involving addition and subtraction are true or false, determine the unknown whole number in an addition or subtraction equation, and demonstrate that subtraction can be solved as an unknown addend problem. (1RA.A.3, 1.RA.A.4, 1.RA.B.6)

Measurement

• Measure and compare the lengths of two objects indirectly by using a third object, and order three objects by length. (1.GM.B.6, 1.GM.B.5, 1.GM.B.7)

Data

• Draw conclusions from object graphs, picture graphs, T-charts and tallies. (1.DS.A.2, 1.DS.A.1)

Geometry

• Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes from different orientations. (1.GM.A.1, 1.GM.A.3)
•  Compose and decompose 2- and 3-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. (1.GM.A.2)
• Partition circles and rectangles into 3 or 4 equal shares, and describe the shares and the wholes verbally. (1.GM.A.4)

Science

Organism Needs

• Explain how the structure of an organism helps it survive. (LS1.A and LS1.D

Organism Behavior

• Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (1.LS1.2)

Comparing Organisms

• Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents (1.LS3.A.1)

Light

• Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (1.PS4.3)
• Make observations to construct an evidence-based account that objects in darkness can only be seen when illuminated. (1.PS4.2)

Sound and Vibrations

• Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. (1.PS4.A.1)

Space Systems

• Use observations of the sun, moon, and stars to describe patterns that can be predicted. (1.ESS1.1) 

Seasons

• Make observations at different times of year to relate the amount of daylight to the time of year (1.ESS1.2)

Social Studies

Government and Citizenship

•  Identify and explain the reasons for making laws in our city (1.PC.1.B & 1.GS.2.C)
• Give examples of being an active and informed citizen in your classroom or community  (1.PC.1.D)
• Discuss  and explain how individual rights are protected (1.PC.1.C )
• Describe the character traits & responsibilities of role models within the community such as a judge, mayor, police, city council member in a community. (1.PC.1.E & 1.GS.2.D)

Geography Skills

• Identify, and read, maps and globes as representations of real places in your community. (1.EG.5.A.a)
• Read and use maps which have a title and key. (1.EG.5.A.b)
•  Describe how maps are created for different purposes. (1.EG.5.A.c)

Cultures, People & Symbols in America

• Recognize and explain the significance of one local or one national symbol:  Statue of Liberty, U.S. Capitol, bald eagle, and the Liberty Bell, and other local symbols. (1.PC.1.F.a & 1.PC.1.F.b)
• Describe the contributions of important people in our country and community. (1.H.3.C.a)
• Describe how our community commemorates its cultural heritage. (1.RI.6.D)

Economics: Goods & Services 

• Apply the terms scarcity, goods, services, consumers, and producers to things in your school or community (1.E.4.A.a, 1.E.4.A.b, 1.E.4.A.c)

History: Changes in Time 

• Compare and contrast the community in the past and present (1.H.3.B)

Health

Safety Education

• Identify potential hazards in and around the home (RA.2.A.1c)
• Can list at least 3 examples of potential hazards around the home.
• Can identify at least 1 trusted adult to go to for help in each place: home, school, and the community.

Disease Prevention

• Identify behaviors that prevent and reduce chances of illness (RA.1.B.1)
• Can identify and/or describe 3 activities or behaviors that can prevent illness (drinking water, eating healthy, brushing teeth, sleep, exercising, immunizations).

Nutrition Concepts

• Recognize that foods come from plant and animal sources and provide the body with fuel. (ME.2.A.1a)
• Can identify 3 foods from plant sources and 3 foods from animal sources.

Substance Education

• Differentiate what is and what is not medicine and its proper and improper use (RA.3.A.1b)
• Can share 3 examples of medicines and explain how they should be used.

Physical Education

Locomotor Skills

• Performs locomotor skills (hopping/jumping, galloping, running, sliding, skipping) using a mature pattern (S1.E1.1)
• Performs jumping and landing actions in a horizontal and vertical planes using 2-foot take-offs and landings (S1.E3-4.1)
• Jumps forward or backward consecutively using a self-turned rope (S1.E27.1a)
• Jumps a long rope up to 5 times consecutively with teacher-assisted turning (S1.E27.1b)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E7-10.1)
• Performs locomotor and nonlocomotor skills in a teacher designed dance (S1.E7-10.1)
• Moves in self-space and general space in response to designated beats and/or rhythms (S2.E1.1)

Catching and Throwing

• Throws underhand (S1.E13.1a)
• Throws a ball demonstrating an overhand technique, side orientation to the target, and stepping in opposition (S1.E13.1b)
• Catches a soft object from a self-toss before it bounces (S1.E16.1a)
• Catches various sizes of balls self-tossed or tossed by a skilled thrower (S1.E16.1b)

Striking and Volleying

• Volleys an object with an open palm, sending it upward (S1.E22.1)
• Strikes a ball with a short-handled implement, sending it upward (S1.E24.1)

Dribbling (hands and feet) and Kicking

• Dribbles continuously in self-space using the preferred hand  (S1.E17.1a)
• Continuously dribble a ball, using the hands or feet, without losing control (S1.E17.1b)
• Taps or dribbles a ball using the inside of the foot while walking in general space (S1.E18.1)
• Approaches a stationary ball and kicks it forward (S1.E21.1)

Healthy Bodies

• Identify the five senses
• Illustrate the functions of the five senses (FIS.1.A.1)
• Can name/list the 5 senses: sight, touch, smell, taste, hear
• Can connect the accurate body part and the sense for all 5: eyes=sight; hands/skin/feet=touch; nose=smell; mouth/tongue=taste; ears=hear
• Identify a muscle in each region of the body (FIS.1.B.1)
• Identify a bone in each region of the body (FIS.1.C.1)
• Can identify the location and function of the major muscles: deltoid, trapezius, bicep/tricep, quadriceps/hamstrings, abdominals
• Can identify the location and function of the major bones: cranium, humerus, ulna/radius, vertebrae, pelvis, femur, tibia/fibula, carpals/tarsals, phalanges
• Predict what happens to your heart rate during physical activity (FIS.1.E.1)
• Identify the major components and functions of the cardio-respiratory system
• Name the major functions of the cardio-respiratory system
• Identify additional components of the respiratory system 
• Can identify the location and function of the heart, veins/arteries, lungs, bronchial tubes, nasal passage
• Can explain how the heart and the lungs work together during exercise
• Can predict an increased heart rate with exercise and explain general concepts of “intensity”

Nutrition Concepts

• Recognize we need a variety of foods each day
• Recognize that food fits into different groups and that different amounts are needed from each food group for healthy eating (ME.2.A.1b)
• Identify healthy food choices in each of the five food groups
• Can identify MyPlate food groups: fruits, vegetables, proteins, grains, dairy
• Can explain healthy, daily amounts of each food grouping
• Can define and sort at least 5 healthy/nutrient dense foods and at least 5 unhealthy/calorie empty foods into appropriate categories
• Recognize that food provides the body with fuel (ME.2.E.1)
• Recognize that eating healthy and being active will help maintain a healthy body
• Select foods that are nutrient-dense to provide the body with long-lasting energy for thinking and physical activity
• Can explain that food calories equal energy for movement
• Can explain at least 5 of the overall health benefits of exercise

Safety Education and Injury Prevention

• Recognize that safety equipment is necessary to protect the body during participation in sports and recreational activities
• Match safety equipment to the activity or sport (RA.2.C.1)
• Explain the use and purpose of safety equipment
• Can recognize at least 4 common pieces of safety equipment and the sport/activity that utilizes it.
• Can explain the purpose of at least 5 types of safety equipment

Language Arts

Analyzing Main Idea

• Identify the main idea of sections of text and distinguish it from the topic (2.R.3.A.a)
• Read, infer, and draw conclusions to: explain main ideas and supporting details (2.R.3.C.a)
• Describe the connection between and identify problems and solution in a nonfiction text (2.R.3.C.c)

Analyzing Narratives

• Retell a story’s beginning, middle, and end and determine the central message, lesson or moral (2.R.1.A.d)
• Describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson (2.R.2.A.a)
• Describe the main characters in works of fiction, including their traits, motivations, and feelings (2.R.2.A.b)
• Describe cause-and-effect relationships  (2.R.2.A.d)
• Confirm comprehension of read alouds and independent reading by retelling and asking appropriate questions (2.SL.3.A.b)

Analyzing Words & Language

• Use prefixes, root words, and suffixes to determine the meaning of words (e.g., allow/disallow) (2.R.1.B.a)
• Use context to determine the meaning of a new word or multiple meaning words in text (2.R.1.B.c)
• Use conversational, general academic and domain specific words and phrases (2.R.1.B.h)

Comparing & Contrasting Texts

• Determine the relevant connection between text to text (text ideas, including similarities and differences regarding information and relationships in fiction and nonfiction) (2.R.1.C.a)
• Determine the relevant connection between text to world (text ideas regarding experiences in the world)  (2.R.1.C.b)
• Compare and contrast the differences in points of view of characters and how stories are narrated (2.R.2.A.f)

Using Text Features

• Use text features in nonfiction texts to identify the main idea of sections of text and distinguish it from the topic (2.R.3.A.a)
• Use text features to locate specific information (table of contents, index, headings, and captions) (2.R.3.A.c)

Using Text Evidence & Inferencing

• Seek clarification, and use information/facts and details about texts and supporting answers with evidence from text (narrative, informational, and opinion text) (2.R.1.A.c) 

Analyzing Point of View

• Compare and contrast the differences in points of view of characters and how stories are narrated (2.R.2.A.f)
• Identify the author’s purpose (2.R.3.C.d)

Narrative Writing

• Establish a situation/topic based on the student’s experience or imagination (2.W.2.C.a)
• Introduce a main character and setting (2.W.2.C.b)
• Develop and use sensory details (2.W.2.C.c)
• Follow a logical sequence of events using complete sentences to create a beginning, middle, end (2.W.2.C.d)
• Use transition words to signal event order (e.g., first, next, then, after that, finally). (2.W.2.C.e)
• Use specific words that are related to the topic and audience (2.W.2.C.f) 
• Sequence ideas into clear and coherent sentences (2.W.1.B.a
• Generating paragraphs with one main idea (2.W.1.B.b)
• Create evidence of a beginning, middle, and end (2.W.1.B.c)
• Address an appropriate audience (2.W.1.B.d)
• Strengthen writing as needed by revising: main idea, details, word choice, sentence construction, event order, audience, voice (2.W.1.C.a)
• Edit for language conventions (2.W.1.C.b)
• Produces simple declarative, imperative, exclamatory, and interrogative sentences (2.L.1.A.h)
• Use apostrophes correctly for contractions (2.L.1.B.c)
• Capitalize weeks, days, months, holidays (2.L.1.B.d)

