Standards
Economics
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 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…
Generate resourceDeveloping a question by completing prompts, "I wonder…?", "Why…?", "How is this like…?".
Generate resourceDifferentiating between broad categories of historical time (e.g., long, long ago; yesterday, today, tomorrow; past, present, and future).
Generate resourceUsing vocabulary which defines location in space (e.g. near, far, above, below).
Generate resourceRecognizing that neighborhood spaces are defined by boundaries – yard, playground, sidewalk, roads.
Generate resourceIdentifying ways in which they adapt to their physical environment (e.g., dressing for seasonal weather, outdoor play opportunities).
Generate resourceIdentifying ways in which they take care of or hurt the environment (e.g., recycling vs. littering, planting trees and flowers).
Generate resourceUnderstanding and appreciating that he or she is alike and different from other people in many different ways (e.g., personal physical characteristics, likes and dislikes).
Generate resourceIdentifying ways culture is expressed in their families (e.g., celebrations, food, and traditions).
Generate resourceDemonstrating positive interaction with group members (e.g., sharing play space).
Generate resourceIdentifying various groups that they belong to (e.g., I'm a part of a family, I'm a part of a class, I'm a part of a school, etc.).
Generate resourceIdentifying authority figures who make, apply, and enforce rules (e.g., at home, in the family, school personnel, police, firefighters, etc.), and how these people help to meet the needs of the people in the community.
Generate resourceExplaining that rules are established for the benefit of individuals and groups.
Generate resourceIdentifying the need for rules in a variety of settings, and demonstrating appropriate behavior in a variety of settings (e.g., classroom, playground, field trip).
Generate resourceIdentifying feelings that might lead to conflict (e.g., what happens when two people want the same thing?).
Generate resourceNaming various social, economic, and governmental institutions in their community (e.g., schools, churches, post office, grocery store, etc.).
Generate resourceIdentifying economic activities that use resources in the local region (e.g., farmers' markets).
Generate resourceParticipating in activities as a buyer or seller (e.g., bake sale, school store, etc.).
Generate resourceSharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?).
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, and people).
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., pictograph, bar graph, chart, building blocks).</li><li>Analyzing evidence (e.g., sorting objects, justifying groupings, role playing).</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 (e.g., sharing ideas or artifacts with classmates) or writing a story or letter by dictating ideas to a teacher.
Generate resourceIdentifying how events and people have shaped their families (e.g., How does life change when one starts school?).
Generate resourceDescribing ways that family life has both changed and stayed the same over time (e.g., chores in the past vs. chores today).
Generate resourceRecognizing objects from long ago and today (e.g., a slate was used long ago and a computer is used today).
Generate resourceDifferentiating among fact, opinion, and interpretation when sharing stories or retelling events, especially those that relate to family and friends.
Generate resourceCollecting information about the past by interviewing a parent or grandparent for family or personal history.
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 resourceUse and share observations of local weather conditions to describe patterns over time.
Generate resourceConstruct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Generate resourceUse a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Generate resourceAsk questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Generate resourceCommunicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Generate resourceUse observations to describe patterns of what plants and animals (including humans) need to survive.
Generate resourcePlan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Generate resourceAnalyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Generate resourceUse tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Generate resource