Pennsylvania Early Childhood Education Standards For First Grade

PROOF EDITION
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Key Learning Area:
Health, Safety and Physical Education . . . . 21
Standard 10.1: Concepts of Health. . . . . . . . . . . . . . . . . . . . . . . 22

Key Learning Area:
Approaches to Learning . . . . . . . . . . . . . . . . 5 Standard 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . 24
Standard 10.3: Safety and Injury Protection . . . . . . . . . . . . . . 25
Standard AL 1 : Initiative and Curiosity . . . . . . . . . . . . . . . . . . . . 6
Standard 10.4: Physical Activity. . . . . . . . . . . . . . . . . . . . . . . . . 27
Standard AL 2: Engagement and Persistence . . . . . . . . . . . . . . . 6
Standard 10.5: Concepts, Principals and
Standard AL 3: Reasoning and Problem Solving . . . . . . . . . . . . 7 Strategies of Movement . . . . . . . . . . . . . . . . . . 29
Standard AL 4: Flexibility, Risk Taking and Responsibility . . . 8
Standard AL 5: Imagination, Creativity and Invention . . . . . . . 8
Key Learning Area:

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . 32
Key Learning Area:
Arts and Humanities . . . . . . . . . . . . . . . . . . . 9 Standard 2.1: Numbers, Number Systems and
Number Relationships . . . . . . . . . . . . . . . . . . . . 33
Standard 9.1: Production, Performance and Exhibition of Standard 2.2: Computation and Estimation . . . . . . . . . . . . . . 34
Dance, Music, Theatre and Visual Arts. . . . . . . 10 Standard 2.3: Measurement and Estimation. . . . . . . . . . . . . . 35
Standard 9.2: Historical and Cultural Contexts . . . . . . . . . . . . 13 Standard 2.4: Mathematical Reasoning and Connections. . . 36
Standard 9.3: Critical Response. . . . . . . . . . . . . . . . . . . . . . . . . 14 Standard 2.5: Mathematical Problem Solving
Standard 9.4: Aesthetic Response. . . . . . . . . . . . . . . . . . . . . . . 15 and Communication. . . . . . . . . . . . . . . . . . . . . . 36
Standard 2.6: Statistics and Data Analysis . . . . . . . . . . . . . . . 37
Standard 2.7: Probability and Predictions . . . . . . . . . . . . . . . 38
Standard 2.8: Algebra and Functions. . . . . . . . . . . . . . . . . . . . 38
Key Learning Area:
Standard 2.9: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Family-School-
Community Partnerships . . . . . . . . . . . . . . . 17 Standard 2.10: Trigonometry . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Standard P1: Parenting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Standard 2.11 Calculus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Standard P2: Communication. . . . . . . . . . . . . . . . . . . . . . . . . . 18
Standard P3: Volunteering . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Standard P4: Learning at Home . . . . . . . . . . . . . . . . . . . . . . . . 19
Standard P5: Decision Making. . . . . . . . . . . . . . . . . . . . . . . . . 20 Key Learning Area:
Standard P6: Collaborating with the Community . . . . . . . . 20 Personal Social . . . . . . . . . . . . . . . . . . . . . . . 41
Standard PS 1: Develop Self Concept. . . . . . . . . . . . . . . . . . . . . 42

Standard PS 2: Develop Self Regulation . . . . . . . . . . . . . . . . . . 42
Standard PS 3: Develop Social Interactions . . . . . . . . . . . . . . . 43
Standard PS 4: Develop Care and Self Reliance . . . . . . . . . . . . 43
Key Learning Area:
Reading, Writing, Speaking Key Learning Area:
and Listening . . . . . . . . . . . . . . . . . . . . . . . . 44 Social Studies . . . . . . . . . . . . . . . . . . . . . . . . 73
Standard 1.1: Learning to Read Independently . . . . . . . . . . . 45 Civics and Government

Standard 1.2: Reading Critically in all Content Areas . . . . . . 48 Standard 5.1: Principles and Documents of Government . . . 74
Standard 1.3: Reading, Analyzing and Interpreting Standard 5.2: Rights and Responsibilities of Citizenship . . . 75
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Standard 5.3: How Government Works. . . . . . . . . . . . . . . . . . 76
Standard 1.4: Types of Writing . . . . . . . . . . . . . . . . . . . . . . . . 50
Standard 1.5: Quality of Writing. . . . . . . . . . . . . . . . . . . . . . . . 51 Economics
Standard 1.6: Speaking and Listening . . . . . . . . . . . . . . . . . . . 53 Standard 6.1: Economic Systems . . . . . . . . . . . . . . . . . . . . . . . 76
Standard 1.7: Characteristics and Functions Standard 6.3: Scarcity of Choice . . . . . . . . . . . . . . . . . . . . . . . . 77
of the English Language . . . . . . . . . . . . . . . . . . 54 Standard 6.4: Economic Interdependence . . . . . . . . . . . . . . . . 77
Standard 1.8: Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Standard 6.5: Work and Earnings. . . . . . . . . . . . . . . . . . . . . . . 78
Geography
Standard 7.1: Basic Geography Literacy . . . . . . . . . . . . . . . . . 78
Standard 7.2: The Physical Characteristics of Places
and Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Key Learning Area:
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Standard 7.3: The Human Characteristics of Places
and Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Science and Technology Standard 7.4: The Interaction Between People and Places . 80
Standard 3.1: Unifying Themes . . . . . . . . . . . . . . . . . . . . . . . . 56
Standard 3.2: Inquiry and Design . . . . . . . . . . . . . . . . . . . . . . 58 History
Standard 3.3: Biological Sciences . . . . . . . . . . . . . . . . . . . . . . 59 Standard 8.1: Historical Analysis and Skills Development . 80
Standard 3.4: Physical Sciences, Chemistry and Physics. . . 60 Standard 8.2: Pennsylvania History . . . . . . . . . . . . . . . . . . . . . 81
Standard 3.5: Earth Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Standard 8.3: United States History . . . . . . . . . . . . . . . . . . . . 81
Standard 3.6: Technology Education . . . . . . . . . . . . . . . . . . . . 62 Standard 8.4: World History . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Standard 3.7: Technological Devices . . . . . . . . . . . . . . . . . . . . 63
Standard 3.8: Technology and Human Endeavors . . . . . . . . . 63 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Environment and Ecology
Standard 4.1: Watersheds and Wetlands . . . . . . . . . . . . . . . . 64
Standard 4.2: Renewable and Nonrenewable Resources . . . 65 Pennsylvanias Primary Standards for grade 1 were
Standard 4.3: Environmental Health . . . . . . . . . . . . . . . . . . . . 67 developed by the Department of Education and Welfare
Standard 4.4: Agriculture and Society . . . . . . . . . . . . . . . . . . 68 in support of Governor Rendells commitment to early
Standard 4.5: Integrated Pest Management. . . . . . . . . . . . . . 69 childhood education. The Primary Standards for grade 1
are meant to guide the development of primary age
Standard 4.6: Ecosystems and Their Interactions . . . . . . . . . 70 programs throughout the state. A Task Force consisting of
Standard 4.7: Threatened, Endangered and Extinct Species . . 71 early childhood practitioners, primary teachers, school
Standard 4.8: Humans and the Environment . . . . . . . . . . . . . 72 administrators, policy analysts, researcheras and
Standard 4.9: Environmental Laws and Regulations . . . . . . . 72 university faculty developed the standards.
PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 1

he Commonwealth of Pennsylvania has established high Primary classrooms, supported by the use of standards,
academic standards for all students pre-K through grade facilitate childrens learning across key curricular areas,
12. Research-based standards are the key to laying a emphasizing a variety of rigorous literacy, science (inquiry-based),
strong academic foundation that will provide children with skills number sense and social experiences. They provide primary
necessary to succeed in every phase of their lives. children with opportunities to construct knowledge and meaning
through active, hands-on/minds-on exploration in a variety of
Standards-based practices maximize student learning by indoor and outdoor experiences that include large and small group,
aligning standards for both instruction and assessment in the individual and partner-based instructional practices.
following ways: The most effective methods utilized by primary teachers should
Guiding teachers deliberate and intentional instructional include explicit instructional language, active engagement with
practice children and differentiated instruction that meets the needs of all
Supporting effective classroom environments learners while supporting high quality expectations.
Framing teachers age-appropriate expectations for their The learning behaviors that assure school success include:
students listening
The transition from kindergarten to first grade is critical for participation
successfully entering the primary grades. Research has shown the
task persistence
value of active learning for both cognitive and social development
in these grades. Children learn key skills of literacy, number self-regulation
sense, science and social problem solving both through shared making choices
explorations and direct instruction. They best develop their exhibiting self-control
understanding of the world around them and how it relates to organization
them by interacting with materials, other children, their teacher cooperation
and the community.
collaboration
respecting the rights, feelings and property of others
Teachers can support childrens individualized learning opportuni-
ties by providing them with meaningful experiences that engage
their interests, abilities and cultures. Teachers who have clear,
age-appropriate expectations for childrens behavior provide a
balance of independence and guidance.
Approaches to Learning
The goal of the primary standards for grades 1 and 2 is to promote
the development of a child who has the attributes of: inventive-
ness, curiosity, persistence, engagement, reasoning, problem
solving, responsibility, imagination and creativity. To assist the
child in obtaining these attributes, the adult should approach the
childs learning through actions that encourage the child to:
Invent Fantasize Conceive Deliberate
Apply Start Encounter Visualize
Adapt Evaluate Plan Confront
Envision Adjust Generalize Lead
Persist Commit Inquire Conclude
Endure Create Think Question
Compare Analyze Deduce Deduct
Predict Discriminate Describe Debate
2 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

Classroom environments should stimulate Teachers must be trained specifically to understand early
the primary childs curiosity, initiative and childhood development, which is the responsibility of the
inquiry and foster opportunities for institutions of higher learning. There should be a strong bond
adult-student interaction. Classrooms between the colleges and school districts in providing
should be organized and structured to opportunities for student teaching experiences, being cognizant
support all areas of development through a through ongoing dialogue and feedback of what the specific
range of instructional techniques and curricular requirements/standards are and how to achieve those
strategies, be rich in literacy and integrate standards in a classroom setting. Teachers with a strong
literacy and numeracy throughout the day. background in early childhood education and child development
They should provide children with a safe, comfortable atmosphere can best provide what children need to grow emotionally,
where they can practice newly acquired skills and build on them to physically and intellectually.
learn new information. The classroom environment should Community leaders and policymakers need to be aware of the
accommodate active and quiet activities. It should offer importance of early childhood education and the standards for
opportunities for solitary, parallel and group interaction learning. The success of the local education system begins in the
observable by an adult. early years prior to a child entering the public school system.
In addition to a robust set of standards to guide practice, Local leaders need to understand the diversity of children, yet
primary programs should utilize a system of assessment that is realize the sense of urgency in assisting and supporting the
valid and reliable, comprehensive, developmentally appropriate education of young children.
and linguistically responsive in order to document a childs growth
and development, including the language proficiency of second
language learners, in relation to a defined set of standards. The
assessment then becomes the mechanism to inform and support
instruction.
RATIONALE FOR PERSONAL/SOCIAL LEARNING

AND DEVELOPMENT
As a child participates in the ongoing classroom routine, the
social curriculum supports the academic curriculum. The child who
can negotiate interactions with a variety of adults and peers is
better equipped to take advantage of the new knowledge base.
By following classroom routines and rules, the child moves from
whole group to small group to independent work with confidence
and efficiency. This provides maximum opportunities for growth
and development. By learning to negotiate conflicts and modify
his/her behaviors, the child is better served in all environments.
These standards provide direction for teachers to enhance this
important aspect of learning.
RATIONALE FOR PARTNERSHIPS

The definition of partnership according to Webster is: one or
more persons owning jointly a business and who shares the risks
and profits of the company or firm. All citizens in the
Commonwealth are stakeholders in how effectively we are
educating our youth. The results impact families, communities,
law enforcement agencies, social and health agencies, the job
market and both local and state government. The obvious respon-
sibility of a formal education has been assigned to the local
schools. Children, however, are exposed to many other personal
and cultural influences that impact learning. It is crucial to
develop a system of communication and contact with the various
participants who occupy a role in the development of a child.
igh quality primary programs offer learning opportunities that have a significant impact on the success of all children. A warm,
responsive relationship with a highly trained teaching staff is foundational. It is expected that teachers will intentionally
integrate developmental knowledge with the attitudes, skills and concepts that children need to make steady progress socially,
emotionally, physically and cognitively. Outstanding primary programs maintain high expectations for all children using clear
performance standards. A continuous cycle of assessment, which is understood by the professional staff and families, must be utilized to
track progress and success.
All children can learn and deserve the High quality primary programs recognize and
establishment of high expectations that are provide for a broad spectrum of individual
appropriate for their needs in diverse populations of children,
age and are culturally which include, but are not limited to: English
and technologically language learners, children with special needs,
appropriate for meeting and children from diverse cultural backgrounds
individual differences. and socio-economic groups.
Children learn best

through intentionally planned instruction High quality primary programs are defined by
and activities that enable them to construct a set of comprehensive standards that
knowledge through real life connections, maximize childrens growth and development
peer interactions, meaningful and that increase their problem-solving abilities
imaginative experiences and active across domains.
engagement with the environment.
The learning environment for young children
stimulates and engages their curiosity High quality primary programs use an
about the world around them and meets appropriate system of assessment that
their physical, emotional and creative needs documents childrens growth and development
whereby the children feel safe and secure. in relationship to a defined set
of state-mandated standards
to guide teaching and learning.
Language and literacy (both reading and
writing) development is supported and
integrated throughout the day in all content
areas in the primary grades. Conceptual
understandings in content areas and in early Childrens development,
literacy are interdependent and have sets of learning, knowledge and health
skills that mutually support each other. are enhanced when a strong partnership
exists between families, schools and
communities.
Childrens development and learning is
enhanced and supported when their teach-
ers are knowledgeable about early child- High quality primary programs have a
hood development, educational pedagogy collaborative relationship and ongoing
and content. When teachers participate in communication to provide smooth transitions
ongoing opportunities for quality profes- (between early care programs and
sional development, work with children, Kindergarten or first and then between first
families and communities and are inten- and second grades) for children and families
tional in their relationships children benefit. to assure continuity of learning.
**Footnote: Young children with disabilities will meet standards consistent with their individualized education program (IEPs) goals developed by IEP teams in
accordance with the federal Individuals with Disabilities Improvement Act (IDEIA) and Pennsylvanias Early Intervention Services System Act (Act 212 of 1990).
English language learners will use the Pennsylvania ELF Standards to gain access to and meet the PA Academic Standards.
hildren must demonstrate proficiency in both academics and their approach
to their learning environment. These approaches are most effectively
learned in the context of an integrated effort involving parents, educators and
members of the community. The
acquisition of these approaches is a
Standard Page
developmental process that
encompasses an individuals entire AL 1.1 - AL 1.7 Initiative and Curiosity . . . . . . . . . . . . . . . . . . . . 6
lifetime. Teachers must help children
feel successful by supporting and AL 2.1 - AL 2.6 Engagement and Persistence. . . . . . . . . . . . . . . . 6
understanding their individual AL 3.1 - AL 3.8 Reasoning and Problem Solving . . . . . . . . . . . . . 7
differences, allowing them to explore
the world in a safe and caring AL 4.1 - AL 4.4 Flexibility, Risk-Taking and Responsibility . . . 8
environment and enhancing their
curiosity and knowledge about AL 5.1 - AL 5.2 Imagination, Creativity and Invention . . . . . . . 8
the world in which they live.

APPROACHES TO LEARNING
STANDARD AL 1: DEMONSTRATE INITIATIVE AND CURIOSITY

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE
AL 1.1 Participate in various experiences The learner will: The teacher will:
AL 1.2 Express choices/preferences during Independently choose to participate in at Enhance learning centers and group
concrete, immediate and familiar least 80% of the available learning activities to attract child participation and
activities centers including some new experiences. enhance learning.
AL 1.3 Demonstrate growing eagerness and Independently choose new and different Provide a classroom with clearly defined
satisfaction to discover and discuss a materials to represent different thoughts interest areas and materials that invite
growing range of topics, ideas and or feelings. children to explore, discover and create.
tasks Express preferences, wants and needs in a Provide a variety of materials, art work,
AL 1.4 Use multiple strategies and all manner that is appropriate and consistent. music, drama and photographs to
available senses to explore and learn stimulate experiences, knowledge,
Choose to engage in preferred activities
from the environment participation and interests.
that match ones developmental
AL 1.5 Comment, predict and connect on strengths, talents and interests. Provide genre of reading materials.
events or aspects of the environment Initiate group and individual activities of Provide varied subject integrated
AL 1.6 Ask questions and seek meaningful choice within familiar environment. activities in the learning centers.
information Join and leave group with ease as a leader Provide materials/activities appealing
AL 1.7 Initiate social greetings and carry or a follower as the situation demands. to a variety of senses, learning styles,
conversations technology and multiple intelligences for
individuals, small groups and larger group
experiences.
Ask open-ended and higher level
questions to facilitate sharing, engage
the listener, seek meaningful information
and extend learning.
STANDARD AL 2: DEMONSTRATE ENGAGEMENT AND PERSISTENCE

AL 2.1 Show persistence in ability to The learner will: The teacher will:
complete a variety of tasks, Express choices, initiate, follow through Encourage and praise efforts and facilitate
activities, projects and experiences and complete activities and projects. planning and completion.
AL 2.2 Demonstrate increasing ability to set Find, choose and participate in Encourage and document sequential
goals and develop and follow through appropriate, constructive and enjoyable progress and effort.
on plans ways to occupy leisure time.
Anticipate needs and acknowledge
AL 2.3 Demonstrate ability to maintain focus Attend to cues and prompts to adapt progress both process and product.
on a task, question, set of directions behaviors to changing situations.
Discuss and demonstrate how to work
or interactions, despite distractions
Initiate requests for factual information, cooperatively.
and interruptions
stories, games and other learning
Acknowledge and fulfill requests of
AL 2.4 Accept environmental conditions and activities.
stories, games and other learning
maintain task orientation in a Learner will begin to reflect on activities.
constructive active environment his/her performances.
AL 2.5 Acquire the skills necessary for Encourage reflection on progress of
Demonstrate how to work coopera-
participating in a group or performance.
tively.
independently
AL 2.6 Accept redirection and feedback on
performance

STANDARD AL 3: DEMONSTRATE REASONING AND PROBLEM SOLVING

AL 3.1 Demonstrate a growth pattern in The learner will: The teacher will:
predicting possible outcomes related Predict outcomes in stories and in real life Help children learn how to function in a
to cause and effect situations. group situation demonstrating how to
AL 3.2 Discover more than one solution to a work cooperatively through sharing and
Respond to what if questions.
question, task or problem taking turns, working toward a specific
Explain and apply multiple strategies to goal, dividing responsibilities within a
AL 3.3 Seek and/or accept assistance from solve problems. group and solving problems in an
others when encountering a problem acceptable manner.
Talk through a problem using steps to
AL 3.4 Recognize and solve problems resolution. Provide a variety of materials and
through observation, active situations to support experience with
Use steps or problem solving when
exploration, trial and error, cause and effect and problem solving
involved in role play and real life
interactions and discussions with (ex. Second Step Program).
situations.
peers and adults
Recognize children who support others in
Try to solve problems in conflict situations
AL 3.5 Identify others social cues during problem solving.
or seek assistance with conflict resolution
group activities
when needed. Teach and use vocabulary related to
AL 3.6 Accept assistance and/or cooperate to reasoning and problem solving (ex. If,
Begin to negotiate and compromise in
accomplish a joint task when, after, before, next, what if, then).
order to resolve conflict.
AL 3.7 Classify, compare and contrast Read stories and utilize role play which
Begin to empathize with those in stressful
objects, events and experiences include problem solving, helping others
situations.
AL 3.8 Recognize ones own point of view as and multiple problem solving skills.
Begin to respond in a variety of social
well as others Allow children to solve problems
situation.
independently when possible, but
Feel comfortable enough to collaborate encourage seeking assistance when all
with others in problem solving situation. avenues have been exhausted and the
conflict cannot be resolved peacefully.
Use an increasing number of details and
more realistic representations in a Provide role playing situations
developmentally appropriate strengths, and/or various technology based
talents and interests. resources.
Strategically place learners according to
their needs.
Offer praise and reinforcement for positive
behavior.
Provide opportunities for learners to share
concerns or role play real life situations.
Use open-ended questions and hands-on
practice to encourage classification,
sorting, comparisons and problem
solving.
Ask open-ended questions, higher level
questions and quality feedback to
stimulate and extend representations.