Informative/Explanatory Writing

•  Introduce a topic or text being studied, using complete sentences (2.W.2.B.a)
• Use facts and definitions to develop points in generating paragraphs (2.W.2.B.b)
• Use specific words that are related to the topic and audience (2.W.2.B.c)
• Use linking words and phrases to signal event order (2.W.2.B.d)
• Create a concluding statement or paragraph (2.W.2.B.e)
• Sequence ideas into clear and coherent sentences (2.W.1.B.a)
• Generating paragraphs with one main idea (2.W.1.B.b)
• Create evidence of a beginning, middle, and end (2.W.1.B.c)
• Address an appropriate audience (2.W.1.B.d)
• Strengthen writing as needed by revising: main idea, details, word choice, sentence construction, event order, audience, voice (2.W.1.C.a)
• Edit for language conventions  (2.W.1.C.b)
• Produce simple declarative, imperative, exclamatory, and interrogative sentences (2.L.1.A.h)
• Use apostrophes correctly for contractions (2.L.1.B.c)
• Capitalize weeks, days, month, holidays (2.L.1.B.d)

Opinion Writing

• Introduce the topic or text being studied, using complete sentences (2.W.2.A.a)
• State an opinion about the topic or text and provide reasons for the opinion (2.W.2.A.b)
• Use specific words that are related to the topic and audience (2.W.2.A.c)
• Use transition words and phrases to signal event order (e.g., then, next, first, finally, one example, for example, another reason, even though) (2.W.2.A.d)
• Provide evidence of a beginning, middle, and concluding statement or section (2.W.2.A.e)
• Sequence ideas into clear and coherent sentences (2.W.1.B.a)
• Generate paragraphs with one main idea (2.W.1.B.b)
• Create evidence of a beginning, middle, and end (2.W.1.B.c)
• Address an appropriate audience (2.W.1.B.d)
• Strengthen writing as needed by revising: main idea, details, word choice, sentence construction, event order, audience, voice (2.W.1.C.a)
• Edit for language conventions (2.W.1.C.b)
• Produce simple declarative, imperative, exclamatory, and interrogative sentences (2.L.1.A.h)
• Use apostrophes correctly for contractions (2.L.1.B.c)
• Capitalize weeks, days, month, holidays  (2.L.1.B.d)

Sources & Research

•  Gather evidence from available sources, literary and informational (2.W.3.A.d)
• Record basic information from literary and informational texts in simple visual format (e.g., bulleted list,  graphic organizer, note taking format) (2.W.3.A.e)

Phonics/Decoding/Encoding

• Decode (and encode) multisyllabic words in context by applying common letter-sound correspondences including- single letters, consonant blends (e.g., thr, spl), consonant and vowel digraphs (e.g., ng, ph, ie, ew), and vowel diphthongs (e.g., oi, oy) (2.RF.3.A.a)
• Decode (and encode) regularly spelled two-syllable words with long vowels (2.RF.3.A.c)
• Use common syllable patterns decode (and encode) including r-controlled vowels (e.g., person, butter, including er, ir, ur, ar, and or) (2.RF.3.A.h)
• Read (and write) irregularly spelled high-frequency words  (2.RF.3.A.i)
• Demonstrate decoding skills when reading new words in a text (2.RF.3.A.j)

Math

Addition and Subtraction

• Add and subtract numbers within 1,000 and justify the solution using a variety of strategies including a number line. (2.NBT.B.8, 2.NBT.B.9, 2.GM.C.9, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.10, 2.NBT.C.11) 
• Demonstrate fluency with addition and subtraction within 20. (2.RA.A.1) 
• Find the total number of cells in a rectangular array using addition. (2.RA.B.3, 2.RA.B.2)

Place Value

• Understand three-digit numbers are composed of hundreds (100, 200, 300…), tens (10, 20, 30…), and ones (0, 1, 2, 3…). (2.NBT.A.1, 2.NBT.A.2,  2.NBT.A.3,  2.NBT.A.4)
• Compare the values of three-digit numbers using <, >, and = symbols (2.NBT.A.5) 

Measurement

• Analyze the results of measuring the same object with different units  (2.GM.B.5, 2.GM.B.4, 2.GM.B.6, 2.GM.B.7, 2.GM.C.8) 
• Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.  (2.GM.D.10, 2.GM.D.11)

Money

• Count money by combinations of coins and dollars to find the value. (2.GM.D.12, 2.GM.D.13)

Data

• Solve problems and draw conclusions using information from line plots, picture graphs, and bar graphs (2.DS.A.4, 2.DS.A.5, 2.DS.A.1, 2.DS.A.2, 2.DS.A.3)

Fractions

• Partition circles and rectangles into two, three, or four equal shares, and describe the shares and the whole (2.GM.A.3a, 2.GM.A.2)-

Geometry

• Reason with shapes and their attributes (2.GM.A.1a, 2.GM.A.1b)

Science

Biodiversity

• Make observations of plants and animals to compare the diversity of life in different habitats. (2.LS4.1)

Organism Needs

• Plan and conduct an investigation to determine if plants need sunlight and water to grow. (2.LS2.1)
• Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (2.LS2.2)

Properties of Materials

• Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (2.PS1.1)
• Analyze data obtained from testing different materials to determine which materials have properties that are best suited for an intended purpose. (2.PS1.2)

Object Composition 

• Make observations to construct an evidence-based account of how an object made of a set of pieces can be disassembled & made into a new object. (2.PS1.3)

Changes to Materials 

• Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (2.PS1.4)

Earth’s History

• Use information from several sources to provide evidence that Earth events can occur quickly or slowly. (2.ESS1.1)

Weathering and Erosion

• Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (2.ESS2.1)

Geographic Features

• Obtain information to identify where water is found on Earth and that it can be solid or liquid. (2.ESS2.3)
• Develop a model to represent the shapes and kinds of land and bodies of water in an area. (2.ESS2.2)

Social Studies

Government

• Explain and give examples of how laws and rules are made and changed within a community (2.PC.1.B.a)
• Examine how individual rights are protected within a community (2.PC.1.C.a)
• Explain the role of a citizen in a community
• Explain the concept of branches and functions of government (2.GS.2.D)
• Distinguish the responsibilities and powers of government officials at various levels of government in authoritative decision making (2.GS.2.C)

Geography Skills

• Read and construct maps of the regions of the state, US, and/or world with title and key (2.EG.5.A.a)
• Describe physical & human characteristics of the regions of Missouri (2.EG.5.C.b)
• Describe physical characteristics of the regions of the world (2.EG.5.C.a)
• Describe why people of different groups settle more in one place or region than another (2.EG.4.F.c)

History: American Indian Nations

• Compare & contrast the historic habitats, resources, art, and daily lives of Native American people in regions of the U.S.( 2.H.3.B.a)
• Compare and contrast the lives of Native American people from the past to the present. (2.H.3.B.b)
• Explain the importance of passing on cultural stories and histories. (2.RI.6.C.a)

Technology in HIstory: Inventors & Their Inventions

• Describe how transportation & communication systems facilitated the movement of people, products, ideas. (2.EG.5.E)
• Describe the character traits and civic attitudes of inventors or pioneers in their field who influenced progress in the nation. (2.PC.1.E )
• Describe the contributions of inventors or pioneers in their field who influenced progress in our nation. (2.H.3.C)

Columbia’s Culture & History

• Describe how regions commemorate cultural heritage (2.RI.6.D)
• Compare the culture and people in our community today with a time in the past (2.H.3.A.a)

Economics

• Explain how most people are both producers and consumers of many goods
• Explain the use and purpose of money and the relationship between income, labor, and wages (2.E.4.A.d)

Health

Disease Prevention

• Identify how germs are spread and apply practices which help reduce germs in our community (RA.1.A.2b)
• Can explain how germs/diseases are spread from person to person. 
• Can explain at least 3 ways to reduce the spread of germs in our community (washing hands, covering with elbow, brush teeth, shower/bathe).

Nutrition Concepts

• Compare and contrast the effects of nutrient-dense and empty-calorie foods on the body (ME.2.A.2b)
• Can select at least 3 nutrient dense foods over empty-calorie foods when given options.
• Can explain at least 2 reasons why nutrient dense foods are good for the body (carb=energy; protein=healing; fat=energy/storage/protection; vit/min=immune health, growth, repair, good for all body parts and systems)
• Identify the basic parts of the Nutrition Facts label (ME.2.C.2)
• Can identify on a food sample the following parts of a food label:  Serving size, servings per container, calories, fat, carbohydrate (fiber/sugar), protein, vitamins, minerals, ingredients

Healthy Bodies (3)

• Describe how people grow and change throughout life. (ME.1.C.2)
• Can identify at least 3 of the basic stages of the human life cycle: fetus/birth, infant, toddler, child, adolescent, adulthood, middle age, old age/elderly, death
• Can identify & describe at least 4 ways people grow and change physically, mentally, emotionally, and socially throughout life. (size/height, learning/school, feelings, more friends, etc.)

Substance Education

• Describe the effects of tobacco, alcohol, and other substances on the body (RA.3.C.2)
• Can identify 2 types of substances outside of tobacco and alcohol. 
• Can describe at least 1 affect each of these 4 substances (alcohol, tobacco and 2 other substances) have on how their body works. 

Safety Education

• List common emergencies and steps to take in each situation (RA.2.A.2b)
• Can list at least 3 common emergencies.
• Can list at least 3 steps to take in common emergencies (stay calm, tell an adult, call 911, follow instructions).

Injury Prevention

• Recognize what to do for minor injuries under adult supervision (RA.2.B.2)
• Can differentiate between injuries that need adult supervision and those that need 911.
• Can prioritize injuries they can/cannot help with.
• Can list 4 or more steps to take care of minor injuries (stay calm, ask adult for help, clean area, remove splinter/stinger, apply pressure, bandage).

