Standards
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Generate resourceMake observations at different times of year to relate the amount of daylight to the time of year.
Generate resourceUse materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Generate resourceRead texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
Generate resourceMake observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Generate resourcePlan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Generate resourceMake observations to construct an evidence-based account that objects can be seen only when illuminated.
Generate resourcePlan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Generate resourceUse tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
Generate resourceAsk questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Generate resourceDevelop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Generate resourceAnalyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Generate resourceEconomics
Generate resourceCivics, Government and Society
Generate resourcePhysical and Cultural Geography
Generate resourceHistory
Generate resourceConducting Research
Generate resourceResearch Plan
Generate resourceHypothesis/Research Statement
Generate resourceSocial and Historical Questioning
Generate resourceInquiry
Generate resourceAsking questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched as a class (e.g., How is living in Vermont different than living in Florida?).
Generate resourceIdentifying an important event in their lives and/or schools, and discussing changes that resulted (e.g., after the new baby arrived, I had to share a bedroom with my sister).
Generate resourceMeasuring calendar time by days, weeks, and months (e.g., How old are you?).
Generate resourceConstructing a time line of events in the history of their own or another family, or of the school or community.
Generate resourcePlacing events that occurred within the school or community setting in their correct sequence.
Generate resourceUsing appropriate geographic resources (e.g., aerial photos) to answer geographic questions.
Generate resourceIdentifying and using basic elements of the map (e.g., cardinal directions and key).
Generate resourceCreating a map as a representation of a space (e.g., making a map of the playground, drawing a treasure map).
Generate resourceUsing a simple map to find something (e.g., locating the teacher's desk on a map of their classrooms).
Generate resourceIdentifying a map or globe and using terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there, north, south, east, west).
Generate resourceIdentifying the locations of places within the community on a prepared map, and suggesting why particular locations are used for certain human activities (e.g., parks, school, shops, etc.).
Generate resourceIdentifying characteristics of a neighborhood or community using resources such as road signs, landmarks, models, maps, photographs and mental mapping.
Generate resourceRecognizing reasons why friends and family move (e.g., climate, job opportunities, family ties).
Generate resourceIdentifying ways in which people in their community adapt to their physical environment, and discussing how these adaptations have both positive and negative effects.
Generate resourceParticipating in taking care of the environment (e.g., gardening, recycling).
Generate resourceIdentifying ways in which they and people in the community take care of or hurt the environment (e.g., after identifying litter in the local area, discussing why the trash is there and giving suggestions about how the problem can be helped).
Generate resourceDescribing the contributions of various cultural groups to the community.
Generate resourceIdentifying ways culture is expressed in their communities, such as celebrations, legends, and traditions.
Generate resourceParticipating in setting and following the rules of the group, school, community.
Generate resourceDemonstrating positive interaction with group members (e.g., working with a partner to complete a task).
Generate resourceDescribing characteristics of good leadership and fair decision-making and how that affects others (e.g., line leader, team captain).
Generate resourceIdentifying rules or laws that solve a specific problem or apply to a specific situation (e.g., raising hands, crossing at the light, wearing bike helmet).
Generate resourceDescribing feelings and situations that might lead to conflict (e.g., fighting over being first in line).
Generate resourceIdentifying examples of interdependence among individuals and groups (e.g., family, sports team).
Generate resourceGiving examples of ways that she or he is similar to and different from others (e.g., gender, eye color, hair color, skin color, likes and dislikes, etc.).
Generate resourceDefining their own rights and needs – and the rights and needs of others – in the classroom, school, and playground (e.g., "I" statements, learning to be assertive, taking care of yourself).
Generate resourceIdentifying how the groups to which a person belongs (family, friends, team, community) influence how she or he thinks and acts.
Generate resourceIdentifying ways in which local institutions promote the common good (e.g., police enforce rules and laws, fire department, ambulances).
Generate resourceIdentifying jobs people do in the community, and the value these jobs bring to the community (e.g., road crews help keep people safe while driving).
Generate resourceIdentifying economic activities that use resources in the local region (e.g., maple syrup production, logging).
Generate resourceParticipating in activities as a buyer or seller (e.g., bake sale, school store), and discussing where goods come from (e.g., clothing, toys, foods).
Generate resourceDescribing ways in which people exchange money for goods (e.g., buying lunch or snack).
Generate resourceIdentifying some goods and services that are provided by the local government (e.g., schools, parks, police, fire protection).
Generate resourceUsing prior knowledge to share ideas about possible answers to questions (e.g., How do people use teamwork to get jobs done?).
Generate resourceRecognizing the differences between the basic needs and wants (e.g., food, clothing, shelter, and affection vs. toys and sweets).
Generate resourceExplaining what their jobs will be during an inquiry investigation (e.g., drawing pictures after a field trip).
Generate resourceIdentifying resources for finding answers to their questions (e.g., books, videos, people, and the Internet).
Generate resource<ul><li>Following directions to complete an inquiry.</li><li>Asking questions and observing during the investigation process.</li><li>Recording observations with words, numbers, symbols, and/or pictures (e.g., drawing or labeling a diagram, creating a title for a drawing or diagram, recording data provided by the teacher in a table).</li></ul>
Generate resource<ul><li>Organizing and displaying information (e.g., table, chart, graph)</li> <li>Classifying information and justifying groupings based on observations, prior knowledge, or experience.</li></ul>
Generate resource<ul><li>Discussing if their findings answered their research question.</li> <li>Proposing solutions to problems and asking other questions.</li></ul>
Generate resourceSpeaking, using pictures, (including captions) or creating a simple report or "painted essay" containing a focus statement, details, and conclusions.
Generate resourceIdentifying how events and people have shaped their schools or towns (e.g., How does life change when one moves to a different town?).
Generate resourceDescribing ways that school life has both changed and stayed the same over time (e.g., a one-room schoolhouse vs. modern schools).
Generate resourceExploring objects and looking closely at similarities, differences, patterns, and change.
Generate resourceClassifying objects from long ago and today (e.g., sorting pictures or objects into two groups: "long ago" and "today").
Generate resourceDifferentiating among fact, opinion, and interpretation of classroom situations, stories, and other media.
Generate resourceCollecting information about the past (e.g., through interviews, photos and artifacts).
Generate resourceStudents show understanding of human interaction with the environment over time by…
Generate resourceStudents examine how different societies address issues of human interdependence by…
Generate resourceStudents examine how access to various institutions affects justice, reward, and power by…
Generate resourceStudents show an understanding of the interaction/interdependence between humans, the environment, and the economy by…
Generate resourceStudents show understanding of the interconnectedness between government and the economy by…
Generate resourceStudents make economic decisions as a consumer, producer, saver, investor, and citizen by…
Generate resourceStudents develop reasonable explanations that support the research statement by…
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