STANDARD AL 4: DEMONSTRATE FLEXIBILITY, RISK-TAKING AND RESPONSIBILITY

AL 4.1 Grow in the ability to differentiate The learner will: The teacher will:
between appropriate and inappropri- Identify and explain dangerous and Ask higher level questions in play
ate risk-taking inappropriate risk taking. situations and while reading stories.
AL 4.2 Express choices/preferences during Demonstrate a willingness to try an Ask When, How, Why questions
concrete, immediate, familiar and increasing number of new experiences. about potentially dangerous situations.
unfamiliar activities
Volunteer and/or participate in Be accepting of childrens willingness or
AL 4.3 Demonstrate growing eagerness and discussions and other new learning unwillingness to try new experiences.
satisfaction to discover and discuss a activities.
Pair learners to scaffold skills and
growing range of topics, ideas and
Initiate own learning and play experiences.
tasks
experiences.
Assign or designate through learners
AL 4.4 Use multiple strategies and all
Offer constructive suggestions to other volunteerism who is responsible for
available senses to explore and learn
learners and adults. specific classroom tasks.
from the environment
Deal with success in a positive way and Demonstrate an awareness of learners
AL 4.5 Comment, predict and connect on
view challenges as a growing experience. needs during group activities (role play,
events or aspects of the environment
discussions).
Accept responsibility for the care of the
AL 4.6 Ask questions and seek meaningful
classroom and school environment. Allow learners to express their
information
suggestions regarding topics of discussion
Accept consequences for choices and
AL 4.7 Initiate social greetings and carry or material related to course of study.
decisions when appropriate.
conversations
Offer appropriate feedback for responsible
choices.
Assist in guiding learners choices.
STANDARD AL 5: DEMONSTRATE IMAGINATION, CREATIVITY AND INVENTION

AL 5.1 Initiate tasks and experiences as The learner will: The teacher will:
active leaders when selecting topics Use a variety of materials to explore and Provide sufficient amounts of time for
of self interest with increased express ideas and emotions. creative play and learning center
flexibility, imagination and ingenuity opportunities and environments.
Create and utilize props during role play
AL 5.2 Use and connect materials/strategies activities. Read or relate stories about real people
in uncommon ways to investigate who display their use of imagination,
Describe creative projects including
and solve problems creativity and design.
written stories or poems.
Provide a diversity of materials and props
Dramatize a variety of roles by reflecting
in all learning centers and aspects of the
real life situations.
environment to stimulate and promote
Recognize imagination and creativity in learning, exploration, imagination and
others. creativity.
Allow for diversity, differences and
abilities of learners.
Introduce the arts and humanities
people, places by means of
technology and field trips and
involving the community.
Teachers will use community
resources to demonstrate initiative,
creativity and invention.

rts and humanities are an important component of childrens early learning experiences. Children who
are given opportunities to develop their imagination through a variety of media are learning to express
their individual interests, abilities and knowledge. Children develop their understanding of the world
around them and how it relates to them by interacting with materials, other children, their teacher and their
community. When they view others work, children are also learning to appreciate and respect differences in
culture and viewpoint.
Arts and humanities influence childrens growing competence as creative problem solvers and learners.
Primary classrooms, supported by the use of the arts and humanities standards, facilitate childrens learning across
key curricular areas, emphasizing a variety of
rigorous literacy, science (inquiry-based), number
sense and social experiences. Instruction in the arts
and humanities provide primary children with Standard Page
opportunities to construct knowledge and meaning
through active, hands-on/minds-on exploration in 9.1 Production, Performance and Exhibition of Dance,
a variety of environments using large and small Music, Theatre and Visual Arts. . . . . . . . . . . . . . . . . . . . . . . 10
group, individual and partner-based instructional
practices. 9.2 Historical and Cultural Contexts . . . . . . . . . . . . . . . . . . . . . 13
The Production, Performance and Exhibition
standard (9.1) has been separated into disciplines 9.3 Critical Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
for the purpose of clarity only. The arts educator
should continue cross-curricular integration within 9.4 Aesthetic Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
the scope of the arts.

ARTS & HUMANITIES
STANDARD 9.1: PRODUCTION, PERFORMANCE AND EXHIBITION OF DANCE, MUSIC, THEATRE & VISUAL ARTS
THIRD GRADE STANDARDS:

Identify works of others through a performance or exhibition
Know the elements and principles of each art form to create
works in the arts and humanities Recognize the functions of rehearsals and practice sessions
Recognize, know, use and demonstrate a variety of appropriate Handle materials, equipment and tools safely at work and
arts elements and principles to produce, review and revise performance spaces
original works in the arts Identify arts events that take place in schools and in
Recognize and use fundamental vocabulary within each of the communities
arts forms Know and use traditional and contemporary technologies for
Use knowledge of varied styles within each art form through a producing, performing and exhibiting works in the arts or the
production, performance or exhibition of unique work works of others
Demonstrate the ability to define objects, express emotions, Know and use traditional and contemporary technologies for
illustrate an action or relate an experience through creation of furthering knowledge and understanding in the humanities
works in the arts

A. Use nonlocomoter/locomotor movement, The learner will: The teacher will:
tempo, levels, pathways and movement Perform movement with kinesthetic Demonstrate movement at different levels.
size in dance awareness (i.e., how the body moves) and
Demonstrate locomotor and nonlocomotor
concentration at high, middle and low
B. Create and perform dance movements.
levels in space.
Provide opportunities for learners to
Move to various sounds, including
watch and discuss presentations or videos
rhythmic accompaniment and respond to
of dance.
changes in tempo.
Provide different types of music at
Perform basic nonlocomotor/axial,
different tempos to which learners can
locomotor and compound locomotor
perform.
movements.
Provide props to use when dancing, such
Move following straight and curved
as ribbons, hoops and sticks.
pathways.
Provide numerous examples of different
Make decisions about gestures and
types of pathways (curved, linear, zigzag,
movement to create a phrase that
combinations).
communicates feelings.
Provide a dedicated place and time to
Create a series of movements with a
rehearse for performances, record
beginning, middle and end.
rehearsals and practices and allow
Use improvisation to explore and create students to view the recordings.
movement ideas.
Provide opportunities for students to
Create and perform a dance by self or with create, rehearse and perform simple
a partner based on a theme or idea. improvised and structured dance
movements.
Provide a playing space for performing
improvised dance to be watched by other
students.
Discuss and model appropriate audience
behavior.
CONTINUED...

ARTS & HUMANITIES
C. Use the musical elements of timbre, The learner will: The teacher will:
rhythm, tempo, intensity, pitch, Use vocal sounds and musical Demonstrate various vocal and
dynamics and texture instruments to accompany songs, poems instrumental techniques.
and stories. Provide a variety of instruments for
D. Understand melody as it pertains to form
Create simple melodic and rhythmic students to use, such as rhythm sticks,
E. Create and perform music patterns to accompany songs, poems or woodblocks, maracas, bells,
stories. Boomwhackers and cymbals.
F. Participate individually or in groups in
the development of simple improvised Identify voices and selected musical Provide opportunities to experiment with
scenarios with a clear plot structure of instruments from various families. loud/soft, high/low, short/long and
Make decisions to manipulate musical fast/slow sounds.
beginning, middle and end
elements and discuss how the changes Provide opportunities for students to
G. Use choices of voice and movement to affected the music. experience live and recorded performances
create original improvised characters or of various instrumental and vocal
bring to life story characters Use basic music terminology in describing
ensembles.
musical sounds.
H. Recognize and imitate appropriate Demonstrate improvisation using voices
Identify repetition and contrast in music and instruments.
emotion to communicate a characters examples.
feelings Provide aural examples of music in
Use repetition and contrast to create and different forms.
I. Participate in organized dramatic play improvise simple pieces of music.
Provide aural examples of music from dif-
to identify and recreate themes and Perform a variety of songs and pieces from ferent parts of the world in different styles.
emotions many different countries and cultures. Provide a variety of musical instruments
J. Understand that actors warm up their Use vocal sounds and musical with which students can experiment.
voices and bodies to strengthen and instruments to accompany songs, poems Read books and stories that can be used
protect them and stories. to improvise musical sounds.
Create simple melodic and rhythmic Provide notation for students to read
patterns to accompany songs, poems or (e.g. Kodaly or stick notation).
stories. Teach a variety of simple, traditional and
Read basic rhythmic and melodic multicultural songs.
notation while singing and playing Read aloud simple plays or stories and
instruments. identify beginning, middle, end, charac-
Arrange simple melodic and rhythmic ters and the central conflict or problem.
patterns to create new compositions. Lead students in recreating the events of a
Create improvised dramas both story as a series of frozen tableaux or
individually and in groups, including images in sequence.
imagined characters, relationships and Discuss paintings or story illustrations
environments, using basic acting skills. and predict characters feelings, intentions
Create, individually and in groups, and actions using simple prompts.
animate and inanimate objects through Provide simple props that suggest a
the movement of the human body. character, environment or particular story
Combine appropriate sound and motion to and encourage improvised dramas as a
create animate and inanimate objects or particular character.
express abstract moods and themes. In role as narrator, lead students through
Analyze plot structure in literature for improvised dramatic play to recreate the
beginning, middle and end. events of a story with an emphasis on
character relationships, actions, feelings
Identify and imitate characters emotions
and intentions.
from literature or storytelling.
Identify themes or emotions in stories and
Participate in simple warm up routines for from life and encourage students to
voice and body. respond as animate or inanimate objects.
Lead the students in practicing simple
warm up exercises for body and voice.
CONTINUED...

ARTS & HUMANITIES
K. Create and perform plays and productions The learner will: The teacher will:
Participate in rehearsals and practice Provide a dedicated place and time to
L. Recognize color, shape, line, texture,
sessions to prepare for performances. rehearse for performances, record
size/relationship (proportion/ scale) and
View and discuss recordings of rehearsals rehearsals and practices and allow
pattern (repetition) in visual art students to view the recordings.
and practice sessions.
M. Create and exhibit visual art Provide opportunities for students to
Participate in structured improvised create, rehearse and perform simple
N. Identify school and community dramas which are rehearsed and refined. improvised dramas.
performances and exhibitions relating to
the visual and performing arts Take turns being audience and performer Provide a playing space for performing
to both watch and perform works. improvised dramas to be watched by
O. Understand possible uses of other students.
contemporary and traditional Use two-dimensional and three-
dimensional media, techniques, tools, Discuss and model appropriate audience
technologies in the production and behavior.
and processes to depict works of art
performance of the visual and performing Show students reproductions of artwork
from personal experiences, observation,
arts by adults and children as exemplars for
or imagination.
concepts.
Identify differences within and among art
materials, techniques, processes and Allow students time to explore and
organizational structures such as elements experiment with various materials and
and principles of design. techniques.
Use technology, such as computers or
Identify similarities, differences and interactive SmartBoards, to allow
variations among subjects, using the students to explore concepts.
senses.
Provide graphic organizers for students to
Identify color, texture, form, line, size and clarify thinking and organize concepts.
pattern in nature and in the human-made Take students to different environments,
environment. i.e. outside or in the community, to
Produce a body of work and select explore environments and textures.
artwork for display. Provide opportunities for students to
display and view their own work and the
Identify works of their own and of others.
works of others.
Use a variety of media to express ideas Mat or mount artwork for display.
and opinions. Provide opportunities for students to
Participate as an audience member for attend school performances, exhibitions
school assemblies, performances and and assemblies.
exhibits. Discuss and demonstrate appropriate
Explore traditional technologies used to audience behavior.
create visual art: paper folding, painting, Use newspaper clippings, posters or
sculpting, etc. other media to identify and discuss
performances and exhibitions available
Explore appropriate vocal and to the student in the community.
instrumental techniques in music.
Create and display digital files of student
Use contemporary technologies (MIDI, work.
music-writing programs) to create Demonstrate the use of traditional and
original pieces of music. contemporary technologies in dance,
Explore the effects different types of dance music, theatre and the visual arts.
shoes have on the sound or movement of Provide opportunities for students to
a dance (ie. tap shoe vs. ballet shoe). experiment with traditional and
contemporary technologies in dance,
music, theatre and the visual arts.
Demonstrate the use of keyboards, CDs,
MP3 players, recording equipment and
other technology in music.

ARTS & HUMANITIES
STANDARD 9.2: HISTORICAL AND CULTURAL CONTEXTS

Relate works in the arts to geographic regions
Explain the historical, cultural and social context of an individual
work in the arts Identify, describe and analyze the work of Pennsylvania Artists
in dance, music, theatre and visual arts
Relate works in the arts chronologically to historical events
(e.g., 10,000 B.C. to present) Identify, explain and analyze philosophical beliefs as they relate
to works in the arts
Relate works in the arts to varying styles and genre and to the
periods in which they were created Identify, explain and analyze historical and cultural differences as
they relate to works in the arts
Analyze a work of art from its historical and cultural perspective.
Identify, explain and analyze traditions as they relate to works in
Analyze how historical events and culture impact forms,
the arts
techniques and purposes of works in the arts (e.g., Gilbert and
Sullivan operettas) Identify, explain and analyze common themes, forms and
techniques from works in the arts
Know and apply appropriate vocabulary used between social
studies and the arts and humanities

A. Identify the historical and cultural The learner will: The teacher will:
context of an individual work in the arts Read or listen to a variety of stories and Provide a variety of stories, plays, pieces
plays from many different cultures. of music, works of visual art and dance
B. Know the historical and cultural
Identify songs and pieces of music by performances for students to review and
perspective of a work of art
type, e.g. traditional song, folk song, respond to.
C. Recognize appropriate vocabulary used program music. Facilitate and guide discussions about the
between social studies and the arts and places and times represented by works in
Recognize differences in cultures as
humanities the arts.
represented in works in the arts.
D. Identify common themes and patterns in Begin to understand how dances from Discuss the characters in stories, plays
works in the arts different cultures and historical periods and improvised dramas and link them
were made and performed for different with a particular culture or historic time
reasons. period using maps, time lines and
Identify the time period or culture of artifacts.
origin of a story or play. Identify differences and similarities
Identify differences and similarities between the characters experiences and
between a characters experiences and the childrens.
their own. Lead students to examine age-appropriate
Begin to understand that music and art pieces of music in different styles.
are indicators of culture that change with Use cross-curricular resources to assist
the times. students in learning about cultural
Recognize that cultural perspectives are perspectives in the arts.
represented by works in the arts. Provide age-appropriate examples of how
Identify how dress or social rules of society impacted the social dances
manners/customs can impact the of the time.
movement or structure of a dance. Lead a discussion of the historical and
Describe the historical and cultural cultural context of a work in the arts using
context of a story, play, piece of music, appropriate social studies vocabulary.
work of art or dance performance using Provide social studies and art vocabulary
appropriate social studies vocabulary. lists for use during discussions about
Begin to use vocabulary appropriate to the works in the arts.
time period and culture being discussed in Provide resources that help students make
works in the arts. connections between artwork discussed
Use thematic information from and artwork created.
contemporary and traditional resources Provide opportunities for students to
and apply to create new works in the arts. listen to and explore music from different
Identify forms and patterns in music, i.e. time periods and different cultures that
rondo, ABA. have common themes and patterns.

ARTS & HUMANITIES
STANDARD 9.3: CRITICAL RESPONSE

Recognize critical processes used in the examination of works in Recognize and identify types of critical analysis in the arts and
the arts and humanities humanities
Know that works in the arts can be described by using the arts Know how to recognize and identify similar and different
elements, principles and concepts characteristics among works in the arts
Know classification skills with materials and processes used to Know and demonstrate what a critics position or opinion is
create works in the arts related to works in the arts and humanities
Explain meanings in the arts and humanities through individual
works and the works of others using a fundamental vocabulary
of critical response

A. Recognize critical processes (compare and The learner will: The teacher will:
contrast, interpret) used to examine Use teacher- and self-created criteria for Provide students the opportunity to
works of art evaluating compositions, exhibitions and perform for each other and respond to the
performances. performance.
B. Describe works of art using arts elements
Evaluate ones own and others Allow students to create simple
C. Categorize and classify works in the arts
compositions, exhibitions and improvised performances and critique
based on the materials and processes performances and describe what was each other using teacher or student created
used in their creation successful. criteria.
Compare and contrast or interpret works Encourage students to self critique using
in the arts. simple prompts and suggestions for
success.
Describe specific characteristics of a
dramatic performance using appropriate Lead students in discussions about and
vocabulary. use graphic organizers to compare and
contrast works in the arts.
Identify simple ways in which the
elements of a theatrical performance Lead the class in watching each other's
including scenery, props, costumes and performances and describing the specific
acting contribute to the story and theme. characteristics using appropriate
vocabulary.
Describe a work in the visual arts using
the elements of color, line and shape. Watch a performance with the class and
identify a simple feeling of theme
Identify basic ways in which the elements
expressed by each of the elements
of dance contribute to the meaning or idea
(ex. the scenery looked happy).
of the dance.
Choose works with strong elements of
Identify different materials used to create
color, line and shape for class discussion.
works in the visual arts, i.e. clay, canvas,
paint. Encourage student exploration by
Identify and know the difference between providing resource materials and a variety
vocal and instrumental music. of art materials.
Identify and know the difference between Provide numerous opportunities for
live and recorded performances. students to hear and distinguish between
vocal, orchestral and chamber music.
Allow students to experience both live
and recorded musical, dance and theatrical
performances and discuss how the
performances are different.
CONTINUED...

ARTS & HUMANITIES
STANDARD 9.3: CRITICAL RESPONSE continued

D. Compare and contrast the characteristics The learner will: The teacher will:
of works in the arts Identify and know the differences View and discuss examples of a play
between a play, a film and a television performance, a movie and a television
commercial. commercial.
Identify and know the characteristics and Sing and discuss a variety of folk songs.
purpose of folk songs. Show examples of and lead discussions
about paintings, drawings, sculptures and
Understand that there are differences multi-media artworks.
between two- and three-dimensional
View and discuss examples of social
artworks.
dances, concert dance forms and folk
Identify basic differences between popular dances.
social dances, concert dances and folk
dances.
STANDARD 9.4: AESTHETIC RESPONSE

Know how to respond to a philosophical statement about works in the arts and humanities
Know how to communicate an informed individual opinion about the meaning of works in the arts
Recognize that the environment of the observer influences individual aesthetic responses to works in the arts
Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities

A. Understand that there are different The learner will: The teacher will:
opinions about works in the arts Examine and discuss his/her own feelings Examine illustrations from stories, film
B. Communicate an individual opinion about about beauty. clips and/or images of performances and
facilitate discussions about what each
the meaning of works in the arts Actively listen to others opinions about
student finds beautiful or pleasing.
works in the arts.
Give personal opinions about the beauty
Watch a performance or view an
and worth of a work of art.
exhibition and articulate an opinion of
its meaning and intent. Allow students to listen to and perform a
variety of music and discuss personal
feelings about the piece.
Provide a time for students to give
personal opinions about beauty and
worth of works in the arts.
participate in a discussion of the meaning
and intention of the artists who created
specific works in the arts.
Allow students to watch a performance
or view an exhibition and share their
reactions.
CONTINUED...

STANDARD 9.4: AESTHETIC RESPONSE continued
C. Recognize that artists make choices in all The learner will: The teacher will:
areas of the arts Describe specific musical characteristics Listen to and perform varying pieces of
using appropriate vocabulary (tempo, music, taking time to discuss the choices
dynamics, melodic) and describes feelings that the composer or performer made in
and images communicated through music. the creation of that music.
Respond to selected characteristics of Create and perform a character from a
music, including tempo, dynamics, story or an abstract representation of an
melodic contour and same and different emotion or theme and describe the
patterns, through purposeful movement. choices of voice and movement and the
intended theme or emotion behind the
Describe own choices of voice and
performance.
movement when creating a specific
character to illustrate an emotion or Lead the students in creative movement to
theme. music based on an emotion or theme and
allow them to discuss their choices and
Recognize that he/she is an artist because
intentions.
of the artistic choices he/she makes
while creating works in the arts. Make resource materials available which
reinforce the importance of artistic choice.
Discuss how an idea or feeling can be
expressed in different ways in movement. Show dances that are choreographed from
the same idea or feeling. Allow students
to create and share short dance phrases
that are created to express a specific idea
or feeling.

rimary classrooms that foster home-
school-community connections assure
students school success. Partnerships Standard Page
that create seamless experiences support
childrens learning. The link is established when P1 Parenting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
parents and school staff share information about P2 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
the child, family, home and school culture. The P3 Volunteering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
link is extended when community members also P4 Learning at Home . . . . . . . . . . . . . . . . . . . . . . . . . . 19
support the educational process by sharing P5 Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
resources and supporting ongoing and open P6 Collaborating with the Community . . . . . . . . . . . 20
communication.

FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS
STANDARD P1: PARENTING

Quality primary programs support families.
SCHOOL FAMILY COMMUNITY

To support children, families and To support children, families and To support children, families and
communities the school will: communities the family can: communities the community can:
A. Assist families in accessing community Acquire knowledge and understanding of Provide a variety of information on
resources (housing, health, nutrition, how to access community resources. community resources for families.
clothing and safety) Acquire knowledge of child development. Provide a variety of resources concerning
B. Assist families in understanding child child development.
Establish home conditions that support
development children as learners. Provide a variety of resources concerning
C. Assist families in establishing home the establishment of home conditions
Engage in school activities to gain a better
conditions that support children as that support children as learners.
understanding of school culture.
learners
Foster relationships that support
D. Develop relationships with children and Engage in school activities to provide
education among schools, families and
families that are based on trust and schools with a better understanding of
community members.
their home culture.
respect
Offer resources that help schools
E. Demonstrate an understanding of the understand the diversities that exist
diversity of family structures, styles and among children and families.
cultural traditions
STANDARD P2: COMMUNICATION
Quality primary programs effectively communicate with families.