Physical Education

Locomotor Skills

• Performs locomotor skills (hopping/jumping, galloping, running, sliding, skipping) with a mature pattern (S1.E1.2; S1.E2.2a)
• Performs jumping and landing actions in a horizontal and vertical planes using a variety of 1 and 2-foot take-offs and landings (S1.E3-4.2)
• Jumps a self-turned rope consecutively forward and backward with mature pattern (S1.E27.2a)
• Jumps a long rope up to 5 times consecutively with student turners (S1.E27.2b)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E7-10.2)
• Performs a teacher and/or student-designed rhythmic activity with correct response to simple rhythms (S1.E5.2)
• Combines locomotor skills in general space to a rhythm (S2.E1.2)

Catching and Throwing

• Throws underhand using mature pattern (S1.E13.2)
• Throws overhand using mature pattern (S1.E14.2)
• Catches a self-tossed or well-thrown, large ball with hands, not trapping or cradling against the body (S1.E16.2)

Striking and Volleying

• Volleys an object upward with consecutive hits (S1.E22.2)
• Strikes a ball repeatedly with a paddle toward a target (S1.E24.2)
• Strikes a ball off a tee or cone with a bat, using correct grip and side orientation/proper body orientation (S1.E25.2)

Dribbling (hands and feet) and Kicking

• Continuously dribbles in self-space with preferred hand, demonstrating a mature pattern (S1.E17.2a)
• Continuously dribbles using the preferred hand while walking in general space (S1.E17.2b)
• Continuously dribbles with the feet in general space with control of ball and body (S1.E18.2)
• Uses a continuous running approach and kicks a moving ball, demonstrating a mature pattern (S1.E21.2)

Healthy Bodies

• Identify the five senses
• Illustrate the functions of the five senses
• Can name/list the 5 senses: sight, touch, smell, taste, hear
• Can connect the accurate body part and the sense for all 5: eyes=sight; hands/skin/feet=touch; nose=smell; mouth/tongue=taste; ears=hear
• Identify a muscle in each region of the body
• Identify a bone in each region of the body
• Can identify the location and function of the major muscles: deltoid, trapezius, bicep/tricep, quadriceps/hamstrings, abdominals
• Can identify the location and function of the major bones: cranium, humerus, ulna/radius, vertebrae, pelvis, femur, tibia/fibula, carpals/tarsals, phalanges
• Predict what happens to your heart rate during physical activity
• Identify the major components and functions of the cardio-respiratory system (FIS.1.E.2a)
• Name the major functions of the cardio-respiratory system (FIS.1.E.2b)
• Identify additional components of the respiratory system (FIS.1.F.2)
• Can identify the location and function of the heart, veins/arteries, lungs, bronchial tubes, nasal passage
• Can explain how the heart and the lungs work together during exercise
• Can predict an increased heart rate with exercise and explain general concepts of “intensity”

Nutrition Concepts

• Recognize we need a variety of foods each day
• Recognize that food fits into different groups and that different amounts are needed from each food group for healthy eating
• Identify healthy food choices in each of the five food groups (ME.2.A.2a)
• Can identify MyPlate food groups: fruits, vegetables, proteins, grains, dairy
• Can explain healthy, daily amounts of each food grouping
• Can define and sort at least 5 healthy/nutrient dense foods and at least 5 unhealthy/calorie empty foods into appropriate categories

• Recognize that food provides the body with fuel
• Recognize that eating healthy and being active will help maintain a healthy body (ME.2.B.2b)
• Select foods that are nutrient-dense to provide the body with long-lasting energy for thinking and physical activity (ME.2.E.2)
• Can explain that food calories equal energy for movement
• Can explain at least 5 of the overall health benefits of exercise

Safety Education and Injury Prevention

• Recognize that safety equipment is necessary to protect the body during participation in sports and recreational activities
• Match safety equipment to the activity or sport
• Explain the use and purpose of safety equipment (RA.2.C.2)
• Can recognize at least 4 common pieces of safety equipment and the sport/activity that utilizes it.
• Can explain the purpose of at least 5 types of safety equipment

Language Arts

Analyzing Main Idea & Theme

•  Identify the details or facts that support the main idea (3.R.3.A.b)
• Summarize a story’s beginning, middle, and end determining its central message, lesson, or moral  (3.R.1.A.c)
• Describe relationships among events, ideas, concepts, and cause and effect in texts (nonfiction)  (3.R.3.C.a)
• Explain the relationship between problems and solutions (nonfiction)  (3.R.3.C.b)

Analyzing Narratives

• Summarize and sequence the events/plot and explain how past events impact future events  (3.R.2.A.a)
• Describe the personality traits of characters from the thoughts, words, and actions  (3.R.2.A.b)
• Describe the interaction of characters, including relationships and how they change  (3.R.2.A.c)
• Explain cause and effect relationships in one part of the text  (3.R.2.A.f)

Analyzing Words and Language

• Decode and identify the meaning of common prefixes (e.g., in- dis bi-) and suffixes (e.g., -full, -ed- less) and know how they change the meaning of root words (3.R.1.B.a)
• Use sentence level context to determine the relevant meaning of unfamiliar words and distinguish among multiple meaning words or compare words with similar meanings  (3.R.1.B.b)

• Distinguish the literal and non-literal meanings of words and phrases in context  (3.R.1.B.d)
• Use conversational, general academic, and domain specific words and phrases  (3.R.1.B.i)

Comparing & Contrasting Texts

• Compare and contrast the most important points and key details presented in texts on the same topic (nonfiction) (3.R.3.C.e)
• Explain relevant connections between text to text (ideas and information in various fiction and nonfiction works, using compare and contrast) (3.R.1.C.a)
• Explain relevant connections between text to world (text ideas regarding experiences in the world) (3.R.1.C.b)

Using Text Features

• Use text (e.g., bold print, captions, keywords, italics) and graphic features (e.g., charts, graphs, maps) to locate information and to make and verify predictions  (3.R.3.A.c)

Using Text Evidence & Inferencing

• Draw conclusions and support with textual evidence (3.R.1.A.b)

Analyzing Point of View

• Distinguish their own point of view from that of the narrator or those of the characters (fiction)  (3.R.2.A.g)
• Distinguish point of view from what the author is trying to persuade the reader to think or do (Informational and opinion texts) (3.R.3.B.c)

Narrative Writing

• Establish a setting and situation/topic and introduce a narrator and/or characters  (3.W.2.C.a)
• Use narrative techniques, such as dialogue and descriptions  (3.W.2.C.b)
• Establish and organize an event sequence to establish a beginning/middle/end (3.W.2.C.c)
• Use transition words and phrases to signal event order (e.g., before, later, after a while)  (3.W.2.C.d)
• Use specific and relevant words that are related to the topic, audience, and purpose including sensory images. (3.W.2.C.e)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts, word choice, sentence structure, transitions, audience and purpose, voice (3.W.1.C.a)
• Edit for language conventions (3.W.1.C.b)
• Produce simple and compound imperative, exclamatory, declarative, and interrogative sentences (3.L.1.A.f)
• Use an apostrophe to form possessives (3.L.1.B.b)
• Capitalize names of places; Capitalize titles of books, stories, songs (3.L.1.B.f,g)

Informative/Explanatory Writing

• Introduce a topic or text being studied (3.W.2.B.a)
• Develop the topic with simple facts, definitions, details, and explanations (3.W.2.B.b)
• Use specific, precise, relevant words that are suited to the topic, audience, and purpose (3.W.2.B.c)
• Use original language, except when quoting from a source (3.W.2.B.d)
• Use transitions to connect ideas within categories of information (e.g., but, therefore, since, one example, for example) (3.W.2.B.e)
• Create a concluding statement or paragraph.  (3.W.2.B.f)
• Generate a main idea to support a multiple-paragraph text using a variety of sentence types, including imperative and exclamatory  (3.W.1.B.a)
• Support the topic sentences within each paragraph with facts and details (from sources when appropriate (3.W.1.B.b)
• Categorize, organize, and sequence the supporting details into a text with a clear beginning, middle, and end (3.W.1.B.c)
• Address an appropriate audience (3.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts, word choice, sentence structure, transitions, audience and purpose, voice (3.W.1.C.a)
• Edit for language conventions (3.W.1.C.b)
• Produce simple and compound imperative, exclamatory, declarative, and interrogative sentences (3.L.1.A.f)
• Use an apostrophe to form possessives (3.L.1.B.b)
• Capitalize names of places; capitalize titles of books, stories, songs (3.L.1.B.f,g)

Opinion Writing

• Introduce the topic or text being studied, using connected sentences  (3.W.2.A.a)
• State an opinion or establish a position and provide reasons for the opinion/position (3.W.2.A.b)
• Use specific and accurate words that are related to the topic, audience, and purpose (3.W.2.A.c)
• Contain Information using student’s original language, except when using direct quotation from a source (3.W.2.A.d)
• Reference the name of the author(s) or name of the source used for details or fact included in the text  (3.W.2.A.e)
• Use transitions to connect opinion and reason (e.g., then, next, because, one example, for example, because, another, even though, such as) (3.W.2.A.f)
• Provide clear evidence of a beginning, middle, and concluding statement or paragraph  (3.W.2.A.g)
• Generate a main idea to support a multiple-paragraph text using a variety of sentence types, including imperative and exclamatory (3.W.1.B.a)
• Support the topic sentences within each paragraph with facts and details (from sources when appropriate  (3.W.1.B.b)
• Categorize, organize, and sequence the supporting details into a text with a clear beginning, middle, and end (3.W.1.B.c)
• Address an appropriate audience (3.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts, word choice, sentence structure, transitions, audience and purpose, voice (3.W.1.C.a)
• Edit for language conventions (3.W.1.C.b)
• Produce simple and compound imperative, exclamatory, declarative, and interrogative sentences (3.L.1.A.f)
• Use an apostrophe to form possessives (3.L.1.B.b)
• Capitalize names of places; Capitalize titles of books, stories, songs (3.L.1.B.f,g)

Sources & Research

• Decide what sources of information might be relevant to answer questions (3.W.3.A.c)       
• Take simple notes in own words and sort evidence into provided categories or organizer (3.W.3.A.f)

Phonics/Encoding/Decoding

• Decode (and encode) multisyllabic words in context and independent of context by applying common spelling patterns (3.RF.3.A.a)
• Read (and write) irregularly spelled high-frequency words (3.RF.3.A.f)

Speaking & Listening

• Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others (3.SL.1.A.b)

Math

Multiplication and Division

• Interpret products and quotients of whole numbers. (3.RA.A.1, 3.RA.A.2)
• Describe in words or drawings a problem that illustrates a multiplication or division situation. (3.RA.A.3)
• Multiply and divide with numbers and results within 100 using strategies (using multiples of 10) such as the relationship between multiplication and division or properties of operations.  Demonstrate  fluency and know all products of two one-digit numbers.  (3.RA.C.7, 3.RA.C.8, 3.NBT.A.4, 3.RA.A.4, 3.RA.A.5, 3.RA.B.6)

Measurement

• Measure or estimate length, time intervals, liquid volume and weight of objects and use the four operations to solve problems with the same units.  (3.GM.B.7, 3.GM.B.4, 3.GM.B.5, 3.GM.B.6, 3.GM.B.8) 

Patterns and Equations

• Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. (3.RA.D.10, 3.NBT.A.1, 3.NBT.A.3)
• Write and solve two-step problems involving variables using any of the four operations. (3.RA.D.9)
• Identify arithmetic patterns and explain the patterns using properties of operations .(3.RA.E.11)

Data

• Create frequency tables, scaled picture graphs, bar graphs and line plots to represent a data set with several categories. (3.DS.A.1, 3.DS.A.3)
• Solve one-and two-step problems or answer questions using information presented in bar and/or picture graphs and line plots.  (3.DS.A.2, 3.DS.A.4)

Geometry

• Sort shapes into categories and subcategories based on their attributes. (3.GM.A.1) 
• Identify the differences between rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. (3.GM.A.2)

Area and Perimeter

• Find rectangular arrangements that can be formed for a given area. (3.GM.C.13, 3.GM.C.9, 3.GM.C.10, 3.GM.C.11, 3.GM.C.12)
• Decompose a rectangle into smaller rectangles to find the area of the original rectangle. (3.GM.C.14)
• Solve problems involving perimeters of polygons (When given all side lengths or given the perimeter and one unknown side length). (3.GM.D.15) 
• Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters (3.GM.D.16) 

Fraction Representations

• Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole.  Describe the denominator is the number of pieces that make the whole, and the numerator represents the number of pieces being considered. (halves, thirds, fourths, sixths, and eighths) (3.NF.A.1,3.NF.A.2a-b, 3.NF.A.3a-c)
• Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.   (3.GM.A.3) 

Fraction Equivalence & Ordering

• Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.  (halves, thirds, fourths, sixths and eighths) (3.NFA.5 3.NF.A.4) 
• Compare two fractions with the same numerator or denominator using the symbols >, =, <  and justify the solution. (halves, thirds, fourths, sixths and eighths) (3.NFA.6)
• Explain why fraction comparisons are only valid when the two fractions refer to the same whole. (3.NFA.7) 

Science

Organism Behavior

• Construct an argument that some animals form groups that help members survive. (3.LS2.1)

Comparing Organisms

• Develop a model to compare and contrast observations on the life cycle of different plants and animals. (3.LS1.B.1)

Organism Traits

• Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. (3.LS3.A.1)

Organism Habitats

• 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.LS3.C.1)
• Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. (3.LS4.2) 
• Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. (3.LS3.D.1)

Force

• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.  (3.PS2.1)

Electricity and Magnets

• Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (3PS2.3)

Motion

• Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. (3.PS2.2)

Climate and Weather

• Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (3.ESS2.D.1)
• Obtain and combine information to describe climates in different regions of the world. (3.ESS2.D.2)

Natural Hazards

• Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods). (3.ESS3.1)

Social Studies

Government

• Explain how laws are made and changed in Missouri  (3.PC.1.B.a) 
•  Explain the functions of each branch of Missouri’s government (3.GS.2.D.a)
•  Explain how the State of Missouri relies on responsible participation of citizens in our government (3.PC.1.D.a)
• Examine how individual rights are protected within our state. (3.PC.1.C.a)

Geography Skills

• Describe and identify the absolute location of cities & landmarks of Missouri using a map grid system (3.EG.5.B.b)
• Compare the physical features, natural resources, location, climate and land use of the five regions of Missouri (3.EG.5.F.b & 3.EG.5.C.a)
• Identify, describe and compare the distinguishing human characteristics of Missouri (3.EG.5.C.b)

Early Missouri Settlements

• Describe the migration of Native Americans to Missouri prior to European settlement. (3.H.3.A.a)
• Describe the discovery, exploration and early settlement of Missouri by European immigrants. (3.H.3.A.b)
• Describe the reasons African peoples were enslaved and brought to Missouri. (3.H.3.A.c)

Westward Expansion & Statehood

• Describe the importance of the Louisiana Purchase and the expedition of Lewis and Clark. (3.H.3.F.a)
• Describe the significance of events that led to Missouri statehood. (3.H.3.F.c)
• Evaluate the impact of westward expansion on the Native Americans in Missouri. (3.H.3.F.b)
• Explain how geography affected important events in Missouri history. (3.EG.5.G.a)

Missouri in the Civil War

• Explain the causes and consequences of the Dred Scott decision on the nation (3.H.3.E.a)
• Explain Missouri’s role in the Civil War, including the concept of a border state (3.H.3.G.a)
• Describe the consequences of the Civil War in Missouri on education, transportation, and communication (3.H.3.G.b)
• Examine changing cultural interactions and conflicts among Missourians after the Civil War (3.H.3.B.b)

Missouri’s Cultures & Famous People

• Describe how Missourians preserve their cultural heritage (3.RI.6.D.a)
• Identify & describe the historical significance of the individuals from Missouri who made contributions to our state & nation(3.H.3.C.a)
• Describe the character traits and civic attitudes of influential Missourians (3.PC.1.E.a)
• Examine the changing roles of Native Americans, immigrants, African Americans, women and others in Missouri history. (3.RI.6.E.a)

Economics

• Conduct a personal cost-benefit analysis (3.E.4.B.a)
• Describe the major services provided by local, state, and national governments & the role taxes play in paying for those services 
• Explain factors, past and present, that influence changes in Missouri’s economy (3.E.4.D.a)

Health

Healthy Bodies

• Describe how personal health is enhanced by behaviors (ME.1.A.3)
• Can describe 3 behavior changes that result in better overall health with time (washing hands, covering mouth when coughing/sneezing, going to the dr, getting enough sleep, physical activity, healthy/nutrient dense foods, staying positive/mental health, personal decompression methods, etc.).
• Identify the major components and functions of the nervous system (FIS.1.G.3)  (brain, spinal cord, nerves) (FIS.1.G.3)
• Identify the major components and functions of the digestive system (FIS.1.H.3) (mouth, esophagus, stomach, small and large intestine) (FIS.1.H.3)
• Sequence the stages of the human lifecycle (ME.1.C.3)
• Can identify and timeline at least these 6 stages of the human lifecycle: baby, infant, child, adolescent, adult, elderly
• Can explain basic changes and needs during each stage of the life cycle (relate to the list of behavior changes above).

Disease Prevention

• Summarize how preventative health care enhances one’s health. (ME.1.B.3)
• Can identify and explain 4 preventative ways to enhance one’s health (immunizations, exercise, washing hands, brush teeth, health checkups, dental checkups, vision checkups, etc.)
• Can explanation least 2 communicable and 2 noncommunicable diseases that might affect the body and how prevention might be different (diabetes prevention vs flu prevention)
• Can explain the difference between a bacteria, virus, and fungi (how are they treated and spread–contact/touch, blood, other bodily fluids, saliva, air, etc.)

Nutrition Concepts

• Explain the importance of nutrition facts on food labels in making healthy selections. (ME.2.C.3)
• Can use a food label to identify calories, serving sizes, and major nutrients (fats, carbohydrate-and kinds, protein, vitamins/minerals) in foods.
• Given a choice between 2 foods, select the most nutrient dense food using the food label/nutrition facts label. 

Substance Education

• Describe how tobacco, alcohol and other drugs affect the way a person thinks, feels and acts (RA.3.C.3a)
• Can describe 3 ways tobacco affects the way a person thinks, feels, and acts.
• Can describe 3 ways alcohol affects the way a person thinks, feels, and acts.
• Can identify at least 3 substances that would be considered “other drugs” (prescription, OTC, marijuana, herbal/homeopathic, combination/synthetic/created, etc.) by name(s) and precautions
• Can describe 3 ways other drugs affect the way a person thinks, feels, and acts.

Safety Education

• Create a plan that recognizes an emergency or non-emergency situation and how to respond (RA.2.B.3)
• Can describe 3 situations that could be considered an emergency or non-emergency.  (heart attack=emergency; scrape=non-emergency; car accident=emergency; cold/flu=non=emergency; chemical spill=emergency)
• Can identify at least 2 appropriate responses in an emergency (call 911, get help/find a trusted adult, apply pressure, clear the scene and be safe, etc.)
• Can identify at least 2 appropriate responses in a non-emergency (wash area, talk to the person, slow down, ask to go/take to the school nurse, call a trusted adult, etc.)