To support children, families and To support children the family can: To support children, families and schools the
communities the school will : Engage in open dialogue that fosters trust community can:
A. Create an inviting school environment and mutual respect. Participate in frequent communication
that fosters trust and mutual respect with families and schools.
Engage in communications about school
through open dialogue goals, programs, assessments, childrens Provide a variety of resources to enhance
B. Communicate with families about school progress, curriculum, activities, etc. communication between and among
goals, programs, assessments, childrens home, school and community partners.
Promote and provide for communication
progress, curriculum, activities, etc. through a variety of tools and
C. Promote and provide for communication opportunities.
through a variety of tools and
Offer suggestions to improve the design
opportunities and content of communications between
D. Provide print and non-print school and home.
communications that are clear and
understandable to all families, including
home language translations
E. Obtain ideas from families to improve
the design and content of
communications

STANDARD P3: VOLUNTEERING

Quality primary programs recruit, train, work and involve families as volunteers.

communities the school will: Assist administrators, teachers, parents community can:
A. Expand recruitment, training and and students as aides, chaperones, Offer a variety of resources to encourage
involvement of families as volunteers lecturers and tutors when possible. parents to serve as volunteers.
and audience members at the school or in Assist with classroom and school projects
other community locations and programs.
B. Invite parents to assist in classroom and Attend assemblies, award presentations,
school projects, programs and events celebrations, performances, sports events
and other events.
Support school goals and childrens
learning through volunteering and
participating in school activities.
STANDARD P4: LEARNING AT HOME
Quality primary programs support in at-home interactive learning activities for childrens
skill and concept development.

communities the school will: Establish routines for learning in the community can:
A. Emphasize that help at home is to home. Provide a variety of resources to support
support, encourage and guide children schools and families in their role as
Participate with children in interactive
guides and co-learners of student learning
B. Provide families with a variety of learning activities at home to support,
at home.
activities for learning in the home to encourage and guide their childrens
extend skill and concept development development. Use local community, state and federal
C. Provide information about what children printed resources to assist families.
will be learning and doing in primary
classrooms
D. Create interactive activities that students
share and discuss with others at home

STANDARD P5: DECISION MAKING

Quality primary programs include families as participants in school decisions, governance and
advocacy.

communities the school will: Become involved through school advisory community can :
A. Encourage involvement through school groups. Provide a variety of resources for families
advisory groups and schools to both encourage and
Participate in leadership training.
participate as shared decision makers.
B. Include parent leaders who reflect the
View decision making as a shared process.
diversity of the school population Keep families informed of opportunities to
(e.g., ethnic, racial, socio-economic and be participants in school decisions.
other groups) in school advisory groups
C. Offer training for parents to develop
leadership skills
D. Promote shared decision making
STANDARD P6: COLLABORATING WITH THE COMMUNITY

Quality primary programs help children and families collaborate in their community.

communities the school will: Contribute to the community through community can:
A. Contribute to the community through service projects. Contribute to students, families and
service projects schools through partnerships involving
Work collaboratively to build on
businesses, community agencies, cultural
B. Build on community strengths and work community strengths that address issues
groups, health services, recreation and
collaboratively to address issues that that impact the communitys educational
other groups and programs.
impact the communitys educational climate.
climate Work collaboratively to build on
Use knowledge of local resources to
community strengths that address issues
C. Inform all families and learners about increase personal skills and talents or to
that impact the communitys educational
community programs and services obtain needed services.
climate.
D. Use community resources for improving
curriculum and instruction Provide multiple avenues for informing
families and students about community
E. Employ strategies that enable students programs and services.
and families to learn about and
contribute to the community

ealthy, active children are better
prepared to learn. Their learning is
impacted by their health and well-being. Standard Page
First grade students need to learn about their 10.1 Concepts of Health. . . . . . . . . . . . . . . . . . . . . 22
bodies, how their bodies move and the 10.2 Healthful Living . . . . . . . . . . . . . . . . . . . . . . . 24
behaviors and skills necessary to protect 10.3 Safety and Injury Protection . . . . . . . . . . . . 25
them and keep them healthy. Instruction for
10.4 Physical Activity. . . . . . . . . . . . . . . . . . . . . . . 27
first grade students is focused on developing
foundational skills in health, safety and 10.5 Concepts, Principles and Strategies
of Movement . . . . . . . . . . . . . . . . . . . . . . . . . 29
physical education.

HEALTH, SAFETY AND PHYSICAL EDUCATION
STANDARD 10.1: CONCEPTS OF HEALTH

Identify and describe the stages of growth and development
Identify and know the location and function of the major body organs and systems
Explain the role of the food guide pyramid in helping people eat a healthy diet
Know age appropriate drug information
Identify types and causes of common health problems of children

A. Explain what it means to be healthy The learner will: The teacher will:
B. Choose appropriate ways to handle basic Distinguish between healthy and Read fiction and non-fiction that
emotions unhealthy behaviors. describes how individuals grow and
develop.
C. Identify and describe ways individuals Participate in interactive activities that
grow (e.g., physically and emotionally) show how people grow and change in Provide interactive activities (e.g.,
body and mind. discussions, puppetry and picture cards)
D. Understand and accept how we are that highlight ways individuals grow and
similar and different Participate in interactive activities that
develop (physically and emotionally).
highlight unique ways people grow and
E. Define family and explain how they are change physically and emotionally. Provide opportunities for students to sort
alike and different healthy versus unhealthy behaviors.
Describe ways in which people are the
F. Identify and locate the brain, heart and same and different. Provide interactive ways for children to
major bones recognize feelings (e.g., feeling box,
Identify the four basic emotions: happy,
G. Begin to develop an understanding of the emotion charts).
sad, angry and afraid.
basic function of the brain, heart and
Provide activities for children to identify
major bones Demonstrate healthy ways to express
adults who care about them.
feelings.
Provide activities for children to explore
Be able to identify adults in the home,
how they are similar and different.
school and community who can help them
handle their basic emotions. Provide opportunities and activities for
children to visualize how families are
Identify how they are unique.
unique (e.g., personal drawings, childrens
Define family. literature).
Describe how families are alike and Provide opportunities for children to
different. interact with peers who are similar and
different.
Correctly identify the location of the brain,
heart and major bones. Create interactive activities (e.g., songs,
building models, child-size body
Describe the basic function of the brain,
drawings) to teach body part recognition
heart and major bones.
and function.
Engage in daily sensory-motor activities
as part of daily routine (use CDs, tapes
or self).
Read non-fiction that names and
describes the function of body parts and
organs.
CONTINUED...

STANDARD 10.1: CONCEPTS OF HEALTH continued

H. Develop an understanding of the The learner will: The teacher will:
importance of healthy eating and the role Explain how food provides fuel and energy Read fiction and non-fiction books that
of food in keeping the body healthy for the body. focus on food choices and the role of food
in keeping one healthy.
I. Recognize that there are a variety of Sort food cards into categories.
foods that can be grouped Expose learners to various foods.
Classify foods as nutritious or not
J. Develop an understanding of the nutritious. Provide interactive activities using the
importance of drinking water to keep the FDA food guide pyramid to help students
Identify nutritious snacks and beverages.
body healthy understand how foods are grouped and
K. Recognize that there are drugs/chemicals Sort real food. demonstrate how students need to eat a
that can help people and there are drugs variety of foods.
Recognize vegetarian diet can be healthy.
that can be harmful Create a classroom environment that
Identify trusted grown-ups who can give
L. Understand that medicines are drugs and supports healthy choices.
him/her medicine.
that they should only be taken when Provide healthy snacks and beverages.
given by a trusted adult Identify household items that are safe and
not safe. Provide an assortment of foods.
M. Identify high-risk and low-risk activities
related to health Identify a trusted adult who can be asked Model healthy eating.
about whether a household item is safe to
N. Identify age appropriate refusal skills. Provide activities in which the child has
take.
the opportunity to identify a grown-up at
O. Identify common childhood illnesses and Demonstrate basic refusal skills. home and at school who can safely
ways that they are spread administer medicine.
Identify healthy/unhealthy risk-taking
behaviors (e.g., smoking, alcohol). Provide interactive activity using a chart,
common household items and candy in
Identify common childhood illnesses
which the children categorize the item as
(e.g. colds, pink eye, allergies).
safe or unsafe.
Know that germs can make someone ill.
Facilitate class discussions pertaining to
Identify ways that germs can spread. healthy risks (trying out for a sport team)
and unhealthy risks (taking someone
elses medicine).
Read literature related to decision making,
saying no, healthy choices or risk-taking.
Use role play situations so the child can
develop competence in using basic refusal
skills.
Read a story about a health choice and
have the children write, draw or discuss a
positive or healthy story ending.
Read literature related to childhood
illness.
Provide interactive activities that give
children the opportunity to experience
how germs are spread.

STANDARD 10.2: HEALTHFUL LIVING

Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease
Identify health-related information
Identify media sources that influence health and safety
Identify the steps in a decision-making process
Identify environmental factors that affect health

A. Understand that personal health The learner will: The teacher will:
practices/habits affect your health Identify, draw or label things that he/she Read literature related to personal health
B. Identify and use personal health could do to stay healthy. practices, preventing illness and
community helpers.
practices/habits Identify healthy and unhealthy personal
health practices/habits (e.g., the Create learning centers that focus on
C. Identify ways to prevent illness through healthy hygiene practices (e.g., brushing
adequate rest, physical activity and spreading of germs, taking drugs, etc.).
teeth, flossing teeth).
healthy foods Role-play, with props, people who keep
Create interactive tasks on how to prevent
D. Identify ways to prevent the spread of us healthy.
the spread of germs and illness.
communicable diseases (e.g., handwash- Identify ways to prevent the spread of Create classroom environment that
ing, sneezing in elbow, universal communicable diseases. practices good disease prevention e.g.,
precautions) handwashing, sneezing in elbow,
Know not to touch others bodily fluids.
E. Identify trusted adults that can help to universal precaution and is accepting of
keep you healthy and safe and can help Identify health related signs and symbols children with any childhood health
you make healthful decisions and tell what they mean and when and condition.
where they might see them.
F. Know that signs and symbols, e.g. 911, Provide interactive activities that provide
Mr. Yuk, danger symbol (circle with line Identify different media sources that children the opportunity to practice how
through it), can help us to stay safe influence our choices e.g., TV, video, to prevent the spread of disease, e.g.
advertisements and commercials. handwashing, covering mouth while
G. Understand that your health behaviors coughing, universal precaution.
are influenced by the media
Provide opportunities and materials for
children to role-play with simple props.
Model good health practices/habits
(e.g. hand-washing, covering mouth
during cough).
Use interactive activities in which the
children must categorize or sort healthy
and unhealthy personal health
practices/habits.
Have school and community professionals
come into the classroom so children can
recognize community helpers.
Take children on a field trip or invite
community health care providers into the
classroom to talk about what they do and
the tools they use.
Provide children with a variety of health
related signs and symbols.
Provide interactive activities that show
how media can influence how we feel
about things.
CONTINUED...

STANDARD 10.2: HEALTHFUL LIVING continued

H. Recognize that every choice has a The learner will: The teacher will:
consequence Explain when and who to ask for help in Read literature related to making
I. Recognize that your health is affected by the decision-making process. decisions and safe choices.
the choices you make Predict and list all possible consequences Create scenarios and have children make
J. Identify things in the environment that or outcomes from a choice. the choice and predict the consequences
affect our health (e.g., insects, sun, loud for the character in the scenario.
Describe how insects, sun, loud noise,
noise, weather, tobacco smoke) weather and tobacco smoke can affect Provide interactive activities in which the
health. children are active learners in making
choices as a class or as individuals.
Describe ways to protect oneself from the
identified environmental factors. Practice and rehearse what to do during
emergency drills.
Read literature related to the theme of
environment and health.
Engage learners in interactive activities
matching preventative strategies with
environmental factors.
STANDARD 10.3: SAFETY AND INJURY PREVENTION

Recognize safe/unsafe practices in the home, school and community
Recognize emergency situations and explain appropriate responses
Recognize conflict situations and identify strategies to avoid or resolve
Identify and use safe practice in physical activity settings

A. Know and demonstrate the importance of The learner will: The teacher will:
rules to ensure safety Identify the rules. Provide student guidelines for the areas
B. Identify general safety guidelines to that are relevant to their specific location
Describe how to keep him/herself safe.
(i.e., city, suburb, rural area).
follow at home, school or community
Identify and demonstrate safe practices
related to the following areas: Model and discuss the importance of
for situations at home, school and
Home: fire safety, pool safety, kitchen safety rules and practices.
community.
safety, drug safety, firearm safety, Read literature about strangers, bullies
Sort behaviors as safe or not safe.
electrical safety, poison safety and safety rules for public places.
School Safety: fire drills, safe from Design interactive tasks that will provide
bullies, safety from strangers, learners opportunities to practice safety
playground safety rules and behaviors.
Community Safety: aquatic safety, Provide opportunities for the student to
safety from strangers, motor vehicle sort safe and unsafe behaviors.
safety, bicycle safety, bus safety
CONTINUED...

STANDARD 10.3: SAFETY AND INJURY PREVENTION

C. Recognize an emergency situation The learner will: The teacher will:
and describe general guidelines for Identify situations as an emergency or not Provide opportunities and props for
handling it an emergency. learners to role play responding to
emergencies and first aid situations.
D. Define conflict Describe appropriate ways to respond to
E. Identify ways to resolve or avoid emergencies (e.g., get an adult, call 911, Provide opportunities for learners to make
conflict leave the area). reminders (magnet, sign) to place near the
phone for placing an emergency phone
F. Identify and demonstrate safe practices Appropriately participate in school
call.
in physical activities emergency drill.
Read fiction and non-fiction that
Identify conflict situations.
describes emergency situations, what to
Demonstrate how to resolve or avoid do and how to respond safely.
conflict in a positive manner.
Read fiction and non-fiction that
Demonstrate appropriate ways to express addresses conflict and/or bullying
and deal with emotions and feelings. situations.
Share your feelings Create home, school and neighborhood
scenarios for learners to role play using
Dont use put downs
appropriate strategies to solve conflicts.
Ask for help from a trusted adult
Create a classroom environment that
Walk away fosters healthy conflict resolution and
respect and acceptance for others.
Know and demonstrate the difference
between safe and unsafe practices. Model effective communication skills
based on respect and acceptance.
Avoid actions that might lead to
accidents. Read fiction and non-fiction that
addresses the safety in physical activity.
Follow safe practices in all school areas.
Create a classroom and school
Utilize safe practices when participating in
environment in which all children feel safe
physical activities.
and comfortable.
Identify safe and unsafe practices that
Have the children help create safety
occur on the playground.
messages for the classroom and
Demonstrate safe practices on playground playground.
equipment.

STANDARD 10.4: PHYSICAL ACTIVITY

Identify and engage in physical activities that promote physical fitness and health
Know the positive and negative effects of regular participation in moderate to vigorous physical activities
Know and recognize changes in body responses during moderate to vigorous physical activity
Identify likes and dislikes related to participation in physical activities
Identify reasons why regular participation in physical activities improves motor skills
Recognize positive and negative interactions of small group activities

A. Understand that physical activities are The learner will: The teacher will:
chores such as raking the leaves, walking Identify types of physical activities that Provide inside and outside opportunities
the dog, shoveling snow and walking to promote fitness and health. for learners to engage in physical
the store or play such as riding your bike, activities that promote fitness and health.
Explain how physical activity helps us be
climbing on playground equipment, healthy. Facilitate class discussions that focus on
jumping rope and playing tag, that keep how physical activity improves health.
you moving Participate in physical activities that
promote fitness and health during outdoor Encourage learners to participate in
B. Understand that moving your body by time. physical activities.
doing chores or playing can help you
have strong bones and muscles, strong Keep a calendar of physical activities that Read related fiction and non-fiction
lungs and a strong heart promote fitness and health while at home. books.
C. Understand that being active is one way Offer ideas about what it means to be Use brainstorming activities to identify
to be healthy healthy. what it means to be healthy.
D. Know that regular participation in Explain what regular participation means. Integrate physical activities into daily
physical activity can have positive or instruction.
Identify the positive effects of regular
negative results participation in physical activity. Use brainstorming activities to identify
E. Know that moving your body almost positive and negative effects of regular
Identify the negative effects of regular
every day by doing chores or playing is participation in physical activity.
participation in physical activity.
called regular participation Have students use an age appropriate
Recognize the effects of moderate to
F. Know that good things that come from method of monitoring their heart and
vigorous physical activity on the body.
being active almost every day include breathing rate.
strong bones and muscles, strong lungs, Learn to count/monitor their heart rate.
Provide opportunities for children to talk
strong heart and having fun with family Learn to monitor breathing rate. about how their body changed during
and friends physical activity.
Participate in activities that will result in
G. Know that sometimes when we are not
body changes. Provide activities that will cause body
careful bad things such as sore muscles changes to occur.
and blisters can happen from being active
almost every day
H. Know that the body needs more energy
when you are being active
I. Know that the body changes as you use
more energy
Heart beats faster and harder;
Breath faster and heavier; and
Feel warm and may even sweat
CONTINUED...

STANDARD 10.4: PHYSICAL ACTIVITY continued

J. Know that people like to be active in The learner will: The teacher will:
different ways and that not everyone Identify physical activities that you like in Proviide brainstorming opportunities for
likes to be active in the same way school and at home and describe why. identifying likes and dislikes.
K. Understand that some reasons you might Identify physical activities that you Provide a variety of activities for children
like certain activities include they are dislike in school and at home and describe to try in order that they can determine
fun, they make you feel good, you can do why. likes and dislikes.
with other friends or family and you are Participate in a variety of activities in Provide different amounts of time for
good at the activity order to determine likes and dislikes. practicing motor skills and subsequently
L. Understand that some reasons you might ask children how short and long practice
Identify why regular participation may
not like certain activities include they are bouts affect their motor skill performance.
help skills improve.
hard to do, you need to learn the skills Provide opportunities for children to talk
for the activity and you may not Recognize why regular participation may
about how their skills improved.
understand how to play the activity not help their skills improve.
Provide opportunities for children to
M. Know that regular participation in Recognize that practicing motor skills
identify reasons why the skill may not
physical activities may help our skills get affects their ability to learn and improve
have improved.
better, such as bouncing or catching a their performance.
ball Provide opportunities for children to work
Demonstrate the ability to cooperate with
with several different partners during
N. Know that practice may not always help different partners during physical
physical activities.
our skills get better if we do not do the activities.
skills the right way or our body is not Provide opportunities for students to
Identify examples of cooperating and
ready to do them reflect on their ability to stay on task
sharing.
during physical activities.
O. Understand how to cooperate and share Identify examples of not cooperating or
with others during small group Provide opportunities for children to
sharing.
activities experience cooperation/non-cooperation
Explain what it means to be on-task. and sharing and non-sharing.
P. Know that cooperating means that you
are able to work nicely with the other Demonstrate the ability to stay on task
children and that an important during a variety of different physical
cooperation skill is sharing activities.
Q. Understand that when the teacher is
busy working with other students, you
must be able to stay on the task (work)
that your teacher asked you to complete
R. Understand that when you are on-task
you can stay focused and keep working
on the job without the teacher directing
you

STANDARD 10.5: CONCEPTS, PRINCIPLES & STRATEGIES OF MOVEMENT

Recognize and use fundamental motor skills and movement concepts
Recognize and describe the concepts of motor skill development using appropriate vocabulary
Know the function of practice
Identify and use principles of exercise to improve movement and fitness activities
Know and describe scientific principles that affect movement and skills using appropriate vocabulary
Recognize and describe game strategies using appropriate vocabulary

A. Understand that there are many ways to The learner will: The teacher will:
move our body such as locomotor, Demonstrate fundamental movement Provide opportunities for learners to
nonlocomotor and manipulative skills within a variety of developmentally participate in a variety of motor activities
appropriate games, dance and gymnastic that develop the locomotor, manipulative
B. Know and demonstrate locomotor
activities. and nonlocomotor skills in closed practice
movements such as walk, run, hop,
Locomotor conditions.
jump, leap, gallop, slide and skip
Nonlocomotor Provide activities that focus on the
C. Know and demonstrate nonlocomotor
Manipulative movement concepts, e.g. locomoting along
movements such as bend, stretch, push,
Space Awareness, e.g. personal, different pathways space awareness;
pull, swing, sway, strain, shake, twist
general bouncing a ball at different speeds
and turn effort awareness; matching a partners
Effort Awareness, e.g. speed, force
D. Know and demonstrate manipulatives movement relationship awareness.
Relationship Awareness
such as rolling, throwing, catching,
Create opportunities for learners to
kicking and striking Know the correct names of the various
participate in a variety of rhythmical,
E. Know and demonstrate movement movements.
expressive and creative dance experiences
concepts as slow to fast (speed), high to Participate in various rhythmic activities. and educational gymnastics (tapes, CDs,
low (levels), forward, backward and paint/draw to music).
Accept all teammates and playmates
sideways (direction) and straight, curved
regardless of race, gender, ability, Use different types of equipment (long
and zigzag (pathways) disability or other differences. and short handled bats and rackets, varied
F. Know that relationships refer to the ball sizes, etc.) in order for children to
Understand that performance does not
ways the individual, while moving, have the option of choice.
depend on gender (i.e., boys and girls
relates with other people and the
performance is similar). Provide opportunities for exploration and
environment such as over, under, on, off, discovery of the range of possibilities
near, far, in front, behind, through and within a skill theme, i.e., ways to toss and
around catch balls, bean bags and other objects.
G. Understand that motor skill performance
Provide opportunities for students to give
may be different for others even though feedback to partners (role play positive
they are the same age comments).
H. Understand that you are different from
Create an environment in which children
every other child your age
feel safe to try new activities.
Different abilities;
Different size and strength; and
Different movement experiences
CONTINUED...

STANDARD 10.5: CONCEPTS, PRINCIPLES & STRATEGIES OF MOVEMENT continued

I. Understand that when you first learn a The learner will: The teacher will:
new skill, you may not be very good at Explain what it means to practice. Provide many practice opportunities.
using the skill Demonstrate how to practice a skill using Encourage students to practice skills
J. Know that practice and experience make repetition. during class time and outside of class
you better at motor skills time.
Practice motor skills for varying amounts
K. Understand that when we practice, we of time. Design creative practice opportunities that
repeat the skill over and over and that we are varied, motivating and novel,
Actively engage in practice opportunities therefore, motivating children to continue
must practice the important parts of the
during class and outside of school. practicing.
skill correctly
L. Understand that critical elements are the Explain how feedback helps to improve a Provide instruction on the function of
important parts of the skill and are cues skill. practice (tie into first time riding bicycle
that help students to learn a skill or to Perform activities based on the critical or playing a specific game).
perform better elements. Provide opportunities for students to give
M. Understand that sometimes a teacher Participate in exercises every day. feedback to partners (role play positive
watches you do a skill and then tells you comments).
about how you did the skill. The teacher Assess student work based on the critical
is giving you feedback elements of a skill (e.g., through a
N. Understand that feedback lets us know drawing, student demonstration).
how we are doing on a task and is Create an environment in which children
helpful in improving a skill feel safe to try new activities.
O. Know that exercises are special Model activities utilizing critical elements.
movement activities that help make you
strong Provide instruction on the principles of
exercise (frequency, intensity, length of
P. Understand that we can become stronger time) and how exercise affects muscular
by exercising every day and bone growth and strength.
Design learning experiences that focus on
each of the principle components of
fitness (cardio-respiratory, muscular
strength and endurance, flexibility, body
composition).
Use music to motivate children to move
for longer periods of time.
Have children and guardians/families
keep an activity calendar of what learners
do at home (i.e., How often do I
participate in activity?) .
Encourage students to participate in
physical activity outside of school. (Find
out who is in sports? Who plays?).
Provide opportunities for children to
exercise every day.
CONTINUED...