Physical Education

Locomotor Skills

• Performs a sequence of locomotor skills, transitioning from one skill to another, smoothly and without hesitation  (S1.E6.4)
• Jumps and lands in the horizontal and vertical planes using a mature pattern (S1.E3.3)
• Performs intermediate jump-rope skills for both long and short ropes (S1.E27.3)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E8, E10, E12.3)
• Performs a teacher-selected and developmentally appropriate dance steps and movement patterns (S1.E5.3)

Catching and Throwing

• Throws underhand to a partner or target with accuracy (S1.E13.3)
• Throws overhand using mature pattern in non-dynamic environment (closed skills), for distance and/or force (S1.E14.3)
• Catches a gently tossed, hand-sized ball from a partner, using a mature pattern (S1.E16.3)

Striking and Volleying

• Volleys an object with an underhand or sidearm striking pattern (S1.E22.3)
• Strikes an object with a short-handled implement toward a target (S1.E24.3)
• Strikes a ball with a long-handled implement sending it forward (S1.E25.3)

Dribbling (hands and feet) and Kicking

• Continuously dribbles with hands and feet, and travels in general space at slow to moderate jogging speed, with control of ball and body. (S1.E17-18.3)
• Uses a continuous running approach and intentionally performs a kick along the ground and in the air, using a mature pattern for each. (S1.E21.3a) 

Healthy Bodies

• Classify the five sense organs and their parts and explain how the five senses are used in personal and social environment (FIS.1.A.3a)
• Name the major parts, functions and disorders of the sensory organs (FIS.1.A.3b)
  • Can name/list the 5 senses: sight, touch, smell, taste, hear
  • Can connect the accurate body part and the sense for all 5: eyes=sight; hands/skin/feet=touch; nose=smell; mouth/tongue=taste; ears=hear
  • Can explain 1 example of how each of the 5 senses are used in home, school and community
  • Can list at least 2 disorders/conditions of any of the 5 sense organs
• Identify the major components of the integumentary system (FIS.1.D.3)
  • Can identify the 3 major layers of the skin: epidermis, dermis, hypodermis.
  • Can list at least 2 things you can do to protect your skin and keep/make it healthy
• Identify the cause and effect of lifestyle choices on the cardio-respiratory system (FIS.1.E.3a)
• Identify the cause and effect of an active vs inactive lifestyle on the cardio-respiratory system (FIS.1.E.3b)
• Identify common problems, symptoms, and treatment of breathing disorders  (FIS.1.F.3a)
• Identify the cause and effect of lifestyle choices on the respiratory system (FIS.1.F.3b) 
  • Can identify the location and function of the heart, veins/arteries, lungs, bronchial tubes, nasal passage
  • Can explain how the heart and the lungs work together during exercise
  • Can list at least 2 disorders/conditions of the cardiorespiratory systems
  • Can list at least 1 cause and effect relationship regarding no activity and the health of the cardiorespiratory systems 

Language Arts

Analyzing Main Idea & Theme

• Summarize and sequence the events/plot, explain how past events impact future events, and identify the theme (4.R.2.A.a)

Analyzing Narratives

• Summarize and sequence the events/plot, explain how past events impact future events, and identify the theme (4.R.2.A.a)
• Describe the interaction of characters, including relationships and how they change (4.R.2.A.c) 

Analyzing Words & Language

• Determine the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes (e.g., discuss the meaning of the common Greek root, graph, to help students understand the meaning of the words telegraph, photograph, autograph) (4.R.1.B.a)
• Use the context of the sentence (e.g., sentence example or definition) to determine the meaning of unfamiliar words or multiple-meaning words (4.R.1.B.b)
• Identify the meaning of common idioms and figurative language  (4.R.1.B.d)
• Use conversational, general academic, and domain-specific words and phrases (4.R.1.B.f)

Comparing & Contrasting Texts

• Explain explicit and implicit relationships among ideas in texts (4.R.3.C.b)
• Explain relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast) (4.R.1.C.a) 
• Explain relevant connections between: text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame) (4.R.1.C.b)

Using Text Features

• Use multiple text features (e.g.,guide words topic and concluding sentences) to locate information and gain an overview of the contents of text (4.R.3.A.a)
• Interpret and explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations) (4.R.3.A.c) 

Using Text Evidence & Inferencing

• Draw conclusions and infer by REFERENCING textual evidence of what the text says explicitly as well as inferences drawn from the text (4.R.1.A.a) 
• Draw conclusions by PROVIDING textual evidence of what the text says explicitly  (4.R.1.A.b )

Analyzing Point of View

• Compare and contrast the point of view from which stories are narrated; explain whether the narrator or speaker of a story is first or third person (fiction texts including poetry and drama)  (4.R.2.A.e)
• Explain how an author uses language (e.g.,figurative language, questions, sensory details) to present    information to influence what the reader thinks or does  (informational texts) (4.R.3.B.c)

Analyzing Claims, Evidence, & 

Reasoning

• Analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to  explain the author’s purpose; and support the analysis (4.R.3.B.b )

Narrative Writing

• Establish a setting, situation/topic and introduce a narrator and/or characters (4.W.2.C.a)
• Use narrative techniques, such as dialogue, motivation (e.g. thoughts and feelings), and descriptions (4.W.2.C.b)
• Organize an event sequence that unfolds naturally to establish a beginning/middle/end  (4.W.2.C.c)
• Use a variety of transitions to manage the sequence of events (e.g., after, a moment later, shortly after…) (4.W.2.C.d)
• Use specific, relevant, and accurate words that are suited to the topic, audience, and purpose (e.g. figurative language, sensory details, domain-specific words) (4.W.2.C.e)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, voice (4.W.1.C.a)  
• Edit for language conventions (4.W.1.C.b)
• Produce and expand the complete simple and compound four types of sentences (4.L.1.A.h)
• Insert a comma before a coordinating conjunction in a compound sentence  (4.L.1.B.c)
• Use correct capitalization (4.L.1.B.e)

Informative/Explanatory Writing

• Introduce a topic using a topic sentence in an introductory paragraph (4.W.2.B.a)
• Develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations (e.g., speakers, books, newspapers, digital media sources) (4.W.2.B.b)
• Use specific, relevant, and accurate words that are suited to the topic, audience, and purpose. (4.W.2.B.c)
• Contain information using student’s original language, except when using direct quotations from a source. (4.W.2.B.d)
• Use transitions to connect categories of information (e.g., in addition, in summary, in other words, in conclusion) (4.W.2.B.e
• Use text structures (e.g., headings, bold type) when useful  (4.W.2.B.f)
• Create a concluding paragraph related to the information (4.W.2.B.g)
• Generate a main idea to support a multiple-paragraph text, using a variety of sentence types, including compound  (4.W.1.B.a)
• Establish and support a main idea with an overall topic sentence at, or near, the beginning of the first paragraph (4.W.1.B.b)
• Categorize, organize, and sequence facts, details, and/or events into a text (from sources when appropriate) into clear  introductory, supporting, and concluding paragraphs (4.W.1.B.c)
• Address an appropriate audience (4.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience  and purpose, voice (4.W.1.C.a)
• Edit for language conventions (4.W.1.C.b)
• Produce and expand the complete simple and compound four types of sentences  (4.L.1.A.h)
• Insert a comma before a coordinating conjunction in a compound sentence (4.L.1.B.c)
• Use correct capitalization (4.L.1.B.e)

Opinion Writing

• Introduce the topic or text being studied, using an introductory paragraph (e.g, use questions, statements, or stories that could be used to engage a reader in your topic) (4.W.2.A.a)
• State an opinion or establish a position and provide reasons for the opinion/position, supported by facts and details (4.W.2.A.b)
• Use specific, precise, and accurate words that are related to the topic, audience, and purpose (4.W.2.A.c)
• Contain information using student’s original language, except when using direct quotation from a source (4.W.2.A.d)
• Reference the name of the author(s) or name of the source used for details or facts included in the text (4.W.2.A.e)
• Use transitions to connect opinion and reason (e.g., then, next, because, one example, for example, because, another, even though, such as, in particular) (4.W.2.A.f) 
• Organize the supporting details/reasons into introductory, supporting, and concluding paragraphs (4.W.2.A.g)
• Generate a main idea to support a multiple-paragraph text, using a variety of sentence types, including compound (4.W.1.B.a)
• Establish and support a main idea with an overall topic sentence at, or near, the beginning of the first paragraph (4.W.1.B.b)
• Categorize, organize, and sequence facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs (4.W.1.B.c)
• Address an appropriate audience (4.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, voice (4.W.1.C.a)  
• Edit for language conventions (4.W.1.C.b)
• Produce and expand the complete simple and compound four types of sentences (4.L.1.A.h)
•  Insert a comma before a coordinating conjunction in a compound sentence (4.L.1.B.c)
• Use correct capitalization (4.L.1.B.e)

Sources & Research

• Identify and analyze a variety of relevant sources, literary and informational (e.g. digital print, visual sources, interviews) (4.W.3.A.c)
• Differentiate between paraphrasing and plagiarism when using ideas of others (4.W.3.A.g)

Phonics/Encoding/Decoding

• Decode (and encode) words using knowledge of all letter-sound correspondences, syllabication patterns,  and morphology to read unfamiliar multi-syllabic words in context  (4.RF.3.A.a)
• Reads (and write) root words, prefixes, and suffixes and words from specific content curricula (4.RF.3.A.b)

Speaking & Listening

• Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion, and link to the remarks of others (4.SL.1.A.b)

Math

Geometry

• Classify two-dimensional shapes by their sides and/or angles including parallel and perpendicular lines. Focus on triangles and quadrilaterals. (4.GM.A.2, 4.GM.A.1, 4.GM.A.3)
• Identify and estimate angles and their measure. Angles 0-180 degrees (4.GM.B.4, 4.GM.B.5)

Measurement

• Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. (Units limited to inches, feet, yards, kilometers, meters, centimeters, kilograms, grams, pounds, ounces, liters, milliliters, pints, quarts, gallons, hours, minutes and seconds.) (4.GM.C.7, 4.GM.C.6a)
• Apply the area and perimeter formulas for rectangles to solve problems. (Whole numbers only) (4.GM.C.8)

Patterns and Equations

• Generate a number pattern that follows a given rule and use words or mathematical symbols to express a rule for a given pattern.  (4.RA.C.6,  4.RA.C.7)

Fraction Equivalence and Ordering

• Recognize, generate, illustrate and explain equivalent fractions. (4.NF.A.1, 4.NF.A.2)
• Compare two fractions and justify the solution.  (4.NF.A.3)

Decimal Fractions

• Understand that fractions and decimals are equivalent representations of the same quantity. (4.NF.C.10, 4.NF.C.9, 4.NF.C.11)
• Compare two decimals to the hundredths place using the symbols >, = or <, and justify the solutions (4.NF.C.12, 4.NBT.A.3, 4.NBT.A.4)

Multiplication/Division

• Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution.  (4.NBT.A.6, 4.RA.A.1, 4.RA.B.4, 4.RA.B.5)
• Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution. (4.RA.A.3, 4.NBT.A.7, 4.RA.A.1)
• Solve multi-step whole number problems involving the four operations and variables and use estimation to interpret the reasonableness of the answer. (4.RA.A.2)

Fraction Addition and Subtraction (3)

• Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. (4.NF.B.6, 4.NF.B.4, 4.NF.B.5)

Fraction Multiplication

• Solve problems involving multiplication of a fraction by a whole number. (Fractions less than one) (4.NF.B.8, 4.NF.B.7)

Data

• Create and analyze the data in a frequency table, line plot (dot plot), bar graph, or picture graph. (4.DS.A.3, 4.DS.A.1, 4.DS.A.2)

Science

Animal and Plant Adaptation

• Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (4.LS1.A.1)
• Use a model 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.LS1.2)

Energy

• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (4.PS3.4)
• Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4.PS3.2)

Natural Resources

• Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (4.ESS3.1)

Waves

• Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (4.PS4.1)

Information Transfer

• Generate and compare multiple solutions that use patterns to transfer information. (4.PS4.3)

Earth’s Changes

• Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (4-ESS2.1)

Earth’s History

• Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (4.ESS1.C.1)

Geographic Features

• Analyze and interpret data from maps to describe patterns of Earth’s features. (4.ESS2.B.1)

Natural Hazards

• Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (4.ESS3.A.1)

Social Studies

History: Three Worlds Meet

• Describe the migrations of Native Americans prior to 1800 (4.H.3.A.a)
• Describe the ‘discovery’, exploration, and early settlement of America by Europeans prior to 1800 (4.H.3.A.b)
• Describe the reasons African peoples were enslaved and brought to the Americas prior to 1800 (4.H.3.A.c)
• Explain the causes, effects, and outcomes of interactions and conflicts among Native Americans, Immigrants from Europe, & enslaved and free Africans and African Americans prior to 1800 (4.H.3.B.a)

Cultural Interactions

• Compare cultural characteristics across time in the US, prior to 1800 (4.RI.6.A.a)
• Analyze the preservation of cultural life, celebrations, traditions, and commemorations over time (4.RI.6.D.a)
• Recognize and explain the significance of national symbols associated with historical events & time periods (4.PC.1.F.a)             

History:  Taxes, Tyranny & War

• Explain how the British government used taxes to provide goods and services for the colonists and the problems that arose from “taxation without representation”. (4.E.4.C.a)
• Explain how authoritative decisions are made, enforced, and interpreted by governments & their citizens. (4.GS.2.C.a)
• Examine ways by which citizens effectively voiced opinions, monitored government & brought about change. (4.PC.1.D.a)
• Analyze the text of the Declaration of Independence to determine its purpose & identify the important principles of inalienable rights, government by the consent of the governed and redress of grievances. (4.PC.1.A.a)
• Explain the causes of the American Revolution. (4.H.3.D.a)
• Explain the factors that contributed to the colonists’ success. (4.H.3.D.b)

Government: Building America 

• Explain how the purpose and roles of government were debated in early America by examining the Articles of Confederation and its weaknesses which led to the creation of the Constitution. ( 4.GS.2.A.a)
• Explain the major purpose of the Constitution & Bill of Rights. (4.PC.1.B.a)
• With assistance, research and analyze the text of the U.S. Constitution to determine important principles. (4.PC.1.B.b)
• Explain how the creation of the Constitution and the Bill of Rights affected the everyday people. (4.H.3.E.b)

Geography Skills

• Identify different regions in the U.S. and analyze how their characteristics affect people who live there  (4.EG.5.F.a) 
• Use geography to interpret the past and predict future consequences  (4.EG.5.G.a)
• Identify and compare diverse human geographic characteristics of the nation (4.EG.5.C.b)
• Analyze how people are affected by, depend on, adapt to and change their physical environments (4.EG.5.D.a)

Economics and Exchange

• Compare and contrast saving and financial investment (4.E.4.A.a)
• Explain the relationship between profit and loss in economic decisions ( 4.E.4.A.b)  
• Distinguish among natural, capital, and human resources (4.E.4.A.c)
• Conduct a public cost-benefit analysis (4.E.4.B.a)

History: Westward Expansion

• Investigate the causes and consequences of westward expansion prior to 1800 (4.H.3.F.a)
• Analyze how changes in communication and transportation technologies affect people’s lives (4.EG.5.E.a)
• Examine roles of Native Americans, Immigrants, African Americans, women, and others from early migrations to c. 1800 (4.RI.6.E.a)

Health

Nutrition Concepts

• Identify the sources and basic functions of the six essential nutrients including fiber, and locate five essential nutrients on food labels and recognize that the information helps one make health food choices (ME.2.A.4a)
• Can independently match at least 2 foods for each of the 6 essential nutrients + fiber.
• Can independently locate the following components of a food label:  serving size, serving size/package, calories, total carbohydrate, dietary fiber, total sugars, protein grams, total fat, saturated fat, trans fat, cholesterol, sodium, notable vitamins/minerals, ingredient list
• Can select nutrient dense food over an empty calorie food (when given 2 different foods) by using nutrition facts/food labeling information, in at least 3 trials

Safety Education

• Identify actual or potential risk factors and reduction methods within the environment that can affect one’s health. (RA.4.B.4)
• Can identify at least 4 risk factors in the school, home and community (4 for each location)
• Can explain 1 reduction/correction method or strategy for each location  
• Can describe at least 2 local (Columiba) agencies that assist with reduction methods

Healthy Bodies

• Identify and describe the basic structure and function of the male and female reproductive systems  (FIS.1.K.4)
  • Students can accurately identify all structures and functions of the reproductive systems of the human body.
• Research and analyze the physical, emotional, social, and intellectual changes occurring during puberty.   (FIS.1.K.5)
  • Students can accurately describe at least 2 physical and 2 social-emotional changes occuring during puberty.
• Identify and describe the basic structure and functions of the endocrine system including growth, reproduction, fight or flight responses, energy metabolism. (FIS.1.J.4)
  • Students can accurately explain how the endocrine system works with the reproductive systems (hormones activating organs/glands, effect of hormones on other body functions) by providing 2 examples.

Disease Prevention

• Explain how healthy behaviors enhance the body’s basic lines of defense (RA.1.B.4)
  • Can explain 5 healthy behaviors and how they keep the body healthy (healthy food, sleep, exercise, drinking water, understanding your body, washing hands, brushing teeth, bathing, vaccines).

Substance Education

• Analyze the effects of choosing healthy alternatives rather than using or abusing substances (RA.3.C.4b)
  • Can list at least 5 substances and how they affect the total person (physically, mental/emotionally, socially, financially, as a community member, etc.)
  • Can use provided scenarios to select and describe at least 5 healthy alternatives to substance use/abuse
  • Can identify 2 support individuals and/or local agencies that can assist with substance education topics

Physical Education

Locomotor Skills

• Uses various locomotor skills in a variety of small-sided practice tasks (S1.E1.4)
• Creates a jump rope routine with either a short or long rope (S1.E27.4)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E7, E8, E10, E12.4)
• Combines locomotor movement patterns and dance steps to create and perform an original dance (S1.E5.4)

Catching and Throwing

• Throws underhand using mature patterns in non-dynamic environments with different sizes and types of objects (S1.E13.4)
• Throws overhand to a partner/target using a mature pattern in non-dynamic environment (closed skills) at a reasonable distance (S1.E14.4a/b)
• Throws to a moving partner with reasonable accuracy in a non-dynamic environment/closed skills (S1.E15.4)
• Catches a thrown object above the head, at chest of waist level, and below the waist using a mature pattern in a non-dynamic environment (closed skills)  (S1.E16.4)

Striking and Volleyball

• Volleys an object with a mature, 2-hand overhead pattern (S1.E23.4)
• Strikes an object with a short-handled implement using a mature pattern, alternating hits with a partner over a low net/wall  (S1.E24.4a/b)
• Strikes an object with a long-handled implement using a mature pattern (S1.E25.4)

Dribbling (hands and feet) and Kicking 

• Continuously dribbles in self-space with both the preferred and the non-preferred hands using a mature pattern (S1.E174a)
• Continuously dribbles with hands and feet in general space with control of ball and body while increasing and decreasing speed (S1.E17-18.4b)
• Kicks a ground ball, a lofted ball, and punts using mature patterns (S1.E21.4)

Healthy Bodies

• Identify the major components and functions of the integumentary system (FIS.1.D.4)
  • Can identify the 3 major layers of the skin: epidermis, dermis, hypodermis
  • Can list at least 2 things you can do to protect your skin and keep/make it healthy.
• Show the effects of lifestyle choices on the cardio-respiratory system and relate how the cardio-respiratory system affects quality of life (FIS.1.E.4)
•  Describe the function of the respiratory system (FIS.1.F.4)
  • Can identify the location and function of the heart, veins/arteries, lungs, bronchial tubes, nasal passage
  • Can explain how the heart and the lungs work together during exercise
  • Can list at least 1 cause and effect relationship regarding no activity and the health of the cardiorespiratory systems (inactivity=weight gain, strain on heart and blood vessels; smoking=lung damage, asthma)
• Describe the processes of the digestive system and how they are affected by lifestyle choices (FIS.1.H.4)
  • Can identify the location and function of the major organs of the digestive system: mouth, esophagus, stomach, small and large intestine
  • Can list at least 1 cause and effect relationship regarding poor lifestyle choices and the health of the digestive systems (poor nutritional choices=poor blood flow, low protein for muscle growth; sleep=affects digestion; stress=acid in stomach lining)
• Describe how to keep the immune system healthy and explain the principles of vaccination and immunization (FIS.1.L.4)
  • Can identify the location and function of the major organs of the immune system: WBCs, RBCs, Lymph, bone marrow, spleen, tonsils, skin
  • Can explain at least 2 ways to keep the immune system healthy:  vaccination, immunization, sleep, proper clothing, nutrient dense foods, stop spread of germs
  • Can at least 1 way that pathogens/germs are spread:  air, saliva, blood, other bodily fluids (HIV), touch