STANDARD 10.5: CONCEPTS, PRINCIPLES & STRATEGIES OF MOVEMENT continued

Q. Know that scientific principles are rules The learner will: The teacher will:
that tell you the best way to move your Demonstrate manipulative skills such as Provide developmentally appropriate
body kicking or throwing a ball using varying instruction related to scientific principles,
trajectories (related to gravity). e.g. gravity, balance, force production,
R. Understand that knowing the best ways
force absorption. (Talk to your school
to move your body can make your skill Demonstrate the ability to absorb force
physical education instructor.)
performance better and keep you safe while catching a variety of different
S. Understand that there are many objects while stationary. Design developmentally appropriate
learning experiences in which children
important things you need to know Explain how the rules (scientific
explore gravity, force and balance.
when playing a game in order to have fun principles) can keep your body safe.
and play safely: Provide students critical elements related
Perform an activity that demonstrates a
Jobs of the different game players; to scientific principles.
scientific principle, e.g. gravity, balance,
Where the boundaries are in the game; force production, force absorption. Provide educational experiences that
emphasize cooperative (partner and small
What skills you will be using in the Participate in games that emphasize one
group) games.
game; or more of the game components.
Provide educationally appropriate games
What object or objects you will be that involve one or two players and only a
using in the game; and few of the game components
Rules of the game
Design educational experiences that
emphasize moving in and to an open
space.

athematical learning in first grade
relies on childrens opportunities to Standard Page
be actively engaged while using 2.1 Numbers, Number Systems and Relationships . . . . . . 33
concrete objects and pictorial/symbolic
representations. Students extend their 2.2 Computation and Estimation . . . . . . . . . . . . . . . . . . . . . 34
mathematical knowledge and understanding 2.3 Measurement and Estimation . . . . . . . . . . . . . . . . . . . . . 35
in the areas of numbers, number systems and 2.4 Mathematical Reasoning and Connections . . . . . . . . . . 36
relationships; computation and estimation;
measurement and estimation; mathematical 2.5 Mathematical Problem Solving and Communication. . 36
reasoning and connections; mathematical 2.6 Statistics and Data Analysis . . . . . . . . . . . . . . . . . . . . . . 37
problem solving and communication; 2.7 Probability and Predictions . . . . . . . . . . . . . . . . . . . . . . 38
statistics and data analysis; probability and 2.8 Algebra and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
predictions; algebra and functions; geometry;
trigonometry; and calculus. Teachers 2.9 Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
facilitate mathematical learning when they 2.10 Trigonometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
promote students to problem solve, reason, 2.11 Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
prove, communicate, connect and represent.

MATHEMATICS
STANDARD 2.1: NUMBERS, NUMBER SYSTEMS AND NUMBER RELATIONSHIPS

Count using whole numbers (to 10,000) and by 2s, 3s, 5s, 10s, 25s and 100s
Use whole numbers and fractions to represent quantities
Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols
Use drawings, diagrams or models to show the concept of fraction as part of a whole
Count, compare and make change using a collection of coins and one-dollar bills
Apply number patterns (even and odd) and compare values of numbers on the hundred board
Use concrete objects to count, order and group
Demonstrate understanding of one-to-one correspondence
Apply place-value concepts and numeration to counting, ordering and grouping
Estimate, approximate, round or use exact numbers as appropriate
Describe the inverse relationship between addition and subtraction
Demonstrate knowledge of basic facts in four basic operations

A. Count using whole numbers to 100 by The learner will: The teacher will:
1s, 2s, 5s, 10s and 25s Count, read and write whole numbers For each stated skill the teacher will
B. Use whole numbers and fractions from 1 through 100. provide and incorporate opportunities in
Skip count by 2s, 5s, 10s and 25s. both everyday occurrences and planned,
(halves, thirds and fourths) to represent
Match the fraction to the corresponding purposeful instruction; model and
quantities
incorporate appropriate language and
C. Represent equivalent forms of the same model (concrete and/or pictorially).
vocabulary; supply students with
number through the use of concrete Represent a given number less than or manipulatives (e.g. counters, base ten
objects, drawings, word names and equal to 100 in various ways (e.g. tallies, blocks, pattern blocks, coins, hundred
symbols to 100 numeral, tens and ones, addition and chart, etc.).
subtraction, etc.).
D. Use drawings or models to show the
Identify fractional parts of a region or set.
concept of a fraction as part of a whole
Represent a given fraction (halves, thirds
E. Count, compare and make change up to and fourths) using drawings or concrete
one dollar using a collection of coins materials.
(pennies, nickels, dimes and quarters)
Read and write fractions.
F. Apply number patterns (even and odd) Identify the name and value of pennies,
and compare numbers on the hundred nickels, dimes and quarters.
chart Count, compare and record the value of a
G. Use concrete objects to count, order and collection of coins up to one dollar.
group to 100 Count coins and make change in real life
H. Demonstrate an understanding of situations.
one-to-one correspondence up to 100 Use different sets of coins to represent the
I. Apply place-value concepts and same amount of money (up to one dollar).
numeration to counting and ordering Differentiate between even and odd numbers.
numbers up to 100 Order a set of whole numbers from least
J. Estimate and approximate number to greatest or from greatest to least up
quantities in at least a set of ten through 100.
Count sets of objects to at least 100.
K. Recognize the inverse relationship
between addition and subtraction Count objects using 1-1 correspondence.
Compare two sets of objects using 1-1
L. Demonstrate knowledge of basic correspondence to determine greater
addition and subtraction facts than/less than.
Match a symbolic representation of
numbers to appropriate whole numbers up
to 100 (e.g. base-ten blocks).

MATHEMATICS
STANDARD 2.2: COMPUTATION AND ESTIMATION

Apply addition and subtraction in everyday situations using concrete objects
Solve single- and double- digit addition and subtraction problems with regrouping in vertical form
Demonstrate concept of multiplication as repeated addition and arrays
Demonstrate concept of division as repeated subtraction and as sharing
Use estimation skills to arrive at conclusions
Determine the reasonableness of calculated answers
Explain addition and subtraction algorithms with regrouping

A. Solve addition and subtraction in The learner will: The teacher will:
everyday situations using concrete Use concrete objects, including number For each stated skill the teacher will
objects with one and two digit numbers lines, to find the solution to addition and provide and incorporate opportunities in
(no regrouping) subtraction problems with one and two both everyday occurrences and planned,
digit numbers (no regrouping). purposeful instruction; model and
B. Solve addition and subtraction in
incorporate appropriate language and
everyday situations with one and two Find the solution to addition and
vocabulary; supply students with
digit numbers (no regrouping) subtraction problems with one and two
manipulatives (e.g. counters, base ten
digit numbers (no regrouping).
C. Determine the sum of the same three blocks, etc.).
one-digit numbers (e.g., 5+5+5) Write a number sentence to represent a Teachers will demonstrate and develop
D. Determine the difference by forming picture/story problem. students abilities to find differences
equal groups Determine the sum of the same three using related addition facts.
E. Make estimates of objects in a set up to addends.
and including 100 using groups of ten as Understand subtraction as separating sets
a reference and verify estimate to form equal groups.
F. Compare estimate with verified answer Form a group of ten and use as a reference
G. Explain and describe the process of to make an estimate.
addition and subtraction Count to verify the estimate.
Compare estimate with verification.
Recognize when estimation is or is not
reasonable.
Explore and state the concept of addition
and subtraction as the joining and
separating of sets.

MATHEMATICS
STANDARD 2.3: MEASUREMENT AND ESTIMATION

Compare measurable characteristics of different objects on the same dimensions (time, temperature, area, length, weight, capacity,
and perimeter)
Determine the measurement of objects with nonstandard and standard units (US customary and metric)
Determine and compare elapsed times
Tell time (analog and digital) to the minute
Determine appropriate unit of measure
Use concrete objects to determine area and perimeter
Estimate and verify measurements
Demonstrate that a single object has different attributes that can be measured in different ways (length, mass/weight, time, area,
temperature, capacity, perimeter)

A. Compare two objects using direct The learner will: The teacher will:
comparison Collect two objects and compare them by a Model, using the appropriate
B. Estimate, measure and compare the defined attribute (length, capacity or weight). language/vocabulary, the process of
Determine and use an appropriate non comparing objects using a specified
lengths of objects using non-standard
standard measuring tool (for example, an attribute and measuring using standard
units
appropriate non-standard measuring tool and non-standard tools and units.
C. Estimate, measure and compare the would be a finger to measure the length
lengths of objects using standard units Provide materials/opportunities and
of a piece of paper, not the length of a hall- support learners in making estimations,
of measure way). (Crayons, unifix cubes, paper clips.) determine the appropriate measurement
D. Determine and compare lengths of time Estimate and measure the lengths and tool and explore and apply understanding
E. Tell time (analog and digital) to the heights of objects using non-standard units. of estimation throughout the school day.
minute Estimate and measure the lengths and Provide authentic opportunities for
F. Determine appropriate unit of measure heights of objects to the nearest inch. measuring such as cooking and mixing
Estimate and measure the lengths and simple recipes.
G. Demonstrate that a single object has
different attributes that can be measured heights of objects to the nearest foot Encourage and support learners in
using a 12 inch ruler. explaining how they applied their skills
in different ways (e.g., length, mass/
weight, time, area, temperature, capacity, Estimate and measure the length of during mathematical tasks.
perimeter) objects in centimeters using a ruler.
Estimate and determine the distance
around a shape using non-standard units
(paper clips) and standard units (inches).
Estimate, measure and compare the
capacities of various containers.
Compare the capacities of cups, pints and
quarts.
Compare the capacity of containers to one
liter.
Estimate, measure and compare the
weights of different objects using a
balance scale.
Compare the weights of objects to one
pound.
Determine the appropriate unit for meas-
uring an object using gram or kilogram.
Determine temperatures on a thermometer.
Recognize the divisions of time: morning,
afternoon and evening, before and after.

MATHEMATICS
STANDARD 2.4: MATHEMATICAL REASONING AND CONNECTIONS

Make, check and verify predictions about the quantity, size, and shape of objects and groups of objects
Use measurements in everyday situations (determine the geography of the school building)

A. Make, check and verify predictions about The learner will: The teacher will:
the quantity, size and shape of objects Make estimates of objects in a set up to Model, using appropriate vocabulary, the
and groups of objects and including 100. process of estimating and verifying groups
Make estimates of quantity and verify by of objects.
B. Use measurements in everyday
situations counting. Create and provide opportunities for
Sort, classify and order objects by 2 or learners to make comparisons of objects
more attributes including color, size, by at least 2 attributes.
shape (including two- and three-
dimensional geometric shapes) and Engage learners in recognizing and apply-
number properties (odd/even, numbers ing estimation in everyday situations.
said when counting by 5s 10s) using Facilitate classroom discussion to encour-
standard and non-standard units. age learners to explain how a set of items
Explain and identify how a set or group of has been sorted.
items has been sorted.
Estimate the length or weight of an object. explore and apply an understanding of
Select an appropriate unit and/or tool for estimating and measurement.
the attribute being measured.
Compare objects according to length,
weight or volume.
Tell time (analog) to the hour and half hour.
Tell time to the nearest 1/2 hour.
Use a ruler to measure to the nearest inch.
Measure objects to the nearest inch or
centimeter.
STANDARD 2.5: MATHEMATICAL PROBLEM SOLVING AND COMMUNICATION

Use appropriate problem solving strategies (guess and check, working backwards)
Determine when sufficient information is present to solve a problem and explain how to solve a problem
Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil, and
concrete objects

A. Use appropriate problem-solving The learner will: The teacher will:
strategies (e.g., make a model, draw a Identify and think about possible Model, using the appropriate language/
picture, guess and check, working solutions to solve daily problems vocabulary, the process of identifying and
backwards) occurring in and out of the classroom. solving a problem.
B. Determine when sufficient information is Determine appropriate strategies to solve Facilitate classroom discussion to identify
present to solve a problem and explain various problems. the necessary steps and the appropriate
how to solve a problem Utilize the strategies to solve the order to solve problems occurring in and
problems. out of the classroom.
Describe the steps necessary to solve a Create and provide opportunities for
problem. Communicate these steps orally. learners to engage in problem solving
activities.
CONTINUED...

MATHEMATICS
STANDARD 2.5: MATHEMATICAL PROBLEM SOLVING AND COMMUNICATION continued

C. Select and use an appropriate method, The learner will: The teacher will:
materials and strategy to solve problems, Identify the correct operations to solve a Highlight the process versus the product
including mental mathematics, paper and word problem. of an activity (give specific examples).
pencil and concrete objects Analyze problem situations to choose a Ask open-ended questions, encourage
correct operation. conversations and create classroom
activities that encourage learners to
Invent different strategies and approaches explore a variety of possible solutions
to solve daily problems occurring in and (setup situations).
out of the classroom. Encourage and support learners to explain
Determine what is the best method to their mathematical thinking and work.
solve a single step problem. Provide opportunities for learners to
explore and apply understanding of prob-
lem solving throughout the school day.
Provide the students with examples on
how to utilize the best method to solve a
multiple step problem.
STANDARD 2.6: STATISTICS AND DATA ANALYSIS

Gather, organize, and display data using pictures, tallies, charts, bar graphs, and pictographs
Formulate and answer questions based on data shown on graphs
Predict the likely number of times a condition will occur based on the analyzed data
Form and justify an opinion on whether a given statement is reasonable based on a comparison to data

A. Formulate and answer questions that can The learner will: The teacher will:
be proven with data (bar graphs, Participate in classroom graphing Provide easy to read data sets for the
pictographs and/or tally charts) activities. students.
B. Collect, organize and display relevant Read and compare data shown on bar Assist (as needed) learners in reading the
data to answer questions graphs, pictographs and/or tally charts data, deducing information, drawing
C. Discuss whether a prediction or (guiding questions may include: How conclusions and applying data to future
statement is likely or unlikely based on a many? How many more? How many less? events/behaviors.
Equal? Why? What? How do you know?).
comparison to the data Pose open-ended questions to engage
Sort and classify objects according to their learners in reading the data on a graph.
attributes and organize data about these
Provide opportunities for learners to see
objects.
graphs used in the real world.
Represent data using concrete objects,
Encourage and support learners in
pictures and graphs.
explaining how they applied their skills
Discuss why a prediction or statement during mathematical work.
based on data is either likely or unlikely.
create and interpret graphs throughout the
school day.
Model and verbalize, using language/
vocabulary appropriate to the learners,
the process of graphing.

MATHEMATICS
STANDARD 2.7: PROBABILITY AND PREDICTIONS

Predict and measure the likelihood of events and recognize that the results of an experiment may not match predicted outcomes
Design a fair and an unfair spinner
List or graph the possible results of an experiment
Analyze data using the concepts of largest, smallest, most often, least often and middle

A. State and explain the likelihood of an The learner will: The teacher will:
event using the terms certain, likely, Determine the likelihood of events Model and verbalize (as needed), using
unlikely or impossible occurring. language/vocabulary appropriate to the
Example: the teacher flips a coin and the students, the process of determining the
B. Discuss why a spinner is fair or unfair
students predict the likelihood of the coin likelihood of an event and/or why a
C. Discuss the results of an experiment landing heads up. spinner is either fair or unfair.
When presented with various spinners Explain examples of activities that are
and activities with the spinners, students most likely to occur at certain times of
discuss why certain spinners are either fair the year.
or unfair. Explain/demonstrate the meaning of the
Predict what the results of an experiment words certain, likely, unlikely and
will be. impossible.
Discuss the results of an experiment for Facilitate predictions of possible results
which the teacher has recorded or graphed by referring to previous events.
the results. Encourage and support learners in
explaining how they applied their skills
during mathematical tasks.
STANDARD 2.8: ALGEBRA AND FUNCTIONS

Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number, and geometric patterns
Use concrete objects and trial and error to solve number sentences and check if solutions are sensible and accurate
Substitute a missing addend in a number sentence
Create a story to match a given combination of symbols and numbers
Use concrete objects and symbols to model the concepts of variables, expressions, equations, and inequalities
Explain the meaning of solutions and symbols
Use a table or chart to display information
Describe and interpret the data shown in tables and charts
Demonstrate simple function rules
Analyze simple functions and relationships and locate points on a simple grid

A. Recognize and extend patterns based on The learner will: The teacher will:
shape, size, color, sound or number Construct patterns with a repeating Provide a variety of materials for sorting,
B. Identify the rule for a repeating pattern pattern with concrete objects such as classifying and creating patterns
geometric shapes or connecting cubes. (connecting cubes, beads, buttons, lids,
that could be extended infinitely
Describe a repeating pattern and be able etc.).
C. Identify the rule for a number sequence to extend it beyond the pattern shown.
that could be extended infinitely Demonstrate and explain the concept of
Describe how patterns are alike. recognizing, describing, repeating and
D. Choose the correct operation (addition or extending a pattern or sequence.
Create their own repeating pattern and be
subtraction) to solve a story problem able to describe the pattern.
CONTINUED...

MATHEMATICS
STANDARD 2.8: ALGEBRA AND FUNCTIONS continued

E. Write an equation to solve a story The learner will: The teacher will:
problem Describe and extend a number pattern that Provide opportunities and support
F. Use concrete objects and trial and error is a constant sequence, such as 1,4,7, . . . learners in recognizing, describing and
or 2,4,6, . . . . extending patterns and sequences.
to solve addition or subtraction number
sentences and check if solutions are Solve a variety of story problems by first Demonstrate solving story problems
accurate identifying the operation involved. through providing a variety of
G. Find a missing addend that makes a Use concrete manipulatives and/or draw manipulatives and drawings to solve
pictures to determine missing addends. addition and subtraction story problems.
number sentence true
Progress from the use of manipulative and Demonstrate how story problems can be
H. Explain how solutions to equations or drawings to use symbols and write
missing addends are determined represented with equations.
equations to solve story problems and
I. Identify the missing symbol (+,-, =) that equations. Provide meaningful demonstrations to
makes a number sentence true establish the meaning of symbols in
Use a variety of strategies to solve
equations.
problems involving addition or
subtraction. Provide opportunities for students to
Provide explanations for the solutions and explain their strategy for solving story
strategies used in solving story problems problems or equations (missing addends).
and/or equations.
STANDARD 2.9: GEOMETRY

Name and label geometric shapes in two and three dimensions (circle/sphere, square/cube, triangle/pyramid, rectangle/prism)
Building geometric shapes using concrete objects (manipulatives)
Draw two and three dimensional geometric shapes and construct rectangles, squares, and triangles on the geoboard and on graph paper
satisfying specific criteria
Find and describe geometric figures in real life
Identify and draw lines of symmetry in geometric figures
Identify symmetry in nature
Fold paper to demonstrate the reflections about a line
Show relationships between and among figures using reflections
Predict how shapes can be changed by combining or dividing them

A. Name and label geometric shapes in two The learner will: The teacher will:
and three dimensions (e.g., circle, square, Identify two and three-dimensional Provide an environment rich in geometric
triangle, rectangle, sphere, cube, pyramid figures and describe their specific design.
and prism) attributes.
Use appropriate manipulatives (i.e.
B. Build geometric shapes using concrete Compare, contrast and sort two- and geoboards) and activities to create shapes
objects three- dimensional shapes. and form congruent plane figures.
C. Create two- and three-dimensional Relate faces of three-dimensional figures Create a chart with attributes of each
shapes to two-dimensional shapes. object.
D. Find and describe geometric figures in Identify and create figures that are the Use appropriate manipulatives (i.e.
real life same size and same shape (congruent). pattern blocks, building blocks, etc.) to
E. Identify and draw lines of symmetry in Use various materials to draw, build and allow for exploration and construction of
geometric figures make two-dimensional and three- new shapes while engaging the student in
dimensional shapes. dialogue about the attributes of the new
shape.
CONTINUED...

MATHEMATICS
STANDARD 2.9: GEOMETRY continued

F. Identify lines of symmetry in nature The learner will: The teacher will:
G. Fold paper to demonstrate the reflection Recognize two-dimensional shapes Provide opportunities to identify and
of a line within other two-dimensional shapes. name the properties of two- and three-
Combine two-dimensional shapes to dimensional shapes using plane figures
H. Show relationships between and among make new shapes. and geometric solids.
figures using reflections
Draw and label parallelogram, trapezoid Use real objects as examples of geometric
I. Predict how shapes can be changed by and hexagon. solids.
combining or dividing them
Recognize sides, vertices (angles), corners Provide opportunities to explore shapes
and curves in two-dimensional shapes. that involves folding and/or drawing
Name and label two- and three- lines of symmetry.
dimensional shapes.
Provide opportunities to explore
Recognize and identify two- and three- reflections using appropriate
dimensional shapes in the environment. manipulatives (i.e. mirrors, graph paper,
Match two- and three-dimensional geoboards).
shapes to two- and three-dimensional
Provide shapes for exploration.
shapes in real life.
Identify lines of symmetry in shapes and
objects.
STANDARD 2.10: TRIGONOMETRY

Identify right angles in the environment Model right angles and right triangles using concrete objects

A. Identify and give examples of corner angles The learner will: The teacher will:
B. Identify a triangle that has one corner.
Recognize that a line drawn from one
vertex to the opposite vertex in a
rectangle or square divides it into two
triangles, each with a corner angle
STANDARD 2.11: CALCULUS

Identify whole number quantities and measurements from least to most and greatest value
Identify least and greatest values represented in bar graphs and pictographs
Categorize rates of change as faster and slower
Continue a pattern of numbers or objects that could be extended infinitely

A. Describe how you can get closer and The learner will: The teacher will:
closer to a point or line and not reach or Football penalty activity (if an offense is
cross it on the 5 yard line and the defense gets a
penalty that equals half the distance to
the end zone for the offensewill the
offense ever cross the end zone if the
defense keeps getting penalties?
Approaching a tape 1/2 distance each move.

rimary childrens social and emotional development is strengthened when they have classroom
experiences that promote a sense of autonomy, competence and belonging within an engaging and a
responsive environment. Teachers support childrens self identity and social competence by modeling
respectful interactions and using positive guidance techniques that scaffold the development of self control
and problem solving. By encouraging positive
approaches to learning teachers allow children
to plan and make choices so that school is Standard Page
meaningful to them and they become engaged in PS 1 Develop Self Concept . . . . . . . . . . . . . . . . . . . . . . 42
life long learning. Research supports that
attention to the social and emotional needs of PS 2 Develop Self Regulation. . . . . . . . . . . . . . . . . . . . 42
students increases the academic achievement of PS 3 Develop Social Interactions. . . . . . . . . . . . . . . . . 43
students, lowers the incidences of disruptive
PS 4 Develop Care and Self Reliance . . . . . . . . . . . . . . 43
behaviors and improves the quality of
relationships surrounding each child.

PERSONAL-SOCIAL
STANDARD PS 1: DEVELOP SELF-CONCEPT

A. Is aware of self and ones own prefer- The learner will: The teacher will:
ences, strengths and challenges Verbalize ones own needs, likes, dislikes, Provide a caring, nurturing and accepting
B. Show independence in a wide range of strengths and challenges. environment for learners.
activities Choose activities, select materials and Create an emotional bond with learners.
C. Know and state independent thoughts carry out tasks. Refer to the learner by name.
and feelings Persist in developing self-management Make a personal connection with each
skills related to school tasks (papers, learner.
D. Attempt new experiences with confidence
and independence projects, library books, etc.). Display the learners work at eye level.
E. Show pride in accomplishments Express ones own opinion or ideas about Provide, encourage and support
a particular topic. opportunities for autonomy and self-
F. Demonstrate skills related to achieving direction (centers, job chart).
personal and academic goals Work independently for increasingly
Provide, encourage and support
longer time periods.
G. Describe why school is important in opportunities for one on one conversation
achieving academic goals Describe why school is important in between the children and adults.
achieving academic goals. Provide, encourage and support
Identify goals for academic success and opportunities for learners to want to try
classroom behavior. something new.
Provide encouragement and praise for
Work with other adults in the school
learners efforts.
setting.
Create an environment that fosters
Initiate the sharing of work and decisions-making, autonomy, self-
accomplishments with peers and adults at direction and independence.
the appropriate times.
STANDARD PS 2: DEVELOP SELF-REGULATION

A. Identify, express and manage feelings The learner will: The teacher will:
B. Tolerate adversity and disappointment Name a range of feelings (fear, affection, Model non-verbal and verbal interactions
excitement, enthusiasm and congruent with feelings.
C. Understand consequences of own disappointment). Model genuine, appropriate emotional
behavior Express in different ways how he/she responses.
D. Follow rules and routines in classrooms feels (verbal, walk away, drawing, Encourage expression of feelings and
and other settings journaling, physical activities, etc.). support learner in managing those.
E. Use materials with purpose, safety and Separate feelings from actions. Respond to childs non-verbal and verbal
respect Control impulsive behavior when cues.
F. Focus attention as required by the task frustrated, angry or excited. Use logical consequences and guidance
G. Manage classroom transitions Persist in and completing student practices that support self-control.
initiated and/or teacher directed tasks. Use class meetings to support the
H. Follow adult directions
Maintain composure when not selected (to development of student self control.
I. Delay personal gratification until an answer question, be first in line, play Cue learners so that they can bring their
appropriate time game, etc.). work to an end prior to changing tasks.
Use words instead of physical actions Give specific directions with reasonable
when upset. expectations.
Move from one task to another efficiently. Provide opportunities for the children to
Respond to teacher requests or ask express their feelings through play, writ-
clarifying questions about the request. ing and/or other artistic representation.
Understand the logical consequences of Model and coach problem solving and
ones actions. negotiating conflicts with others.

PERSONAL-SOCIAL
STANDARD PS 3: DEVELOP SOCIAL INTERACTIONS

A. Is aware of self and ones own The learner will: The teacher will:
preferences Be able to adapt to new adults in the Create caring adult/child relationships.
B. Know and state independent thoughts school setting.
Using eye contact and body proximity to
and feelings Ask for help when needed. give children support when needed.
C. Trust familiar adults and close peers Seek out companionship with other Provide consistency and predictability in
D. Establish and maintain positive children. daily routines, environment.
relationships with peers Begin to negotiate conflicts that arise. Arrange the environment so there is space
E. Respond with empathy by recognizing for learners to work together on activities.
Recognize that others may experience
the feelings and perspectives of others situations differently than self. Be available to help children solve
F. Seek help from peers and adults when conflicts rather than removing the child or
Re-establish a relationship with others
needed the materials.
after a conflict.
G. Respect the feelings, rights and Provide opportunities and encourage
Use multiple strategies for getting what
belongings of others group work or play.
he/she needs.
H. Cooperate in small and large group Model nurturing behaviors by acts of
activities Take turns and wait for a turn.
kindness and helpfulness to other adults
I. Identify problems and conflicts Share materials. and children.
commonly experienced by peers Be aware and sensitive to the wants and Provide opportunities to role play and
J. Show increasing abilities to needs of others. practice new social skills.
constructively resolve conflicts with Give and receive compliments.
peers
Use please and/or thank you
K. Show nurturing behaviors through appropriately.
helpfulness to others
L. Use listening skills to identify the
feelings and perspectives of others
STANDARD PS 4: DEVELOP CARE AND SELF-RELIANCE

A. Demonstrate responsible behaviors in The learner will: The teacher will:
personal, school and community context Accept and manage assigned classroom Organize the classroom and routines so
B. Contribute to the well being of ones jobs. that children can demonstrate more self
reliant behaviors.
school and community Stay within safe boundaries and follow
C. Identify and perform roles that school safety rules. Provide a safe environment that
contribute to ones classroom encourages active learning.
Check in with adults when he/she thinks
D. Follow classroom routines independently something is not safe.
E. Recognize situations that are unsafe and Keep track of personal belongings
behave accordingly (ie. book-bag, coat, gloves).

he Reading, Writing, Speaking and Listening Standards describe what students should know and be
able to do to be effective readers and writers of the English language at grades one and two. The
standards provide the targets for instruction and
student learning that are essential for success in all Standard Page
academic areas, not just language arts classrooms. 1.1 Learning to Read Independently . . . . . . . . . . 45
Because of the unique nature of the language arts, 1.2 Reading Critically in all Content Areas . . . . . 48
teachers in all areas within a school will use the 1.3 Reading, Analyzing and Interpreting
Reading, Writing, Speaking and Listening Standards. Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Although the standards are not a curriculum or a 1.4 Types of Writing. . . . . . . . . . . . . . . . . . . . . . . . 50
prescribed series of activities, school entities will use 1.5 Quality of Writing. . . . . . . . . . . . . . . . . . . . . . . 51
them to develop a local school curriculum that will 1.6 Speaking and Listening . . . . . . . . . . . . . . . . . . 53
meet local students needs. The three column 1.7 Characteristics and Function of the
representation outlines each content standard and English Language . . . . . . . . . . . . . . . . . . . . . . . 54
provides examples to meet the standard with 1.8 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
instructional supporting practices.

READING, WRITING, SPEAKING AND LISTENING
STANDARD 1.1: LEARNING TO READ INDEPENDENTLY

Identify the purposes and types of text (literary, informational) before reading
Preview the text formats (title, headings, chapters, and table of contents)
Use knowledge of phonics, word analysis (root words, prefixes and suffixes), syllabication, picture and context clues to decode and
understand new words during reading
Read text using self-monitoring comprehension strategies (predict, revise predictions, reread, use headings, use organization of text,
adjust reading rate)
Acquire a reading vocabulary by identifying and correctly using words, (antonyms, synonyms, categories or words). Use a dictionary
when appropriate
Understand the meaning of and use correctly new vocabulary learned in various subject areas
Demonstrate after reading understanding and interpretation of both fiction and nonfiction text
Retell or summarize the major ideas, themes or procedures of the text
Connect the new information or ideas in the text to know information
Clarify ideas and understandings through rereading and discussion
Make responsible assertions about the text by citing evidence from the text
Demonstrate fluency and comprehension in reading
Read familiar materials aloud with accuracy
Self-correct mistakes
Use appropriate rhythm, flow, meter, and pronunciation
Read a variety of genres and types of text
Demonstrate comprehension

A. Demonstrate CONCEPT OF PRINT, how The learner will: The teacher will:
print is organized and used in reading Identify the purpose for reading and Engage students in using print to convey
and writing tasks writing. meaning (e.g. writing notes, reading
Identify the parts of a book. directions, signs, books).
B. Demonstrate PHONEMIC AWARENESS, the
ability to hear and manipulate sounds in Use correct book handling skills. Point out parts of the book (e.g. title,
spoken words table of contents, authors and illustrators,
Display directionality.
glossary and index).
Identify various forms of print.
Ensure student mastery of how to hold a
Understanding the relationship between book, turn pages one at a time, reading
print and the spoken word. left to right and top to bottom.
Differentiate between a word and a letter. Display and teach using a variety of forms
Distinguish initial, medial and final of print (e.g. signs, newspapers, books,
sounds in single-syllable words. labels).
Distinguish long- and short-vowel Provide opportunity for students to write
sounds in orally stated single-syllable from dictation.
words. Demonstrate that sounds are represented
Orally blend three or more spoken by letters, letters make up words, words
phonemes into recognizable words. make up sentences and sentences make up
Orally segment single syllable spoken stories.
words into their phonemes. Model aloud how to sequentially retell a
Manipulate individual phonemes to create story (e.g. beginning, middle, end).
new words through addition, deletion and Provide a spoken single-syllable word
substitution. and ask the learner to identify the initial,
Identify the number of syllables in a given medial or final phoneme (sounds) (e.g.
word. What is the beginning sound you hear in
the word cat?/c/).
CONTINUED...

STANDARD 1.1: LEARNING TO READ INDEPENDENTLY continued

C. Demonstrate knowledge of the The learner will: The teacher will:
ALPHABETIC PRINCIPLE, the ability to Generate the sounds of all the letters and Provide opportunities for learners to
associate sounds with letters and use letter patterns, including consonant blend and segment phonemes (sounds) in
these sounds to form words blends and long- and short-vowel spoken words (e.g. Tell me all the sounds
patterns and blend those sounds into you hear in the word cat /c/ /a/ /t/
recognizable words. and I am going to say a word slowly /c/
/a/ /t/. What word? /cat/).
Demonstrate letter-sound correspondence
knowledge to decode unknown and Offer spoken word play games that focus
pseudo-words. on addition, deletion and substitution of
sounds in words.
Produce speech sounds associated with
Ensure mastery of skill acquisition using a
all individual letter symbols and letter
phonemic awareness mastery assessment.
combinations for diagraphs, blends and r
controlled vowel(s). Provide opportunities for the learner to
clap out syllables in words and sentences.
Encode (spell) three- and four-letter
Offer direct, explicit and systematic
(single-syllable) words with short
(sequential) phonics instruction.
vowels, final e spellings, initial and final
consonant blends and diagraph. Have strong understanding of linguistics
and how it affects reading acquisition in
Use decoding skills to accurately and students.
fluently read and spell phonetically
Use a word wall for instruction and
regular words.
practice of new words.
Decode words from common word Place high frequency words on 3 x 5 cards
families. for practice, review and word recognition
Read common, irregular sight words games.
accurately and fluently. Create word lists for word sorts.
Read compound words and contractions. Provide several opportunities for both
reading and writing of newly learned
Read inflectional forms (e.g., -s, -ed words.
-ing) and root words (e.g. look, looked,
Utilize intervention strategies to
looking).
accommodate students experiencing
Reread and self-correct word recognition difficulty with letter discrimination skills
errors. that are commonly confused (e.g. [e, a, s,
c, o]; [b, d, p, o, g, h]; [f, l, t, k, i, h];
[n, m, u, h, r]).
Teach commonly confused letters far apart
from one another (e.g. b, d, p, q).
Use key words and pictures when
introducing sound-spelling relationships.
Use differentiated instruction to
accommodate the students educational
needs.
Offer multisensory activities to support
and practice new skills.
Provide ongoing progress monitoring to
ensure mastery of taught skills.
Offer decodable text to provide multiple
opportunities for practice toward mastery
and transfer of phonics skills to connected
text.
CONTINUED...

STANDARD 1.1: LEARNING TO READ INDEPENDENTLY continued

D. Demonstrate FLUENCY, the ability to read The learner will: The teacher will:
grade level text orally with accuracy, Apply letter-sound (orthographic Model reading aloud with fluency.
appropriate rate and expression patterns) knowledge to decode and Provide oral support for readers by activities
encode phonetically regular words quickly such as choral reading or paired reading.
E. Demonstrate a rich listening and
and accurately in isolation and in context.
speaking VOCABULARY, the ability to Offer plenty of practice opportunities
understand (receptive) and use Recognize high frequency and familiar including repeated readings.
(expressive) words to acquire and convey words in isolation and in context. Encourage fluency through phrasing or
meaning Adjust reading rate based on purpose, text chunking to aid in comprehension.
difficulty, form and style. Ask the student to read a passage on his
Recognize and self-correct errors. or her grade level and then compare the
words correct per minute (WCPM) score to
Read a variety of genres. the benchmark standard.
Read grade level texts with appropriate Use think aloud to share how you, as a
rate and expression. fluent reader, are navigating through a
Answer comprehension questions orally piece of text.
and in writing based on material read Prompt students to respond to what they
independently. read both orally and in print, how it was
read and if any improvements are needed
Understand, learn and use new vocabulary to further build fluency.
from a variety of content areas.
Offer decodable text to provide multiple
Develop vocabulary by listening to and opportunities for practice toward mastery
discussing both familiar and conceptually and transfer of phonics skills to connected
challenging selections read aloud text.
(e.g. Aesops fables).
Take advantage of student listening and
Use context to understand word and speaking competencies to enhance student
sentence meanings. vocabulary.
Relate vocabulary to prior knowledge. Use trade books that are read aloud to
children as a major source for identifying
Classify conceptual categories of words
interesting words and developing
(e.g. animals, colors, foods).
conceptual understanding.
Choose rich and robust vocabulary words
that are within the intellectual grasp of
the children.
Use words that can be used in many
contexts and in a variety of instructional
activities.
Assist students in connecting new
vocabulary to prior knowledge.
Explore similarities and differences in
words, meanings and concepts.
Introduce vocabulary from narrative and
informational text.
Interactively use a vocabulary word wall to
teach, reinforce and encourage the use of
new words in oral and written language.
Directly teach increasingly sophisticated
words with examples and non-examples.
Offer multiple, repeated practice
opportunities to use new and previously
learned vocabulary.

STANDARD 1.2: READING CRITICALLY IN ALL CONTENT AREAS

Read and understand essential content of informational texts and documents in all academic areas
Differentiate fact from opinion within text
Distinguish between essential and nonessential information within a text
Make inferences from text when studying a topic (science, social studies) and draw conclusions based on text
Analyze text organization and content to derive meaning from text using established criteria
Use and understand a variety of media and evaluate the quality of material produced
Use electronic media for research
Identify techniques used in television and use the knowledge to distinguish between facts and misleading information
Assess the quality of media projects (script, play, audiotape) that have been developed for a targeted audience
Produce work in at least one literary genre that follows the conventions of the genre

A. Identify, analyze and apply knowledge The learner will: The teacher will:
of the elements of a variety of Identify the difference between facts and Display examples of fact and opinion in
informational texts to demonstrate an opinions. text, identifying characteristics of each.
understanding of the information Identify essential information such as Model the distinction between essential
presented facts, main idea and supporting and non-essential information.
B. Identify a variety of media to gain information from illustrations and text. Assist students in using prior knowledge
information (e.g., computer, tape to predict and justify what will happen
Make predictions about what happens next in a story or process.
recorder, television and recorded media) next in a story or process and justify.
Draw connections between illustrated
Identify the organizational features organization features (e.g. charts, graphs,
(e.g. charts, graphs, captions) of text and captions) and the written text.
indicate connection to the written text. Assist students in selecting age and ability-
Apply comprehension strategies appropriate non-fiction materials to read to
(e.g. graphic organizers, rereading, begin building a core base of knowledge.
summarizing) to build understanding. Model use of a few graphic organizers to
Identify type of media to be used for a build connections and understanding
specific task. followed by guided practice until students
are able to use them purposefully and
independently.
Expose students to a variety of media
used to gain information (e.g. computer
software, internet, books on tape,
television programming, film).

STANDARD 1.3: READING, ANALYZING AND INTERPRETING LITERATURE

Read and understand works of literature
Identify literary elements in stories describing characters, setting, and plot
Identify literary devices in stories (rhyme, rhythm, personification)
Identify the structures in poetry (pattern books, predictable books, nursery rhymes)
Identify the structures in drama (dialogue, story enactment, acts, scenes)
Read and respond to nonfiction and fiction including poetry and drama

A. Identify, analyze and apply knowledge The learner will: The teacher will:
of the elements of a variety of fiction Read and listen to a variety of genres of Display examples a variety of fiction and
and literary texts to demonstrate an literature (e.g. poetry, plays, fables, literary texts (e.g. classroom library,
understanding of a literary selection legends, picture books) and participate in leveled books).
guided discussion.
Read aloud and expose students to a
Distinguish the distinct characteristics variety of genre.
and purposes of each genre.
Retell the main events of a story including Model the distinction between essential
characters and setting as well as and non-essential information.
beginning, middle and end. Assist students in using prior knowledge
Identify the main topic or essential to predict and justify what will happen
message of a literary selection. next in a story.
Make predictions about what happens Lead students to draw connections
next in a story or process and justify. between illustrations and the written
Identify the literary devices in rhyme, text.
repetition, rhythm and patterns.
Assist students in selecting age and
Identify and complete predictable
ability-appropriate fiction materials to
language patterns (e.g., pattern books,
read.
predictable books, nursery rhymes).
Identify dialogue and story action in plays Model use of a few graphic organizers to
and stories. build connections and understanding
Connect the reading to self and the world followed by guided practice until students
and other literary pieces. are able to use them purposefully and
independently.
Select fiction materials to listen to or read
based on interest or recommendation.

STANDARD 1.4: TYPES OF WRITING

Write narrative pieces (stories, poems and plays) Use relevant illustrations
Include detailed descriptions of people, places, things Include literary elements
Write informational pieces (descriptions, letters, reports, Write an opinion and support it with facts
and instructions) using illustrations when relevant

Narrative The learner will: The teacher will:
Develop and demonstrate the writing of Develop an idea with a beginning, middle Facilitate participation in writing simple
narrative pieces that include a main idea and end. stories, poems, rhymes or song lyrics.
based on read, imagined or personal events, Sequence two or more events. Provide daily shared and interactive
characters and a sequence writing opportunities.
of events Include people, places and things in
created writing. Read published stories to demonstrate use
of story elements.
Select appropriate illustrations to
accompany story. Model the use of a graphic organizer to
plan a beginning, middle and end.
Informational Write informational sentences Write in a variety of informational forms

Develop and demonstrate the writing of (e.g., descriptions, definitions, simple (e.g. thank you notes, short letters, rules,
informational pieces that provides instructions) using illustrations when labels).
information related real-world tasks relevant.
Provide daily shared and interactive
Write brief informational descriptions of a writing opportunities.
real object, person, place or event, using
Read published informational text to
sensory details.
demonstrate use of topic and supporting
Differentiate between fact and opinion. details.
Model the use of a graphic organizer to
develop topic and supporting details.
Persuasive Draw a picture and use simple text to tell Model and share examples of persuasion
Develop and demonstrate persuasive writing a message (e.g. Say No to Drugs) and why found in print and environment.
that is used for the purpose of influencing it is important. Engage students in shared and interactive
the reader writing opportunities.

STANDARD 1.5: QUALITY OF WRITING

Write with a sharp, distinct focus identifying topic, task, and audience
Write using well-developed content appropriate for the topic
Gather and organize information
Write a series of related sentences or paragraphs with one central idea
Incorporate details relevant and appropriate to the topic
Write with controlled and/or subtle organization
Sustain a logical order
Include a recognizable beginning, middle, and end
Write with an awareness of the stylistic aspects of composition
Use sentences of differing lengths and complexities
Use descriptive words and action verbs
Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically
Edit writing using the conventions of language
Spell common, frequently used words correctly
Use capital letters correctly (first word in sentences, proper nouns, pronoun I)
Punctuate correctly (period, exclamation point, question mark, commas in a series)
Use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions properly
Use complete sentences (simple, compound, declarative, interrogative, exclamatory, and imperative)
Present and/or defend written work for publication when appropriate

Progress through the stages of the writing The learner will: The teacher will:
process (e.g., prewriting, drafting, revising, With assistance, write for different Describing the process and its intended
editing and publishing) purposes and to a specific audience or purpose and outcome.
person.
Provide shared and interactive pre-
writing opportunities.
Use focus, content, organization, style and
conventions to direct instruction in the
writing process.
Hold individual conferences with students
to guide the writing process.
Prewriting Generate ideas from multiple sources Model pre-writing strategies (e.g.
Uses prewriting strategies to generate ideas (e.g. brainstorming, webbing, drawing, think-aloud, listing, graphic organizers).
and formulate a plan group discussion, other activities).
Organize and select a topic for writing.
Drafting Maintain a focus on a single idea while Model writing that states a feeling or
Write clear and coherent sentences and including supporting details. reaction.
paragraphs that develop a central idea Organize details into a logical sequence Provide opportunities for learners to
that has a beginning, middle and end. engage in shared, interactive and
independent writing.
Writes with a variety of well constructed
sentences including descriptive words and Demonstrate the transfer of information
action verbs. from prewriting to the drafting stage.
Use complete, simple declarative, inter- Offer direct instruction on various
rogative and exclamatory sentences. sentence types.
Use descriptive words and verbs in context.
CONTINUED...

STANDARD 1.5: QUALITY OF WRITING continued

Revising The learner will: The teacher will:
Revise and refine the draft for clarity and Revise writing to add or eliminate details Provide opportunities for students to
effectiveness and correct ideas so a logical order is engage in shared, interactive and
present. independent revision of writing samples.
Create clarity by marking out repetitive Offer cooperative learning opportunities
details by using a caret and replacing for peers to discuss and improve their
general words with more specific words. writing samples.
Demonstrate examples of marks used in
revision and samples of more specific
words for those that are general.
Use exemplar writing samples to demon-
strate high levels of writing development.
Editing Spell common, frequently used words Provide opportunities for students to
Edit and correct the draft for standard correctly. engage in shared, interactive and
language conventions Capitalize the first word of a sentence, independent editing.
names of people and the pronoun I. Demonstrate use of an editing checklist.
Use proper end punctuation (period,
Provide and demonstrate the use of
exclamation and question mark).
various resources to check for spelling
Use nouns (i.e.. singular and plural), errors (e.g. word wall, picture dictionary,
pronouns (e.g. my/mine, his/her) and environmental print).
verbs in writing.
Offer direct, explicit instruction on
Correctly use common spelling patterns
conventions of print.
(e.g., onset and rimes, word families,
CC, CCVC, CVCC and final -e words).
Use a checklist to ensure that they have
properly edited their writing.
Publishing Produce, illustrate and share a variety of Provide opportunities for students to
Write a final product for the intended compositions. share their published work with others.
audience Display published work.
Penmanship Write numbers and uppercase and lower- Use a consistent method for
Engage in the writing process and write to case letters using left to right sequencing. demonstrating letter and number
clearly communicate ideas and experiences in formation.
Print legibly and space letters, words and
legible print sentences appropriately. Model appropriate spacing between
letters, words and sentences.