Nutrition Concepts

• Describe the relationship between food intake and energy (ME.2.A.4b)
  • Can explain that food calories equal energy for movement
  • Can provide at least 2 examples of nutrient dense/healthy food for energy
  • Can provide at least 2 examples of calorie empty food and explain the lack of energy the food provided

Safety Education and Injury Prevention

• Predict the outcome when safety equipment is used/not used in physical activity (RA.2.C.4)
  • Can explain the purpose of at least 5 types of safety equipment 

Language Arts

Analyzing Narratives

• Compare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts  (5.R.2.A.a)                       
• Explain the theme or moral lesson, conflict and resolution in a story or novel (5.R.2.A.b)

Analyzing Words & Language

• Determine the meaning of academic English words derived from Latin, Greek or other linguistic root words and their prefixes and suffixes through context (e.g., use, unused, useful) (5.R.1.B.a)
• Use context to determine meaning of unfamiliar or multiple-meaning words (5.R.1.B.b)
• Explain the meaning of common idioms, adages, similes, (e.g., as pretty as a picture) metaphors, hyperboles and other sayings in text (5.R.1.B.d)
• Use conversational, general academic, and domain-specific words and phrases (5.R.1.B.g)

Comparing & Contrasting Texts

• Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably (5.R.3.C.e) 

Using Text Features

•  Use multiple text features and graphics to locate information and gain an overview of the contents of text information  (5.R.3.A.a) 
• Analyze how the pattern of organization of a text influences the relationships (5.R.3.C.c) 

Using Text Evidence & Inferencing

• Draw conclusions and infer by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (5.R.1.A.a)
• Draw conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text (5.R.1.A.b)

Analyzing Point of View

• Describe how a narrator’s or speaker’s point of view  influences events (narrative) (5.R.2.A.c)
• Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent (informational) (5.R.3.B.b)

Analyzing Claims, Evidence, & Reasoning

• Evaluate if the author’s purpose was achieved, identify reasons for the decision, and provide evidence to  support the claim (5.R.3.B.a)
• Use reasoning to determine the logic of an author’s conclusion and provide evidence to support reasoning  (5.R.3.B.g)
• Identify the author’s viewpoint or position, supporting premises and evidence, and conclusion of a persuasive argument (5.R.3.B.d)

Narrative Writing

• Establish a setting and situation/topic and introduce a narrator and/or characters (5.W.2.C.a)
• Use narrative techniques, such as dialogue, motivation, and descriptions (5.W.2.C.b)
• Organize an event sequence that includes a beginning, middle, and end  (5.W.2.C.c)
• Use a variety of transitions to manage the sequence of events (5.W.2.C.d)
• Use specific, relevant, and accurate words that are suited to the topic, audience, and purpose (5.W.2.C.e)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, organizational structure, details/facts  (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience  and purpose, voice (5.W.1.C.a)
• Edit for language conventions (5.W.1.C.b)
• Explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection (5.L.1.A.a)
• Produce a variety of complex sentences in writing (5.L.1.A.e)
• Use a comma to separate an introductory clause in a complex sentence (5.L.1.B.c)
• Use apostrophes in singular nouns to show possession; Write apostrophes in regular plural nouns to show possession (5.L.1.B.h, i)

Informative/Explanatory Writing

• Introduce a topic using a topic sentence in an introductory paragraph  (5.W.2.B.a)
• Develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and  quotations (e.g., speakers, books, newspapers, digital media sources) (5.W.2.B.b)
• Use an organizational format that suits the topic (5.W.2.B.c)
• Use specific, relevant, and accurate words that are suited to the topic, audience, and purpose (5.W.2.B.d)
• Contain information using student’s original language except when using direct quotations from a source (5.W.2.B.e)
• Use transition words to connect ideas within and across categories of information (5.W.2.B.f)
• Use text structures when useful  (5.W.2.B.g)
• Create a concluding paragraph related to the information (5.W.2.B.h)
• Choose an appropriate organizational structure and build on one main idea to create a multiple-paragraph text appropriate to the genre (5.W.1.B.a)
• Establish and support a main idea with an overall topic sentence at, or near; the beginning of the first paragraph  (5.W.1.B.b)
• Categorize, organize, and sequence facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure (5.W.1.B.c)
• Address an appropriate audience (5.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, organizational structure, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, voice  ( 5.W.1.C.a)
• Edit for language conventions (5.W.1.C.b)
• Explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection (5.L.1.A.a)
• Produce a variety of complex sentences in writing  (5.L.1.A.e)
• Use a comma to separate an introductory clause in a complex sentence (5.L.1.B.c)
• Use apostrophes in singular nouns to show possession; Write apostrophes in regular plural nouns to show possession (5.L.1.B.h, i)

Opinion Writing

• Introduce a topic or text being studied, using an introductory paragraph that clearly supports the writer's purpose (5.W.2.A.a)                                 
• State an opinion or establish a position and provide relevant reasons for the opinion/position supported by multiple facts and details (5.W.2.A.b)
• Use specific and accurate words that are related to the topic, audience, and purpose  (5.W.2.A.c)
• Contain information using student’s original language except when using direct quotation from a source  (5.W.2.A.d)
• Reference the name of the author(s) or name of the source used for details or facts included in the text (5.W.2.A.e)
• Use transitions to connect opinion and reason (5.W.2.A.f)
• Organize the supporting details/reasons into introductory, supporting, and concluding paragraphs (5.W.2.A.g)
• Choose an appropriate organizational structure and build on one main idea to create a multiple-paragraph text appropriate to the genre (5.W.1.B.a)
• Establish and support a main idea with an overall topic sentence at, or near; the beginning of the first paragraph (5.W.1.B.b)
• Categorize, organize, and sequence facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure (5.W.1.B.c)
• Address an appropriate audience (5.W.1.B.d)
• Develop and strengthen writing by revising:  main idea, sequence (ideas), focus, organizational structure, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience  and purpose, voice (5.W.1.C.a)
• Edit for language conventions (5.W.1.C.b)
• Explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection (5.L.1.A.a)
• Produce a variety of complex sentences in writing (5.L.1.A.e)
• Use a comma to separate an introductory clause in a complex sentence (5.L.1.B.c)
• Use apostrophes in singular nouns to show possession; Write apostrophes in regular plural nouns to show possession (5.L.1.B.h, i)

Sources & Research

• Select relevant resources, literary and informational (5.W.3.A.d)
• Differentiate between paraphrasing and plagiarism when using ideas of others (5.W.3.A.g)

Phonics/Encoding/Decoding

• Reads and writes words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multisyllabic words in context (5.RF.3.A.a) 
• Reads and writes  root words, prefixes, and suffixes and words from specific content curricula (5.RF.3.A.b)

Speaking & Listening

• Pose and respond to specific questions to clarify or following up on information and make comments  that contribute to the discussion to link to the remarks of others (5.SL.1.A.b)
• Listen for speaker’s message and summarize main points based on evidence (5.SL.1.A.d)

Math

Geometry - Volume

• Understand the concept of volume and recognize that volume is measured in cubic units. (5.GM.B.4a)
• Understand that the volume of a right rectangular prism can be found by stacking multiple layers of the base. (5.GM.B.4b, 5.GM.B.5)

Whole Numbers and Decimal Operations

• Evaluate the value of powers of 10 and understand the relationship to the place value system. (5.NBT.A.3, 5.NBT.A.4, 5.NBT.A.5)
• Multiply multi-digit whole numbers and decimals and justify the solution (for example, solve 938 x 24 and 11,000 x 50). (5.NBT.A.7, 5.NBT.A.6)
• Divide multi-digit whole numbers and decimals using up to two-digit divisors and four-digit dividends (for example, solve 2,530 ÷ 25). (5.NBT.A.8, 5.NBT.A.6)

Fraction Addition and Subtraction

• Add and subtract fractions with unlike denominators and justify using estimation, diagram or model or with numbers. (5.NF.B.4, 5.NF.B.6)

Decimal/Fraction Connections

• Understand that parts of a whole can be expressed as fractions and/or decimals, and convert decimals to fractions, fractions to decimals. (5.NF.A.1, 5.NF.A.2, 5.NBT.A.1)
• Compare and order fractions and/or decimals to the thousandths place using the symbols >, =, or <, and justify the solution (5.NF.A.3, 5.NBT.A.2)

Geometry-Coordinate Plane

• Define a first quadrant Cartesian coordinate system. (5.GM.C.6, 5.GM.C.7, 5.RA.A.1b, 5.RA.A.1c)

Fraction Multiplication and Division

• Justify the reasonableness of a product when multiplying with fractions. (5.NF.B.5)
• Extend the concept of multiplication to multiply a fraction or whole number by a fraction. (5.NF.B.7)
• Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. (5.NF.B.8)

Data

•  Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median. (5.DS.A.2, 5.DS.A.1)

Measurement

•  Solve multi-step problems that require measurement conversions. (5.GM.D.9, 5.GM.D.8)

Geometry–Shapes

• Classify figures in a hierarchy based on properties (5.GM.A.2  5.GM.A.1, 5.GM.A.3)

Patterns and Equations

• Investigate the relationship between two numeric patterns and write a rule to describe it. (5.RA.A.1,  5.RA.A.2) 
• Solve and justify multi-step problems involving variables, whole numbers, fractions, and decimals (5.RA.C.5, 5.RA.B.3, 5.RA.B.4)

Science

Ecosystem Interactions

• Support an argument that plants get the materials they need for growth chiefly from air and water. (5.LS1.A.1)
• Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun (5.PS3.D.1)
• Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment (5.LS2.B.1)

Changes in Matter

• Develop a model to describe that matter is made of particles too small to be seen. (5.PS1.A.1)
• Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. (5.PS1.A.2)

Properties of Matter

• Make observations and measurements to identify materials based on their properties. (5.PS1.3)
• Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5.PS1.B.2)

Celestial Objects

• Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth (5.ESS1.1)

Celestial Motion

• Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5.ESS1.B.1 & 5.ESS1.B.2)

Gravity

• Support an argument that the gravitational force exerted by Earth on objects is directed down (5.PS2.B.1

Earth Systems

• Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (5.ESS2.A.1)
• Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth (5.ESS2.C.1)