STANDARD 1.6: SPEAKING AND LISTENING

Listen to others Demonstrate an awareness of audience
Ask questions as an aid to understanding Contribute to discussions
Distinguish fact from opinion Ask relevant questions and respond with appropriate information
Listen to a selection of literature (fiction and/or nonfiction) or opinions to questions asked
Relate it to similar experiences Listen to and acknowledge the contributions of others
Predict what will happen next Display appropriate turn-taking behaviors
Retell a story in chronological order Participate in small and large group discussions and presentations
Recognize character and tone Participate in everyday conversations
Identify and define new words and concepts Present oral readings, short reports, and interviews
Speak using skills appropriate to formal speech situations Give simple directions, explanations, and reporting of an
Use appropriate volume emergency
Pronounce most words accurately Use media for learning purposes

A. Apply listening and speaking strategies The learner will: The teacher will:
effectively Listen to others when they are speaking Model appropriate speaking and listening
and demonstrate an understanding of the behaviors throughout the school day.
B. Use electronic media for learning message.
purposes, such as generating a journal Verbalize thought processes while
or story Listen attentively and follow directions to listening.
perform a task (e.g., multi-step oral
directions, solving problems and Provide opportunities for students to
following rules). demonstrate appropriate public speaking.
Ask questions to clarify information. Encourage use of learned vocabulary.
Listen to a selection and connect similar
experiences to real events. Demonstrate and instruct students in
purposeful listening activities.
Make realistic predictions about the
outcomes of simple events and recognize Utilize various media for instruction.
different outcomes are possible. Model the use of computers and software
Retell stories using basic story grammar applications as a means for accessing
and relating the sequence of story events information.
by answering, who, what, when, where,
why and how questions.
Identify character and tone in spoken
information.
Listen in order to identify and use new
words and concepts.
Use correct vocabulary and word usage
when speaking.
Use appropriate volume while initiating
answers and conversation.
Pronounce single and multiple syllable
words correctly.
Use appropriate pace in sentences,
rhymes, poetry and questions.
Interpret expressions, gestures and body
language cues from audience.
Ask and answer relevant questions and
share experiences within a group.
Initiate and respond appropriately to
conversations and discussions.

STANDARD 1.7: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE

Select a topic for research Locate resources for a particular task (newspapers,
Locate information using appropriate sources and strategies dictionary)

A. Distinguish commonly used words from The learner will: The teacher will:
other languages Use common words from other languages Sing songs using words from other
B. Identify variations in the dialogues of (i.e. count to 10 in Spanish). languages, connecting the English and
other language term and meaning.
literary characters Utilize speech bubbles and quotations to
differentiate between dialogue and text. Model various accents, modulations and
character voices when reading aloud.
Offer examples of various dialogue
presentations.
STANDARD 1.8: RESEARCH

Select a topic for research Organize and present the main ideas from research
Locate information using appropriate sources and strategies

A. Use a systematic process for the The learner will: The teacher will:
collection, processing and Select a topic for research. Demonstrate the use of the writing
presentation of information Differentiate between various sources of process to create a research paper.
information (e.g., dictionaries, news- Offer a collection of resources for students
papers, magazines, electronic media). to use in collecting information.
Select sources for gathering information
(e.g., dictionaries, encyclopedias,
observation, electronic media).
Use picture clues, keywords, heading to
locate information.
Organize key concepts using a graphic
organizer.
Summarize main ideas orally from key
facts and concepts.
Write a simple report with a title and at
least three facts and supporting details
using complete sentences.

SCIENCE AND TECHNOLOGY
irst graders learn about scientific
concepts through active
investigation, observation and
experimentation of the natural and human-
made world. These experiences provide the
foundation for abstract and scientific
thought, leading to conscientious decision-
making and improved problem-solving.
Students who are given opportunities to
conduct experiments, gather data and make
conclusions are developing skills that
support inquiry about the natural world,
the scientific process, principles and
technology.
ENVIRONMENT AND ECOLOGY Standard Page

irst graders learn about environment Science and Technology
and ecology through first-hand 3.1 Unifying Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
experiences using the real world as 3.2 Inquiry and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
their classroom. Through the integration of 3.3 Biological Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
environment, science and social studies students
3.4 Physical Science, Chemistry and Physics . . . . . . . . . . . . . . . . 60
3.5 Earth Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
understand the interdependence between 3.6 Technology Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
themselves and their surroundings. Through the 3.7 Technological Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
use of inquiry investigation, experimentation, 3.8 Technology and Human Endeavors. . . . . . . . . . . . . . . . . . . . . . 63
place-based education students become
Environmental and Ecology
environmentally-literate citizens.
4.1 Watersheds and Wetlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
The content embedded in this document for 4.2 Renewable and Nonrenewable Resources. . . . . . . . . . . . . . . . 65
science and technology and environment and 4.3 Environmental Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
ecology should be addressed primarily at the 4.4 Agriculture and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
introductory level to provide a foundation for 4.5 Integrated Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . 69
proficiency at grades three and four. Each school 4.6 Ecosystems and Their Interactions . . . . . . . . . . . . . . . . . . . . . . 70
4.7 Threatened, Endangered and Extinct Species. . . . . . . . . . . . . . 71
district will need to determine where each
4.8 Humans and the Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 72
standard area should be addressed in either first 4.9 Environmental Laws and Regulations . . . . . . . . . . . . . . . . . . . 72
or second grade through a comprehensive
curriculum alignment process at the district level.

SCIENCE
STANDARD 3.1: UNIFYING THEMES
FOURTH GRADE STANDARDS:

Know that natural and human-made objects are made up of parts
Know models as useful simplications of objects or processes
Illustrate patterns that regularly occur and reoccur in nature
Know that scale is an important attribute of natural and human made objects, events and phenomena
Recognize change in natural and physical systems

A. Know that natural and human-made The learner will: The teacher will:
objects are made up of parts Explore with fraction blocks, puzzles, toy Use fraction blocks to explain the parts of
Identify and describe what parts gear sets and other items made of parts. the whole.
make up a system Take apart and reassemble simple toys and Provide opportunities for students to see
safe household items to identify the types the relationships of the parts to the whole
Identify systems that are natural and uses of the parts.
and human-made through the use of toys and common
Identify the different parts of a plant. household items.
B. Know models as useful simplifications of Understand how a simple system works Provide visual aids for students as well as
objects or processes (e.g., water, agriculture, simple actual models (e.g., seeds, plants, fruits,
Identify different types of models ecosystem, etc.). etc.) for identification of plant parts.
Apply appropriate simple modeling Identify differences in living and non-
Read fiction and non-fiction trade books as
tools and techniques living systems.
well as provide visuals for students under-
Sort objects and parts of objects as stand of living and non-living systems.
Resources: natural or human-made.
Project Wet, PA Department of Education, Provide field experiences or hands-on
Explore realistic models of common
Teaching and Learning, Office of activities for real life understanding of
objects found in the natural world and
Environment and Ecology these differences.
human-made world (model cars, toys,
ITEA-CATTS EdB Access, Kids Inventing visible human body, farm play kits, etc.). Provide pictures and examples of natural
Technology Series Activities, PA Understand the concept of a simple and human-made objects for students to
Department of Education, Teaching and machine (levers, incline planes, pulley). sort and categorize.
Learning, Technology Education Advisor Understand the design of a working Use visible human model to show internal
Houghton Mifflin, Experience Science model (e.g., bridge, Lincoln Logs, Knex, body parts.
Series wetland, terrarium, aquarium, simple
Use Kenx, Lincoln logs or Lego parts to
ecosystems, etc.).
FOSS Modules (New Plants, Air, construct models of human-made objects.
Measurement and Weather) Use simple machines to demonstrate and
Science Companion, Pearson Scott provide simple experiments for students
Foresman, Collecting and Examining Life to do to show how simple machines
work.
Trade Books (national geographic, content
areas, Centennial Press, Scholastic, Dawn Provide opportunities for students to
Publications, etc.) design and build natural (wetlands,
farms, rotting log) and human-made
Reading to Learn the Content, Office of models.
Environment and Ecology, PA Department
of Education Provide hands-on opportunities for
students to compare and contrast the
Science, Technology, Environment and similarities and differences in natural
Ecology Classroom Connection Kit, PA patterns.
Department of Education (STEEP)
Point out more abstract patterns such as
Project Learning Tree, Office of day and night and the seasons.
Environment and Ecology, PA Department
of Education Introduce the idea that nature occurs in
cycles which is a repeating pattern that
can be predicted.
CONTINUED...

SCIENCE
STANDARD 3.1: UNIFYING THEMES continued

C. Illustrate patterns that regularly occur The learner will: The teacher will:
and reoccur in nature Identify natural patterns in leaves, inside Provide objects to compare and contrast
Identify observable patterns that shells, coats of animals, flowers, etc. for various sizes.
occur in nature Replicate natural patterns using basic Provide opportunities for students to
Use knowledge of natural patterns classroom craft materials or natural measure in the classroom and outside of
to make predictions materials found on the ground. the classroom various items and make
D. Know that scale is an important attribute classroom charts for discussion.
Understand changes in weather in
of natural and human-made objects, relationship to patterns and how to Demonstrate how the use of common
events and phenomena predict these changes through seasons. units of measurement (different scales
E. Recognize change in natural and physical inch, cm, etc.) can represent the length of
Identify patterns that are seen in nature
systems the same object.
that are used in human-made products
Examine and explain change (e.g., honeycomb, spirals, leaf patterns, Explain that changes occur over a period
through recording observations etc.). of time.
Describe the change to objects Sequence objects from smallest to largest. Have students record their observations of
caused by heat, cold or light change over time (e.g., dissolve sugar and
Understand how rulers, tape measures
See Science and Technology 3.4 water and leave in sun to re-crystallize).
and yardsticks all measure length.
Have students participate in simple
Sort common objects as small, medium,
experiments to understand the concepts of
Resources: large and other descriptive measurements.
heating and melting, etc.
Field trips using the school grounds, the Begin to use common units of standard
neighborhood, local nature centers or Demonstrate how temperature affects the
measurement such as cup, quart, inch,
state parks, museums preparation of food (e.g., making of
foot, etc.
fudge).
Classroom guest who could speak about Through the five senses -
their careers
Observe and record change in planted
Classroom guest who are experts in the seeds over time.
fields of science, technology and
environment Observe changes in the outside
temperature.
Observe and record seasonal change.
Observe and record change in a deciduous
tree from the start of the school year to
the end.
Observe and record the phases of water
by the change in ice as it melts, liquid
after freezing, steam.
Participate in simple cooking projects that
build understanding of change caused by
heating and cooling.
Place common objects in direct sunlight to
observe the change in temperature and
color.
PENNSYLVANIA STANDARDS FOR GRADES 1ST GRADE (PROOF EDITION) 57

SCIENCE
STANDARD 3.2: INQUIRY AND DESIGN

Identify and use the nature of scientific and technological knowledge
Describe objects in the world using the five senses
Recognize and use the elements of scientific inquiry to solve problems
Recognize and use the technological design process to solve problems

A. Identify and use the nature of scientific The learner will: The teacher will:
and technological knowledge Respond to what if questions. Have students engage, explore, explain,
Distinguish between a scientific Engage in teacher-created opportunities extend the learning and evaluate the
fact and a belief to inquire about natural occurrences. learning.
B. Describe objects in the world using the Distinguish between real and make believe Differentiate for students through
five senses presented in a variety of literature experiences. examples what is the differences between
real and make believe and scientific facts
Recognize observational descriptors Respond to teacher examples of either a
scientific fact or opinion. and opinion.
from each of the five senses
Use observation to develop a Identify common objects using the five senses. Provide students with a variety of reading
descriptive vocabulary texts on real vs. make believe and have
Understand qualities of the senses (sight,
students identify the differences between
C. Recognize and use the elements of sound, smell, touch, taste) sight
the real and make believe through readers
scientific inquiry to solve problems brightness/color, sound loudness and
theatre.
pitch, smell burning/rotting, touch
Generate questions about objects, Provide multiple experiences for students
smooth/rough and taste sweet/sour).
organisms and/or events that can to be exposed to various stimuli designed
be answered through Use descriptive sensory vocabulary to
identify a variety of natural and human- to excite their five senses.
investigations
made objects. Provide opportunities for student journals
Conduct an experiment to be developed using descriptive sensory
Observe and participate in simple
State a conclusion that is experiments and investigations. vocabulary. (Graphic organizers can be used.)
consistent with information Have students describe their least favorite
Ask questions about observations.
D. Recognize and use the technological and favorite sensory experience.
Predict what might happen next.
design process to solve problems
Record results of experiments with other Connect students with the activities being
Recognize and explain basic done by using the inquiry process and skills.
students.
problems
Ask what if questions. Provide opportunities for students to
Identifying possible solutions and participate in simple experiments and
their course of action Record observations, explanations and
ideas through multiple forms of investigations both in the classroom and
Try a solution out of the classroom.
representation including drawing,
Describing the solution, identifying writing, movement and graphs. Encourage students to ask questions
its impacts and modifying if about their observations and predict what
Listen to others perspectives and opinions.
necessary might happen (future).
Use observations from experiments and
Showing the steps taken and investigations to form a conclusion. Model examples of observation skills,
results journaling and record keeping.
Identify simple problems to solve.
Suggest possible solutions to everyday Facilitate group discussions based on
problems. student observations, journals, graphs,
Raise questions about the possible writings, etc.
solutions to determine which may be the Model the technological design process
best course of actions. first for students.
Test possible solutions. Identify simple problems for students to
Record the steps taken to solve a problem solve. (e.g., make a tower out of news
using multiple modes including writing, paper, make a strong bridge out of paper,
drawing, movement and discussion. etc.)
Share ideas, problems, solutions and Facilitate group work activities for
steps taken with others. identified simple problems.

SCIENCE
STANDARD 3.3: BIOLOGICAL SCIENCES

Know the similarities and differences of living things
Know that living things are made up of parts that have specific functions
Know that characteristics are inherited and, thus, offspring closely resemble their parents
Identify changes in living things over time

A. Know the similarities and differences of The learner will: The teacher will:
living things Explain that all living things require food, Provide fiction and non-fiction books that
Identify life processes of living water, shelter and space arranged for depict different habitats and the animals
things survival. (habitat) that live there.
Know that some organisms have Sort pictures of plants or animals into Provide non-fiction books for students to
categories of habitat requirements (food, read about different animals (both
similar external characteristics and
water, shelter, space). vertebrates and invertebrates).
that similarities and differences are
related to environmental habitat Identify common body type characteristics Provide media for students to collect
for the animal kingdom (vertebrates - pictures of plants and animals and do
Describe basic needs of plants and murals separating into different habitats.
animals animals with a backbone and inverte-
brates animals without a backbone). Provide hands-on opportunities for
B. Know that living things are made up of students to design an animal using body
Identify differences in body type between
parts that have specific functions each category. types and characteristics necessary for
Know that different parts of a survival and predict their habitat.
Be able to identify the parts of an insect
living thing work together to make Provide diagrams or models of parts of an
and the parts of a plant.
the organism function insect or plants and help students to
Recognize how the different parts of an identify the living organism.
C. Know that characteristics are inherited
animal are used for survival. Use a variety of Pennsylvania species to
and, thus, offspring closely resemble
their parents Recognize how an animal or plant adapts help students recognize their similarities
to their surroundings for survival. and differences.
Identify physical characteristics
that appear in both parents and Observe the different parts of a plant Using the out-of-doors to demonstrate to
offspring including the roots, stem, leaves and students how adaptation helps organisms
flowers. Make a list that gives the to survive (e.g., coloration, beaks, gills,
D. Identify changes in living things over possible functions of each part. wings, etc.).
time (See Environment and Ecology
Compare themselves to their parents. Provide fiction and non-fiction books on
Standard 4.6.C)
Comparisons should include size, shape Pennsylvania animals and plants for
See Environment and Ecology Standard 4.6 and color (hair color, eye color, skin student readings, drawing or writings.
pigmentation, dimples, gender). Help students classify shared characteris-
Resources: Compare characteristics of animals (size, tics between themselves and their parents
Pennsylvania Song Birds, PA Game coloration, gills, feathers, beaks, etc.). and discuss the possible reasons for those
Commission similarities and differences.
Compare fossils to living organisms
Pennsylvania Project Wild, PA Game noting similarities and differences. Give students opportunities to identify
Commission similar characteristics among a variety of
Create a model of a timeline and place Pennsylvania animals.
artifacts throughout the model to
simulate what might be found with Provide models of various fossils and
change over time. allow students to examine their
similarities and differences.
Take students on field trips to local
museums where fossils could be viewed.
Take students on local digs for students to
get a first hand opportunity to find fossils.
Have students create their own
archeological model with a clear plastic
container filled with play dough
representing different years and common
items buried in the layers.

SCIENCE
STANDARD 3.4: PHYSICAL SCIENCE, CHEMISTRY AND PHYSICS

Recognize basic concepts about the structure and properties of matter
Explore basic energy types and sources
Explore and describe different types of force and motion
Describe the composition and structure of the universe and the earths place in it

A. Recognize basic concepts about the The learner will: The teacher will:
structure and properties of matter Understand that all matter has physical Explain to students that matter is the
Describe properties of matter properties that can be observed by the stuff that everything is made from.
five senses.
Know that combining two or more Involve students in various hands-on
substances can make new materials Identify the three states of matter experiments using the five senses asking
with different properties (solid, liquid, gas). students: How does it smell? How does it
Know different material Do simple activities to demonstrate look? How does it taste? How does it
characteristics heating, melting, cooling, freezing, feel? How does it sound?
mixing, separating.
B. Know basic energy types and sources Provide demonstrations that show that all
Observe various combinations of substances matter is made of particles and that the
Identify energy forms and (e.g., ice in water, oil in water, salt in
examples closer together the particles are the more
water and baking soda in white vinegar). dense the matter (floating and sinking).
C. Observe and describe different types of Do experiments to learn how mixtures
force and motion Demonstrate turning a liquid to a solid
form using multiple modes including
and a solid to a liquid.
Recognize forces that attract writing, drawing and movement.
and repel other objects and Do simple experiments to understand that Demonstrate how a mixture is formed
demonstrate them air is a mixture of gases and that these (e.g., sand, mud, salad dressing, etc.).
Describe various types of motions gases are a material that spreads out to Work with students to separate a mixture
fill the space it is in (e.g., air bubbles, through chromatography and then through
paper airplanes, spirals, balloons; the process of evaporation.
demonstrate using a burning candle in
inverted jar with water, etc.). Explain that sometimes a noticeable
change is observed when mixing
Identify basic examples of different types
substances. This notable change is a
and sources of energy (mechanical,
reaction in the mixture.
electrical, magnet).
Create an electrical circuit. Demonstrate and then involve students in
simple experiments to show how air takes
Explain how the circuit works.
up space, how air expands or becomes less
Observe the interaction of magnets. dense, air pressure, etc.
Describe the motion as push or pull.
Provide students with activities that
Look at 3.1 Unifying Themes for more ideas. demonstrate types and sources of energy
(magnets, batteries, wires, flash light
bulbs, holders and paperclips) and explain
how they provide energy.
Demonstrate with a magnet and/or
electricity that force leads to motion.
Have students design and build a push
pull toy.
Look at 3.1 Unifying Themes for more ideas.

SCIENCE
STANDARD 3.5: EARTH SCIENCES

Know basic landforms and earth history Know basic weather elements
Know types and uses of earth material Recognize the earths different water resources

A. Know basic landforms and earth history The learner will: The teacher will:
Identify various earth structures Observe that water flows downhill. Use models and hands-on activities for
through the use of models group work to create watersheds
Identify local streams, river and lakes.
including local streams, rivers and lakes.
Identify the composition of soil as
Identify oceans and mountains on a map Help students locate oceans and
weathered rock and decomposed
or globe. mountains on either a map or globe.
organic remains
See the Environment and Ecology Standard 4.1 Understand different landforms using Compare the different kinds of soil that
models such as watersheds, wetlands, compose the Earths surface.
B. Know types and uses of earth materials volcanoes, mountains and valleys. Provide small containers for students to
Identify uses of various earth Understand soil is made up of both make compost and have them observe
materials (e.g., buildings, high- organic and inorganic matter. what happens over a small period of time.
ways, fuels, growing plants). Provide various kinds of soil samples and
Understand that several kinds of soil using magnifying glasses and small tools
See the Environment and Ecology Standard 4.2 compose the layers of the Earths surface. have students sort and classify what they
C. Know basic weather elements Understand what natural resources find.
Identify cloud types (renewable and nonrenewable) are and Provide graphics and media on what is a
how they can be used. renewable or nonrenewable resource.
Explain how the different seasons
affect plants, animals, food Identify and categorize the different uses Provide Venn diagrams or comparable
availability and daily human life of earths natural resources. graphic organizers to tie multiple
resources together.
Understand how resources make a Provide examples of how everyday objects
D. Recognize the earths different water
difference in our daily lives. are made from the Earths materials.
resources
Identify and describe types of fresh Through the use of drawings describe one Provide opportunities for students to
and salt-water bodies products journey from start to finish. work in groups to create their own story
Understand the different shapes and board of a product from start to finish.
Identify examples of water in the
form of solid, liquid and gas on or appearances of cloud types. Explain and show visuals of the four basic
near the surface of the earth clouds types (cumulus, stratus, cirrus and
Understand how different seasons have nimbus).
Explain and illustrate evaporation various temperature ranges.
and condensation Explain that all clouds are made of water
Observe through the different seasons, vapor (tie to water cycle).
Resources: the affects on plants and animals. Have students keep a daily record of
Project Wet, PA Department of Education, Provide written and oral reports, murals, temperatures throughout the school year.
Office of Environment and Ecology graphic organizers on the different PA Have students use their school site to observe
animals and how they adapt to seasonal through journals the changes in seasons.
Project Wonders of Wetlands, PA
Department of Education, Office of changes. Provide non-fiction trade books on
Environment and Ecology animals and their adaptations during the
Identify and describe the differences
different seasonal changes.
FOSS (Sand, Stone and Pebbles) between oceans, rivers, lakes, wetlands
and streams through creating pictures, Provide multiple opportunities for
Food, Land and People, PA Department of students to do reports (written or oral) on
stories and models.
Education, Office of Environment and different PA animals adaptations during
Ecology Participate in hands-on activities to see seasonal changes.
Bottle Biology, how water goes through phase change Read non-fiction stories relating to and
(evaporation, condensation, freezing and identifying what is an ocean, river, etc.
ITEA-CATTS EdB Access, Kids Inventing melting).
Technology Series Activities, PA and what lives in each.
Department of Education, Teaching and Provide materials necessary for students
Learning, Technology Education Advisor to visually depict the differences between
oceans, rivers, lakes, wetlands and streams.

SCIENCE
STANDARD 3.6: TECHNOLOGY EDUCATION

Know that biotechnologies relate to propagating, growing, maintaining, adapting, treating and converting
Know that information technologies involve encoding, transmitting, receiving, storing, retrieving, and decoding
Know physical technologies of structural design, analysis and engineering, finance, production, marketing, research and design

A. Know that information technologies The learner will: The teacher will:
involve encoding, transmitting, Identify various forms of electronic Demonstrate the proper use of various
receiving, storing, retrieving and communication that they have used or forms of electronic communication
decoding have seen used. (e.g., telephone, computer, Morse code,
Demonstrate by writing, drawing, cellular phone, camera, web-cam, email).
Identify electronic communication
methods that exist in the movement and graphs how electronic Provide students with various simple
community communications has impacted their lives. objects to sketch or draw.
Demonstrate the ability to Sketch or draw a simple object such as a
Provide the students with visual aids that
communicate an idea by applying Lego block or simple geometric block
depict various types of buildings.
basic sketching and drawing shapes (e.g., as a plastic or wooden
techniques pyramids, triangles, cylinders, squares, Assign different career roles to teams of
rectangles). students and have them role play the job
B. Know physical technologies of structural Identify different types of structures (e.g., plumbers, electricians, carpenters,
design, analysis and engineering, finance, (e.g., houses, factories, shopping centers, masons, roofer, etc.).
production, marketing, research and sheds, schools, etc.) through visuals or
design Guide students on a tour of the classroom
media presentations. pointing out the products of technology
Identify and group a variety of Identify and list what various jobs are and what raw materials were needed for
construction tasks needed to construct a school building. their production.
Know skills used in construction Identify by drawing products of
Identify examples of manufactured technology that can be found in the
goods present in the home and classroom.
school Label the source of the materials found in
Identify basic resources needed to the classroom drawing for each product of
produce a manufactured item technology.
Resources:
International Technology Education
Association -CATTS EdB Access, Kids
Inventing Technology Series Activities, PA
Department of Education, Teaching and
Learning, Technology Education Advisor
International Technology Education
Association Technology and Children
Childrens Engineer CD, VA Department of
Engineering

SCIENCE
STANDARD 3.7: TECHNOLOGICAL DEVICES

Explore the use of basic tools, simple materials and Identify basic computer operations and concepts
techniques to safely solve problems Use basic computer software
Select appropriate instruments to study materials Identify basic computer communications systems

A. Explore the use of basic tools, simple The learner will: The teacher will:
materials and techniques to safely solve Understand that tools help humans do Provide and demonstrate an assortment of
problems work more efficiently. basic tools for the students.
Group tools and machines by their Work with a selection of tools and group Assign a selection of tools and have
function them by their function (e.g., drawing, cut- students group them by function.
Select and safely apply appropriate ting, measuring, fastening, magnifying, etc.).
Understand that tools have specific uses Assign each group a project in which the
tools and materials to solve simple students will have to use the appropriate
problems to solve simple problems.
tool safely.
Work in small groups with an assigned
B. Select appropriate instruments to study
project and identify and safely use the Demonstrate the appropriate function of
materials appropriate tools. each part of the computer.
Develop simple skills to measure, Recognize that a computer is made up of Provide educational drills and/or
record, cut and fasten parts that perform different operations software to have students become
Explain appropriate instrument (e.g., input, processor and output). familiar with the functions of the
selection for specific tasks Draw and identify the different parts of computer.
C. Identify basic computer operations and the computer.
Provide a variety of educational software
concepts Work with the computer where
and directed tasks for students to perform
educationally appropriate.
D. Use basic computer software on the computer.
Use educational software and be able to
E. Identify basic computer communications manipulate the keyboard or mouse to
systems perform the requested functions.
STANDARD 3.8: TECHNOLOGY AND HUMAN ENDEAVORS

Know that people select, create and use science and technology and that they are limited by social and physical restraints
Know how human ingenuity and technological resources satisfy specific human needs and improve the quality of life
Know the pros and cons of possible solutions to scientific and technological problems in society

A. Know that people select, create and use The learner will: The teacher will:
science and technology and that they are Understand the difference between needs Prepare a timeline showing the
limited by social and physical restraints and wants in relationship to technology. development of different technologies
throughout history.
Identify interrelationships among Identify a societal need and engage in the
technology, people and their world design process to solve the problem. Identify different society problems and
Apply the technological design have students engage in solving the
Develop an understanding of the role of
process to solve a simple problem problems through the design process.
society in the development and use of
(See 3.2.D) technology by having them identify how Read the Lorax and have the students
B. Know how human ingenuity and techno- they get their food, water and shelter. distinguish between wants and needs.
logical resources satisfy specific human Have students work in small groups to
needs and improve the quality of life identify and classify various technologies
Identify and distinguish between that meet human needs for survival.
human needs and wants CONTINUED...

SCIENCE
STANDARD 3.8: TECHNOLOGY AND HUMAN ENDEAVORS continued

C. Know the pros and cons of possible The learner will: The teacher will:
solutions to scientific and technological List the positive and negative aspects of a Provide examples (visual or models) of
problems in society product of technology that they use in technological products that students use
their daily lives. in their daily lives and have them create a
Resources: list of good and bad effects on them or
ITEA-CATTS EdB Access, Kids Inventing their families.
Technology Series Activities, PA
Department of Education, Teaching and
Learning, Technology Education Advisor
Food, Land and People, PA Department of
Education, Office of Environment and
Ecology
The Lorax Book or video by Dr. Seuss
STANDARD 4.1: WATERSHEDS AND WETLANDS

Identify various types of water environments Explain the differences between moving and still water

A. Identify various types of water environments The learner will: The teacher will:
Identify the lotic system Identify a creek, river and stream through Provide pictures of both still and moving
(e.g., creeks, rivers, streams) pictures and books. bodies and have the students compare
and contrast.
Identify the lentic system Identify a pond, lake and ocean through
(e.g., ponds, lakes, oceans) pictures and books. Read non-fiction books that clearly
B. Explain differences between moving and Explain why water moves or does not illustrate different water systems.
still water move. Provide outdoor experiences on school
Identify types of precipitation Participate in outdoor experiences looking grounds or field trips to recognize the
Explain why some water moves at moving and still waters. different types of water systems.
and others do not Provide opportunities for hands-on
Participate in experiments that
Resources: demonstrate types of precipitation experiments to illustrate different types
Office of Environment and Ecology (snow, rain, hail). of precipitation.
Website (www.pa3e.ws)
Understand water as a habitat. Provide opportunities for the students to
Project WET (OE&E) observe water in the real world and note
Be able to identify the differences
Project Wonders of Wetlands (OE&E) between a fish, insect and amphibian the differences (snow, rain, sleet).
Leaping through Wetlands through either visuals or models of each. Use non-fiction books to identify fish,
Non-fiction trade Books on ponds, rivers, Understand the life cycle of living things insects and amphibians and their habitat.
lakes, streams, oceans, fish, insects, and be able to put them into sequence. Explain why water is necessary for life.
reptile and amphibians, etc.
Observe life cycles either in the List organisms that have aquatic stages of
Commercial educational kits
classroom, on the school grounds or a metamorphosis and describe those stages.
Local and state parks and environmental field experience.
centers Describe the life cycle of organisms that
Be able to identify easily recognizable depend upon water.
Project Wild Aquatic (PA Fish and Boat
plants through pictures, books or field
Commission) Provide hands-on opportunities in the
experiences.
Project Reptile and Amphibians (PA Fish classroom, on the school grounds or on a
and Boat Commission) field experiences.
Wetlands by Pamela Hickman
CONTINUED...

SCIENCE
STANDARD 4.1: WATERSHEDS AND WETLANDS continued

C. Identify living things found in water The learner will: The teacher will:
environments Be able to identify a swamp, marsh and Provide opportunities for the learner to
Identify fish, insects and amphib- pond through pictures books or field recognize various wetlands like a swamp,
ians that are found in fresh water experiences. marsh and pond through pictures, books
Identify plants found in fresh water and/or field experiences.
Recognize through visuals or field
D. Identify a wetland and the plants and experiences animals that use wetlands as Help learners understand what a wetland
animals found there habitat. is and how important it is for living
systems.
Identify different kinds of wetlands Use a model of a wetland and how it
Identify plants and animals found provides for living things. Help the learner use a model of a wetland
in wetlands Be able to identify common types of and understand how it provides food,
Explain wetlands as habitats for plants found in wetlands (reeds, cattails, water, shelter and space for animals.
plants and animals skunk cabbage, etc.) through pictures or Provide pictures or field experiences to
field experiences. help the learner recognize common types
Resources: of wetland plants.
Watersheds A Practical Handbook for
Healthy Water by Clive Dobson and Gregor
Gilpin Beck
Leapfrogging through Wetlands by
Margaret Anderson, Nancy Field and Karen
Stephenson
The Web at Dragonfly Pond by Brian Fox
Ellis
STANDARD 4.2: RENEWABLE AND NONRENEWABLE RESOURCES

Identify needs of people (basic) Know that some natural resources have limited life spans
Identify products derived from natural resources

A. Identify needs of people The learner will: The teacher will:
Identify plants, animals and water Understand what a natural resource is by Help learners understand the basic needs
as natural resources using books and visuals. of food, water, shelter and space.
Identify how the environment Identify plant parts (roots, stems, leaves). Read non-fiction stories about natural
provides for the needs of people Look at seeds, blossoms, fruits, etc. and resources.
B. Identify products derived from natural plants that make food. Learners can use
models and pictures. Use pictures of different kinds of natural
resources resources (plants, animals, minerals,
Identify products made from trees Plant different seeds and record growth nutrients, water, etc.) supplied by the
patterns based on the needs of the plant earth and have discussion about each.
C. Know that some natural resources have
and the variables that affect its growth.
limited life spans Use models and scientific equipment
Identify renewable and nonrenew- Be able to identify food and water as
natural resources by class discussion on (magnifying glasses/ boxes, measuring
able resources used in the local sticks) to help learners understand plant
community what is needed for survival (water needs,
parts and growth.
food products, clothes from natural
Identify various means of conserv-
resources). Take the class on a field trip to a farm,
ing natural resources
The learner will generate a list of the raw tree plantation, orchard or use the
materials used for housing, clothing, neighborhood or school yard.
transporting, heating, cooking, etc. and
put them into renewable or nonrenewable
resources. CONTINUED...

SCIENCE
STANDARD 4.2: RENEWABLE AND NONRENEWABLE RESOURCES continued

D. Identify by-products and their use of The learner will: The teacher will:
natural resources Be able to identify different types of Help learners develop murals depicting
Identify those items that can be shelter (looking at why different habitats what is needed for survival and where it
recycled and those that cannot are important for survival). comes from.
Identify use of reusable products Bring in products that are made from trees Hang pictures of all different types of
See Standard 3.4 also (paper, toothpicks, rulers, pencils, cards, products made from trees around the
wrapping paper, coffee filters, lumber, 1x2 classroom and have students explain how
Resources: or 2x4 lumber, the grain on wooden they are made.
Office of Environment and Ecology blocks, etc.) and explain or make a mural Use both products made from trees and
Website (www.pa3e.ws) of how they are made. products made from other materials and
Project Learning Tree (OE&E) Bring in from home items they use in their have students categorize them into those
Conserving for the Future (OE&E) everyday lives and sort what is renewable made from trees and those not made from
Foss Kit Trees, Animals Two by Two and what is nonrenewable. trees.
The Budding Botanist, Aims Education Create murals or other visuals to illustrate Create a chart of the resources they use in
Foundation how resources are used in daily routines. their daily lives distinguishing between
Tree House, Lawrence Hall of Science renewable and nonrenewable resources.
Read about water, air, rocks, minerals,
Non-fiction Trade Books trees, soil, animals, etc and how they are Invite local resource people to talk to the
Project Wild (PA Game Commission) classified as renewable or nonrenewable. students about how their jobs impact
Project Food, Land and People (OE&E) Develop a list of ways to conserve local community resources.
Trade Books resources at both home and school. Describe ways of conserving resources
Recycling and You Video (OE&E) they use (e.g., food, water, electricity).
Distinguish between what is recyclable
US Department of Environmental and what is not recyclable and why. Read books that deal with different things
Protection
Look at and sort different everyday items that come from nature.
PA Department of Environmental
Protection Website and decide what can be recycled or reused Use CDs to illustrate conservation of
(www.dep.state.pa.us) and what cannot be. resources (e.g., water, energy, soil).
Recycling and Your, OE&E Participate in a classroom-recycling Use posters and/or charts that show
Energy and You, Project Learning Tree program. recycling products.
(OE&E) Read books on the subject. Provide an assortment of items that the
CDs from Billy B on photosynthesis, air, students is familiar with and have them
energy, soil, water sort which are recyclable, reusable and
The Budding Botanist Investigations with non-recyclable.
Plants, AIMS Activities
Set up a recycling program of paper in the
www.MII.org
classroom.
4-H or Extension Programs

SCIENCE
STANDARD 4.3: ENVIRONMENTAL HEALTH

Know that plants, animals, and humans are dependent on air and water Identify how human actions affect environmental health

A. Know that plants, animals and humans The learner will: The teacher will:
are dependent on air and water Understand how important air and water Introduce the word habitat and have
Know that all living things need air are to every living organism (i.e., humans, students read books or use manipulative
and water to survive animals and plants). to classify and sort what is living and
Describe potentially dangerous Observe plant growth either in the what is not.
pest controls used in the home classroom or on the school grounds. Provide plants in the classroom and have
Identify actions that can prevent or Identify simple pest controls found in the students observe their growth based on
reduce waste pollution homes or in the school (e.g., bug spray, the amounts of air and water each receive.
B. Identify how human actions affect flea collars, mouse traps, fly swatters). Use the school grounds or local
environmental health Distinguish between pest controls that are community for class observations of both
Identify litter and its effect on the good for the environment and those that plants and animals.
environment are not. Use the Mr. Yuk program to reinforce
C. Understand that the elements of natural dangerous chemicals.
Understand what litter is and why it
systems are interdependent
harms the environment. Arrange for the local county recycling
Identify some of the organisms coordinator or the school district
that live together in an ecosystem Discuss what should be done with trash.
maintenance supervisor to visit the
Understand their role in not littering and classroom room and talk about local and
Resources: picking up litter when they see it (caution
Office of Environment and Ecology district attempts to keep trash disposed of
should be taken to explain about toxic or properly.
Website (www.pa3e.ws) hazards materials).
Project Learning Tree, (OE&E) Read related books.
Observe micro habitats (trees, under a
Project WET (OE&E) rock, flower bed, small patch of ground) Read books on different habitats, what
Reading to Learn the Content through the and list the plants and animals and their lives there and their needs.
Environment and Ecology Standards needs. Take a walk and observe all the plant and
(OE&E) animal life.
Pest Patrol, Penn State University and OE&E

SCIENCE
STANDARD 4.4: AGRICULTURE AND SOCIETY

Know the importance of agriculture to humans Identify the role of the sciences in Pennsylvania agriculture

A. Know the importance of agriculture to The learner will: The teacher will:
humans Identify what they want and what they Brainstorm with students what they need
Identify peoples basic needs need in order to survive (food, water, to survive.
Know how people depend on shelter and space). Read and discuss stories that deal with
agriculture Understand the differences between a needs and wants (e.g., The Lorax).
B. Identify the role of the sciences in want and a need. Provide an assortment of pictures of what
Pennsylvania agriculture Compare how agriculture influences food, people eat, wear, live and do in
Identify common animals found on dress, shelter and customs in the area and Pennsylvania and in other familiar areas
Pennsylvania farms other areas. so students can compare differences and
Identify common plants found on Read books and look at pictures of similarities.
Pennsylvania farms animals found on local farms. Read books to illustrate what animals live
Identify the parts of important Visit a local farm or see a video on the on a local farm.
agricultural related plants kinds of crops grown on local farms. Visit a farm or have a guest farmer,
(i.e., corn, soybeans, barley) extension agent or master gardener talk
Examine a plant and identify its parts.
Identify a fiber product from to the students.
Pennsylvania farms Identify products that come from a farm
and that they use in their everyday lives Use magnifying glasses and other simple
Identify what plants and animals tools for students to examine plant parts.
(a visit to a grocery store or display
need to grow
pictures or non perishables could be taken Help students draw and label the parts of
to a food pantry). the plant.
Resources:
Office of Environment and Ecology Through the use of murals, trace one Guide the students from production to
Website (www.pa3e.ws) simple product from production to consumption of a product.
consumption (e.g., chocolate bar, jar of Give examples of a fiber product and how
Non-fiction trade books. jelly). we use it (e.g., wool, cotton).
Videos/CDs on farm animals and plants. Grow plants in the classroom and provide Invite a person who spins to demonstrate
Disney, Bill Nye and Broom what it necessary (food, water, air and sun). wool-thread-clothes.
Project Food, Land and People (OE&E)
Pennsylvania Agriculture Supplement
(OE&E)
PA Act 26 Poster (OE&E)
PA Ag Magazines (OE&E)
PA Vegetables
PA Soils
PA Pigs
Dig It Hands on Soil Investigation,
National Science Teachers Assoc.
Critters, AIMS Education Foundation
Garden Tools for Learning by
Environmental Concepts
How Groundhog's Garden Grew by Lynne
Cherry
www.NSDL.org (science digital library)

SCIENCE
STANDARD 4.5: INTEGRATED PEST MANAGEMENT

Know types of pests Understand societys need for integrated pest management
Explain pest control

A. Know types of Pests The learner will: The teacher will:
Identify and categorize pests This should be done as a unit in either Instruct students to choose an organism
Grades 1 or 2. from a class-generated list of pests.
B. Explain Pest control
Understand and be able to explain that Through drawings show when the animal
Know reasons why people control is a pest and when it is not.
pests pest is a human category rather than a
natural category. Take a walk outside and if possible have
Identify chemical labels
Explore the wide range of organisms that student use a digital camera or use a
(e.g., caution, poison, warning)
can potentially be pests. journal and draw pictures of animals that
C. Understand societys need for integrated could be considered a pest to humans.
pest management Compare and contrast the different roles
organisms have besides pestering Display and discuss a variety of
Identify integrated pest non-chemical products used to control
management practices in the home humans.
pest in the home and at school.
Identify integrated pest Describe how management of a particular
organism will depend upon a persons Invite the school districts integrated pest
management practices outside the
perspective. management coordinator to the classroom
home
and have them talk about what the
Using local surroundings, record what district is doing to control pest.
Resources: they see in terms of potential pest and
Office of Environment and Ecology report out in a classroom discussion. Discuss how chemicals used for pest
Website (www.pa3e.ws) control could be poisonous.
Define the term pesticide and identify
Food, Land and People (OE&E) common household pests that chemicals
Integrated Pest Management: An may be used to manage.
Exploration Into IPM Penn State Understand that there are other ways to
University and OE&E control pest besides chemical.
Pest Patrol, Penn State University and
OE&E
Ladybugs, Lawrence Hall of Science, GEMS
Books
Creepy Crawlies and the Scientific
Method, Fulcrum Publishing
Market Places of the Mind, Department of
Agriculture
www.agclassroom.org

SCIENCE
STANDARD 4.6: ECOSYSTEMS AND THEIR INTERACTIONS

Understand that living things are dependent on nonliving things in the environment for survival
Understand the concept of cycles

A. Understand that living things are The learner will: The teacher will:
dependent on non-living things in the Give examples of living and non-living Use Venn diagram or comparable graphic
environment for survival things. organizer to identify similarities and
Identify and categorize living and Understand what is meant by an differences in living and non-living
non-living things ecosystem. things.
Describe the basic needs of an Identify different ecosystems (e.g., forest, Identify the needs of plants and animals.
organism field, river, pond, wetland, farm). Read books on various animals in different
Identify basic needs of a plant and habitats and the needs of the animals
Give an example of a local simple
an animal and explain how their (e.g., frogs, deer, bat, worm, raccoon,
ecosystem and list its living and
needs are met hawk, rabbit, dragonfly and otter).
non-living parts.
Identify plants and animals with Provide the opportunity for students to
their habitat and food sources Construct a three-component food chain
and be able to explain it. describe objects in the world around them
Understand the components of a using the five senses.
food chain Understand the meaning of habitat (food,
water, shelter and space) and be able to Provide opportunities for the students to
Identify a local ecosystem and its compare different ecosystems (river, pond,
living and non-living components depict an animal in its habitat and how its
needs are being met. wetland, forest, farm, field).
Identify a simple ecosystem and its
Distinguish between sand, silt and clay. Provide opportunities for the students to
living and non-living components
select a local simple ecosystem and
Identify common soil textures Identify animals that live underground describe through a visual its living and
Identify animals that live (e.g., worms, grubs, beetles, ants, non-living parts.
underground. spiders, millipedes, field crickets, slugs).
Display common soils (sand, silt and clay)
Participate in hands-on experiences with and have students use their sense of touch
Resources: animals and their needs. to distinguish among them.
Office of Environment and Ecology
Website (www.pa3e.ws) Use the school grounds, field trips,
Project Learning Tree (OE&E) aquariums to demonstrate different
simple ecosystems.
Project Wild (PA Game Commission)
Project Wild Aquatic (PA Fish and Boat
Commission)
Wonders of Wetlands (OE&E)
Fun with Nature Book (1-55971-702-5)
Reading to Learn the Content to the
Environment and Ecology Standards
(OE&E)
Reptiles and Amphibian (PA Fish and Boat
Commission)
Food, Land and People, PDEs Office of
Environment and Ecology
Gems Books
Trade books different animals, ecosys-
tems, Magic School Bus books, books on
cycles, etc.
The Soilies Video, OE&E

SCIENCE
STANDARD 4.7: THREATENED, ENDANGERED AND EXTINCT SPECIES

Identify differences in living things Know that adaptations are important for survival

A. Identify differences in living things The learner will: The teacher will:
Identify characteristics that living Understand that living things have like Read non-fiction trade books on different
things inherit from their parents characteristics from their parents animals and have students recognize
Explain why each of the four (e.g., wings, fins, feathers, scales, skin difference in the animals and their
elements in a habitat is essential coloration, beaks, echolocation habitats.
for survival capabilities, vision). Have students classify and sort different
Identify local plants or animals and Recognize that living things come in animals and plants based on their
describe their habitat different colors, shapes and sizes. similarities and differences.
B. Define and understand extinction Understand the parts of a habitat (food, Take field trips or do school yard work
Identify plants and animals that are water, shelter, space) and why each is having students identify different species
extinct essential for survival. through journaling and drawings.
Recognize the needs that animals and Through observation skills have student
Resources: plants must have are obtained from their identify different characteristics needed
Office of Environment and Ecology habitat. for survival.
Website (www.pa3e.ws) Understand that animals and plants must Use class discussions to help students
Wildlife of PA Coloring Book (PA Game be able to adapt to their surroundings to understand why some animals are now
Commission) survive. extinct.
Wildlife of Pennsylvania CDROM (OE&E) Help students design an animal and
Reading to the Content through the provide the opportunity to give it the
Environment and Ecology Standards characteristics it will need to survive in a
(OE&E) new ecosystem.
PA Project Wild (PA Game Commission) Understand why certain plants and
PA Song Birds (PA Game Commission and animals are extinct.
PA Department of Conservation and Understand why certain animals and
Natural Resources) plants have distinctive characteristics that
help them survive.