Social Studies

Geography Skills

• Describe and analyze physical characteristics of the US (geographic features, climate, topography, ecosystems, etc) (5.EG.5.C.a)
• Construct a map that depicts a geographical or political change in the US in the early 1800s. (5.EG.5.A.b)
• Construct a map or timeline that depicts major events or political changes in the US during the Civil War. (5.EG.5.A.b)
• Explain the role geography played in the way migration impacted immigrants. (5.EG.5.G.b)
• Investigate how the Dust Bowl impacted the lives of Americans and led to improvements in farming techniques (5.EG.5.G.a)

Westward Expansion

• Outline the territorial expansion of the US as a result of the Louisiana Purchase. (5.H.3.A.a)
• Investigate the causes and consequences of westward expansion in the early 1800s. (5.H.3.F.a)
• Examine the cultural interactions & conflicts among Native Americans, European Americans, & African Americans (early 1800s) (5.H.3.B.a)

The Civil War

• Analyze ways citizens (abolitionists) effectively voiced their opinions and brought about change. (5.PC.1.D.a)
• Identify the political, economic and social causes and consequences of the Civil War & Reconstruction. (5.H.3.G.a)
• Explain the contributions of significant individuals during the Civil War. (5.H.3.C.a)
• Analyze how authoritative decisions are made, enforced, & interpreted by the government by examining the Emancipation Proclamation. (5.GS.2.C.a)
• Explain how the purpose and roles of government were debated during Reconstruction. (5.GS.2.A.a)

Immigration, Gilded Age, & Reform

• Describe what led to increased migration in the US in the late 1800s/early 1900s and the impact this had on the country (5.H.3.A.b) 
• Describe the cultural impact of migration on immigrants and on the United States. (5.RI.6.A.b)
• Describe the economic impact of migration on migrants, immigrants and on the United States (5.E.4.D.b)
• Explain the causes and consequences of major political developments & reform such as the Progressive Era. ( 5.H.3.E.a)
• Explain how factors like technology influence changes in our nation’s economy as it did during the Progressive Era. (5.E.4.D.a)

The World at War

• Explain the political, economic and social causes and consequences of WWI. (5.H.3.I.a)
• Examine the changing roles of African Americans and women in the early 1900s. (5.RI.6.E.a)
• Explain the political, economic and social causes and consequences of the Great Depression. (5.H.3.H.a)
• Explain the political, economic and social causes and consequences of WWII, during the war. (5.H.3.I.a)
• Explain the political, economic and social consequences of WWII by examining how the war ended. (5.H.3.I.a)

Modern America: 1945 to Today

• Evaluate the creation of the United Nations as a constructive process for resolving conflict. (5.RI.6.B.a)
• Identify the political, economic and social consequences of the Cold War on the United States.  (5.H.3.I.b)
• Analyze peaceful resolution of disputes by the US court system (5.GS.2.B.a)
• Evaluate the Civil Rights Movement as a constructive process for resolving conflict.  (5.RI.6.B.a)
• Evaluate how changes in communication and transportation technologies affect people’s lives (5.EG.5.E.a)

Economics

• Explain how scarcity, supply and demand, opportunity costs, income, labor, wages and other economic concepts affect our economy. (5.E.4.A)
• Demonstrate the ability to work as a member of a business community.

Health

Disease Prevention

• Determine cause and effect relationships between non-communicable diseases and lifestyle behaviors (RA.1.A.5)
• Can list 3 examples of non-communicable diseases that have genetic factors only.
• Can list 3 examples of non-communicable diseases that can be prevented along with prevention methods.
• Can explain 3 relationships between non-communicable disease and lifestyle behaviors (smoking=lung cancer, asthma complications; poor nutrition=diabetes, overweight/obesity; poor nutrition + no activity=heart disease, high blood pressure, stroke) 
• Can explain the 3 main essential behaviors that lead to disease (substances, diet/food intake, physical inactivity

Nutrition Concepts

• Examine food labels to determine nutrients in a product. (ME.2.C.5)
• Can identify all 5 essential nutrients (exclude water)  on a food label
• Can explain acceptable (healthy) amounts of each of the 5 essential nutrients
• Use the MyPyramid.gov/MyPlate.gov website to construct a balanced menu. (ME.2.B.5a)
• Can select a balanced plate of food representing each of the essential nutrients
• Can label/identify each food and essential nutrient represented on the balanced plate

Safety Education

• Discuss problems in daily living that may contribute to self-destructive behaviors and strategies to cope with these behaviors. (RA.2.A.5)
• Can identify at least 2 problems that could contribute to self-destructive behaviors (improper or no use of safety equipment, behavior that is unsafe/risky/dangerous–experimenting with sexual activity, substance use, etc., not following pedestrian/biking/car riding laws)
• Can identify at least 2 strategies to cope with each behavior (proper use of safety equipment, not engaging in risky behaviors, not engaging in improper/illegal substance use, no phone during drive time/biking, walking with no headphones, personal beliefs on substance use and communicating using I statements)
• Describe how basic aid techniques can help to save lives. (RA.2.B.5)
• Can identify at least 2 basic aid techniques for common situations that may occur in unsafe environments (wounds=stop bleeding, keep clean, dressing; unconscious=call 911, CPR, get adult help; ingesting chemical/substance=call poison control, stop from further ingesting, call 911 or adult; burn=rinse with water, keep clean, wrap w/sterile dressing)

Healthy Bodies

• Explain ways in which the human body systems work together (FIS.1.E,G,H,I,J.5)
• Summarize the functions of the nervous system, serving as the body’s control center for the 5 senses
• Explain 1 way in which the digestive and other body systems work together  (processes and takes in nutrients for energy)
• Explain 1 way in which the urinary/excretory works with other body systems (rids body of toxins after using energy/nutrients)
• Explain 1 way in which the endocrine and nervous systems work together (glands located in brain, regulates all other body processes)
• Recognize the rapid changes in adolescent development (ME.1.C.5)
• Can recall all structures and functions of the urinary, endocrine and reproductive systems.
• Can identify the stages in human development/life cycle (infant, child, adolescent, adult, elderly)
• Can identify at least 1 change during each stage of human development (infant-walk/talk; child-language, social skills, school/intellect; adolescent-growth, puberty, social independence; adult-financial independence, family health; elderly-maintenance and preventative care)

Substance Education

• Explain the guidelines and precautions needed when using OTC and prescription drugs (substances) (RA.3.B.5)
• Can explain the difference between OTC and prescription substances and provide at least 2 examples of each.
• Can outline at least 3 precautions/guidelines for using/taking substances (knowing indications/why, interactions, prescribed by physician, dispensed by credible pharmacy/pharmacist, managed by same physician, correct and followed dosing instructions, knowing side effects, never taking someone else’s prescriptions, never take from a stranger, knowing difference between candy and medicine)
• Discuss the issues relative to a tobacco/substance-free environment and demonstrate the strategies for refusing tobacco, alcohol, and other drugs (substances) (RA.3.C.5)
• Can describe what a substance-free (tobacco/alcohol/illegal) environment would look like at home, school, and community
• Can explain at least 2 strategies for refusing the use of inappropriate or illegal substances (personal belief/I statements, cultural beliefs communicated, physical health interactions w/prescribed substances, future planning and long-term effects on body/mind, busy/time, rules and laws, etc.) 

Physical Education

Locomotor Skills

• Applies locomotor and manipulative skill combinations in various movement activities (S1.E6.5)
• Creates a jump rope routine with a partner, using either a short or long rope (S1.E27.5)

Non-Locomotor Skills

• Independently demonstrates stability actions (S1.E7, E8, E10, E12.5)
• Combines locomotor skills in cultural, as well as creative, dances (self and group) with correct rhythm and pattern (S1.E5.5)

Catching and Throwing

• Throws overhand using a mature pattern in non-dynamic environments (closed skills) with different sizes and types of objects to a large target (S1.E13.5a/b)
• Throws with accuracy, with both partners moving  (S1.E15.5a)
• Throws and catches with reasonable accuracy in dynamic, small-side practice tasks (S1.E15.5b; S1.E16.5c)
• Accurately catches an object above the head, at chest of waist level, and along the ground using a mature pattern in a non-dynamic environment (closed skills) with both partners moving (S1.E16.5a/b)

Striking and Volleying

• Volleys an object with a mature, 2-hand overhead pattern sending it upward to a target (S1.E23.5)
• Continuously strikes an object with a short-handled implement using a mature pattern, over a net/wall in a competitive or cooperative game environment (S1.E24.5)
• Strikes a pitched ball with a bat using a mature pattern (S1.E25.5a)
• Combines striking with a long implement with receiving and traveling skills in a small-sided game (S1.E25.5a)

Dribbling (hands and feet) and Kicking

• Combines hand and foot dribbling with other skills during 1v1 practice tasks and small-sided games (S1.E17-18.5; S1.E20.5)
• Demonstrates mature patterns in kicking and punting in small-sided practice tasks (S1.E21.5)

Healthy Bodies

• Identify basic structures and functions of various body systems  (FIS.1.E,G,H,I,J.5)
  • Can identify the types of blood vessels
  • Can identify the chambers of the heart
  • Can identify types of blood cells
  • Can summarize the function of the nervous system (control center for 5 senses and endocrine)
• Explain ways in which the human body systems work together (FIS.1.E,G,H,I,J.5)
  • Can explain 1 way the cardio-respiratory interacts with other systems (pumps oxygenated blood to all areas and all organs and muscles-movement; to brain-MH and body functioning; to lungs-breathe; to skin-protect us/immune)

Nutrition Concepts

• Summarize the relationship between food intake and physical activity (ME.2.E.5)
  • Can explain that food calories equal energy for movement
  • Can explain the calorie expenditure for at least 2 activities (30 min)
  • Explain caloric balance using all 3 equations/scenarios

Safety Education and Injury Prevention

• Formulate ways to protect skin from environmental damage (FIS.1.D.5)
  • Can identify at least 2 environmental factors that can damage the skin (wind, sun, cold, dirt/debris)
  • Can explain at least 1 way to protect skin from each type of environmental damage (wind: moisture layer, windproof coverage; sun: SPF, hats/clothing, limit time/exposure; cold: cover with layers, hydrate skin/apply lotion; dirt/debris: wash after activity or exposure)