SCIENCE
STANDARD 4.8: HUMANS AND THE ENVIRONMENT

Identify the biological requirements of humans Explain how human activities may change the environment

A. Identify the biological requirements of The learner will: The teacher will:
humans Compare the difference between wants Read non-fiction books that depict how
Identify several ways that people and needs. people use natural resources.
use natural resources Describe how different people in the Invite local resource people to talk to the
B. Explain how human activities may community meet their own needs and students about their particular role in the
change the environment wants. environment (e.g., water treatment plant
Identify everyday human activities Read non-fiction books dealing with how manager, recycling coordinator, pest
and how they affect the environment people use natural resources. control company, parks and recreation
C. Know the importance of natural resources ranger, forester, game or fish commission
Understand how their use of water, education specialist).
in daily life
electricity, recycling, pest control
Identify items used in daily life methods, etc. help to use the earths Read books that show how people have
that come from natural resources resources better. used the resource for their very existence.
Identify ways to conserve our Do hands-on projects or activities with
natural resources Understand through hands-on
involvement how gardening can provide the students dealing with water and
Resources: for their need for food. electric use.
Office of Environment and Ecology Assist students in planting a small garden
Website (www.pa3e.ws) either in the classroom or on the school
Project Wet (OE&E) grounds.
Field trips to State and County Parks Take a field trip to sites that will visually
Local speakers from a variety of agencies, enhance the students understanding of
associations, organizations or companies how people use the resource (parks,
Many of the resources throughout this streams, wetlands, etc.).
section can be used here.
Field experiences to a farm, state park,
stream and wetland can enhance their
understanding of the systems importance
to living things.
STANDARD 4.9: ENVIRONMENTAL LAWS AND REGULATIONS

Know that there are laws and regulations for the environment

A. Know that there are laws and regulations The learner will: The teacher will:
for the environment Explain what they could recycle at home Explain what they could recycle at home
Explain how the recycling law and identify what is recycled at school. and identify what is recycled at school.
impacts the school and home Explain to the students when teaching
When teaching Renewable and 4.2D that there is a law that requires
Nonrenewable Resources (4.2D) recycling in PA.
incorporate this standard statement. Invite the recycling coordinator from
Resources: either the school district or from the
Local resource personnel county to talk to the students about
Recycling Video, PDEs OE&E recycling and the law.
Conserving for the Future, PDEs OE&E

he foundation for social studies, Standard Page
economics, geography, history and the 5.1 Principles and Documents of Government. . . . . . . . . . 74
workings of government begin with childrens 5.2 Rights and Responsibilities of Citizenship . . . . . . . . . 75
5.3 How Government Works . . . . . . . . . . . . . . . . . . . . . . . . 76
personal experiences and their initial 6.1 Economic Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
understanding of themselves in relation to 6.2 Scarcity of Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
their families, homes and school. As their 6.4 Economic Interdependence . . . . . . . . . . . . . . . . . . . . . . . 77
6.5 Work and Earnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
perception grows, they further expand their 7.1 Basic Geography Literacy. . . . . . . . . . . . . . . . . . . . . . . . 78
understanding of their role in the community, 7.2 The Physical Characteristics of Places
larger democratic society and as a global and Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
7.3 The Human Characteristics of Places and Regions . . . 79
citizen. Using an interdisciplinary approach, 7.4 The Interaction Between People and Places. . . . . . . . 80
teachers facilitate childrens social studies 8.1 Historical Analysis and Skills Development. . . . . . . . 80
skill development by helping them engage in 8.2 Pennsylvania History . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
active, age-appropriate investigations that 8.3 United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
8.4 World History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
build knowledge and understanding.

SOCIAL STUDIES
STANDARD 5.1: PRINCIPLES AND DOCUMENTS OF GOVERNMENT

Describe what government is
Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation
Define the principles and ideals shaping government
Describe the purpose of the United States Flag, The Pledge of Allegiance and The National Anthem
Identify framers of documents of governments
Explain why government is necessary in the classroom, school, community, state and the basic purposes of government in Pennsylvania
and the United States
Explain the importance of respect for the property and the opinions of others
Identify symbols and political holidays

A. Identify the visible roles that The learner will: The teacher will:
government serves Explain why rules are necessary to keep a Make a list of classroom rules.
B. Identify the purposes of rules and laws community safe. Invite a police officer to speak to the class.
and their importance in the classroom, Explain that governments are visible in a Invite a local service person to speak to
school, community, state and nation community through making laws, the class.
C. Define the principles and ideals shaping enforcing laws, gathering taxes and Salute the flag and discuss the Pledge of
government providing services for the common good. Allegiance.
D. Describe the purpose of the United Explain citizenship, diversity of people Celebrate Constitution Day.
States Flag, The Pledge of Allegiance and and ideas, common good, leadership and
the National Anthem patriotism.
E. Identify framers of documents of Discuss how symbols are important.
governments Discuss the importance of Thomas
F. Explain why government is necessary in Jefferson as a framer of the Declaration of
the classroom, school, community, state Independence.
and the basic purpose of government in Explain why we celebrate The Fourth of
Pennsylvania and the United States July.
G. Explain the importance of respect for the
property and the opinions of others
H. Identify symbols and political holidays

SOCIAL STUDIES
STANDARD 5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

Identify examples of the rights and responsibilities of citizenship
Identify personal rights and responsibilities.
Identify sources of conflict and disagreement and different ways conflicts can be resolved
Identify the importance of political leadership and public service in the school, community, state and nation
Describe ways citizens can influence the decisions and actions of government
Explain the benefits of following rules and laws and the consequences of violating them
Identify ways to participate in government and civic life

A. Identify examples of the rights and The learner will: The teacher will:
responsibilities of citizenship Discuss the importance of voting. Conduct a mock election.
B. Identify personal rights and Describe personal responsibilities in the Hold classroom meeting to discuss how to
responsibilities in the community community such as following the laws resolve problems.
C. Identify sources of conflict and such as bicycle safety, recycling and Create authentic experiences for student
disagreement and different ways wearing a seatbelt. to practice being leaders in the
conflicts can be resolved Discuss ways to solve problems and community.
D. Identify the importance of political disagreements. Aid students in writing a letter to the
leadership and public service in the Describe ways to be a leader/role model principal and/or community leader.
school, community, state and nation in the classroom and community. Institute a school-wide food drive.
E. Describe ways citizens can influence the
Explain how they can influence the actions Guide students in creating a set of
decisions and actions of government
of government (e.g., letter writing, classroom rules and consequences.
F. Explain the benefits of following rules discussions with school/community
and laws and the consequences of leaders). Incorporate anti-bullying initiatives into
violating them the classroom.
Initiate a public service project
G. Identify ways to participate in
(e.g., school-wide cleanup, food drive).
government and civic life
Develop rules and consequences within
the classroom.
Participate in a classroom election.
Participate in anti-bullying initiatives.

SOCIAL STUDIES
STANDARD 5.3: HOW GOVERNMENT WORKS

Identify reasons for rules and laws in the school and community
Identify services performed by the local, state and national governments
Identify positions of authority at school and in local, state and national governments
Explain what an election is
Explain why being treated fairly is important
Identify different ways people govern themselves

A. Identify reasons for rules and laws in the The learner will: The teacher will:
school and community Explain how rules and laws keep the Invite the principal into the classroom to
B. Identify services performed by the local, school and community operating smoothly discuss his/her roles at school.
state and national governments and safely. Invite local figures (law enforcement,
C. Identify positions of authority at school Identify services provided by government animal control, etc.) to speak to the
and in local, state and national such as law enforcement, firefighters, children about their roles in the
governments animal control, hospitals and education. community.
D. Explain what an election is Explain the roles of the principal, mayor, Invite the guidance counselor(s) to class
governor and president. to discuss what it means to treat others
E. Explain why being treated fairly is fairly.
important Hold a mock election.
Discuss the importance of treating others Show students various types of
F. Identify different ways people govern advertising and discuss how people are
themselves fairly.
influenced by such advertising.
Discuss how advertising influences people.
Discuss how a classroom is governed like
a community.
STANDARD 6.1: ECONOMIC SYSTEMS

Describe how individuals, families and communities with limited resources make choices
Identify local economic activities
Employment Output

A. Describe how people balance unlimited The learner will: The teacher will:
wants with limited resources Describe ways in which families spend Invite community helpers/local business
B. Identify local employment/producers and save money. people into the classroom to discuss the
Discuss reasons why people save money services they provide to the community.
Jobs
Products/Services for the future. Create experiences (classroom stores) for
Practice exchanging manipulative money students to make economic decisions in
for classroom goods to demonstrate the the classroom.
process of buying and selling. Read various trade books describing
Discuss community helpers and describe different community professions.
the services they provide to the community. Establish classroom jobs.
Recognize the similarities and differences Provide field trip opportunities to local
in jobs. businesses.

SOCIAL STUDIES
STANDARD 6.3: SCARCITY OF CHOICE

Define scarcity and identify limited resources Explain what is given up when making a choice
Identify and define wants of different people Explain how self-interest influences choice
Identify costs and benefits associated with an economic decision

A. Define scarcity and identify limited The learner will: The teacher will:
resources Discuss scarcity and list various limited Read books about scarcity and various
B. Identify and define wants and needs of resources. limited resources.
different people in relation to limited Describe the difference between wants Provide pictures that give examples of
resources and needs. needs and wants.
Create a list of wants and needs. Provide opportunities for learners to gain
Discuss how spending affects our ability insight into making wise decisions
to do certain things (i.e. restaurants, regarding needs and wants.
movies, shopping). Use graphic organizers to identify wants
Explain what it means to spend wisely. and needs.
Practice saving money. Create opportunities for learners to
practice saving pretend money in the
Discuss how personal choice influences classroom.
the decision to buy certain items.
Share reasons why people choose to
spend their money certain ways.
STANDARD 6.4: ECONOMIC INTERDEPENDENCE

Explain why people trade
Explain why goods, services and resources come from all over the nation and the world
Explain why some products are produced locally while others are not

A. Explain the process of trading The learner will: The teacher will:
B. Explain why goods, services and Discuss the process of trade between two Read various trade books about trade.
resources come from all over the nation people. Provide items to trade as part of a Native
and the world Discuss the relationship among traders. American/Pilgrim activity.
C. Explain why some products are produced Describe why certain products cannot be Provide various pictures of goods and
locally while others are not produced locally (ex. oranges in PA). services that come from all over the
nation and world.
Use KWL charts to discuss why products
are produced in certain regions.

SOCIAL STUDIES
STANDARD 6.5: WORK AND EARNINGS

Explain why people work to get goods and services Describe businesses that provide goods and businesses that provide services
Identify different occupations Define saving and explain why people save

A. Explain the various reasons why people The learner will: The teacher will:
work List reasons why people work. Invite community helpers into the
B. Identify different occupations Explain the term allowance. classroom to discuss their occupation.
C. Describe businesses that provide goods Match descriptions of work with the Provide pictures and descriptions of
and businesses that provide services correct profession. different types of employment.
D. Define saving and explain why people Identify community helpers that provide Provide various pictures of community
save goods. helpers that provide goods.
Identify community helpers that provide Provide various pictures of community
services. helpers that provide services.
Discuss/write about a profession of Provide/display descriptions of various
interest. occupations.
Explain what it means to save. Arrange to visit a local financial
institution.
Visit a financial institution.
STANDARD 7.1: BASIC GEOGRAPHY LITERACY

Identify geographic tools and their uses Identify and locate places and regions

A. Identify the following geographic tools: The learner will: The teacher will:
maps, globe, map elements, diagrams, Explain the characteristics and purposes of Locate and label specific landforms,
photographs, map keys and cardinal different geographic representations. countries and bodies of water on maps
directions Use and make maps to identify and locate and globes.
B. Recognize continents and oceans familiar places or objects within the Provide an opportunity to make authentic
neighborhood and community. maps of classroom, playground, school,
Distinguish between continents and house, etc.
oceans on a world map.

SOCIAL STUDIES
STANDARD 7.2: THE PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS

Identify the physical characteristics of places and regions
Identify the basic physical processes that affect the physical characteristics of places and regions

A. Identify physical characteristics of places, The learner will: The teacher will:
noting physical properties (landforms Recognize natural and human-made Read books about the rainforests of the
such as swamps, hills and mountains), physical characteristics. world and discuss the rainforest.
weather, climate, vegetation, animals, Describe the interactions between people, Provide field trips to outdoor destinations
bodies of water such as creeks, rivers, animals and physical features of their to identify and discuss various features of
ponds, lakes and human-made forms environment. environments and nature.
such as highways, streets, building and
bridges Name and describe the characteristics of Illustrate different characteristics of
the four seasons. seasons.
B. Identify basic processes (e.g. flood,
tornado) that affect the physical Discuss how extreme physical events Read literature about the effects of
characteristics of places and regions effect the environment. tornadoes, hurricanes, tsunamis,
earthquakes on the environment.
STANDARD 7.3: THE HUMAN CHARACTERISTICS OF PLACES AND REGIONS

Identify the human characteristics of places and regions by their population characteristics
Identify the human characteristics of places and regions by their cultural characteristics
Identify the human characteristics of places and regions by their settlement characteristics
Identify the human characteristics of places and regions by their economic activities
Identify the human characteristics of places and regions by their political activities

A. Identify the human characteristics that The learner will: The teacher will:
are affected by places and regions Describe the reasons why people settle in Discuss the importance of natural
B. Identify how places and regions are specific regions. resources and how they impact the
impacted by people Describe and list ways people impact the environment.
places in which they live. Provide opportunity for Earth Day
activities.
recycle.
Establish a school-wide cleanup for
Earth Day.
Allow students to grow and care for
plants.
Discuss the various ways humans impact
the places in which they live.

SOCIAL STUDIES
STANDARD 7.4: THE INTERACTION BETWEEN PEOPLE AND PLACES

Identify the impacts of physical systems on people Identify the impacts of people on physical systems

A. Identify the human characteristics that The learner will: The teacher will:
are affected by physical systems Discuss how the weather and natural Incorporate weather into morning routines
B. Identify how physical systems are resources impact people (e.g., drought, and activities.
impacted by people snowfall, soil quality). Use KWL charts to learn more about
Discuss and create a list of the various weather and natural resources.
things people do to impact the Provide opportunities to observe the
environment (both positively and weather and how it impacts lives
negatively). (recreational choices, clothing choices,
Describe how natural resources help us etc.).
produce things needed for survival. Provide opportunities for children to plant
trees and plants.
Discuss human effects on environment.
STANDARD 8.1: HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT

Understand chronological thinking and distinguish between past, present and future time
Understand historical research

A. Understand chronological thinking and The learner will: The teacher will:
distinguish between past, present and Develop a timeline of his/her life using Create a timeline using a designated topic.
future time photographs, drawings and brief Read non-fiction texts.
B. Understand historical research descriptors.
Evaluate stories.
Participate in daily calendar activities and
discuss past, present and future events. Evaluate stories over time.
Distinguish between fact and opinion. Provide opportunity to use graphic
organizers to show cause and effect.
Appreciate multiple points of view.
Visit a senior center or invite a senior
Discuss illustrations in historical stories. citizen to the classroom.
Begin to discuss cause/effect in historical Provide the opportunity to celebrate
events (e.g., Pilgrims voyage, Martin Grandparents Day.
Luther King, Jr.).
Read and compare stories.
Interview grandparents about events from
their childhood.
Listen to various folklore stories.

SOCIAL STUDIES
STANDARD 8.2: PENNSYLVANIA HISTORY

Understand the political and cultural contributions of individuals and groups to Pennsylvania history
Identify and describe primary documents, material artifacts and historic sites important in Pennsylvania history

A. Understand the political and cultural The learner will: The teacher will:
contributions of individuals and groups Identify and explain the significance of Provide opportunities to celebrate John
to Pennsylvania history John Chapman. Chapmans contributions to Pennsylvania
B. Identify and describe primary documents, Identify the official commonwealth history.
material artifacts, historic sites symbols (e.g. tree, bird, dog, insect, Provide KWL charts to discuss historical
important in Pennsylvania history flower). figures.
Identify and illustrate official symbols of
Pennsylvania.
STANDARD 8.3: UNITED STATES HISTORY

Identify contributions of individuals and groups to United States history
Identify and describe primary documents, material artifacts and historic sites important in United States history

A. Identify contributions of individuals and The learner will: The teacher will:
groups to United States history Identify and explain the political and Read trade books and discuss historical
B. Identify and describe primary documents, cultural contributions of Thomas figures and identify them on money.
material artifacts and historic sites Jefferson, Abraham Lincoln, Franklin Read literature about symbols of the
important in United States history Delano Roosevelt, Sacajawea, Martin United States of America.
Luther King, Jr.
Recognize The White House and The
Statue of Liberty.
STANDARD 8.4: WORLD HISTORY

Identify historic sites and material artifacts important to world history

A. Identify historical sites important to The learner will: The teacher will:
world history Identify The Great Pyramids. Introduce the pyramids in math through
Construct pyramids using geometric the use of geometric shapes.
shapes. Discuss the significance of pyramids to
Egyptian civilization.
Provide manipulatives for students to
create pyramids.

CATHY L. BAIR BETH CORNELL CHUCK HALEY DR. MARCIA NELL
York City Schools Pennsylvania Department of Pennsylvania Department of Millersville University
BARBARA BATTS Education Education/BSE LINDA NICKERSON
Harrisburg School District DEB CORRELL LYNN HAMELTON Troy Area School District
BILL BERTRAND Central Dauphin School District West Chester University SCOTT OLDROYD
Pennsylvania Department of CECIL CROUCH KATHRINE HARMAN Troy Area School District
Education PaTTAN-Pittsburgh Mt. Union School District ROXANNE OSWALD
JARED BITTING LISA CRUM MARILYN HENNING Pennsylvania Department of
Fleetwood School District/Technical Harrisburg School District York Suburban School District Education, BSE/Compliance-Central
Education Association DR. JANE H. DASCHBACH JOAN HORTON DYANN PANEPINTO
ERIN M. BLACK Office of Child Development and Susquehanna Intermediate Unit #16 Allegheny Intermediate Unit
Susquenita School Districvt Early Learning/Pennsylvania REBECCA HOSTETLER LYNEICE P. PARKER
SHIRLEY BLACK Department of Education Harrisburg School District PDE/Bureau of Community &
Pennsylvania Department of DR. STEVEN DEAR CINDA IMPERIOLI Student Services
Education Pennsylvania Department of Mt. Union School District JOEY RIDER
HEIDI BLATCHLEY Education Manheim Township School District
DR. KATHLEEN JONES
Bradford Area School District JOHN DELLEGROTTO Juniata College MARY ROSENKRANS
KATHLEEN BLOUCH PaTTAN/Harrisburg PA Office of Financial Education
NIKKI KALCEVIC
Lebanon Valley College FRAN CLELAND-CONNELLY Mt. Lebanon School District CHRISTINE ANNE ROYCE
HOLLY BODA-SUTTON West Chester University Shippensburg University
JAMIE KASPER
Indiana University of PA SELBY DOUGHTY Pennsylvania Department of RUTH RUDD
MARCY BOGDANICH Cumberland Valley School District Education Retired Educator
Hampton Township School District KAREN EASH MELINA KUCHINOV SUZANN SCHIEMER
DR. JAMES W. BRENNER Chestnut Ridge School District Green Woods Charter School Bloomsburg Area School District
West Chester University DANIEL ENGSTROM LESLIE KUNKEL BETSY SEELEY
BRITT BRITTON Millersville University Blackhawk Area School District Troy Area School District
PaTTAN Harrisburg DR. WENDY S.FARONE MELISSA LEHMAN JULIA SLATER
RHONDA BRUNNE PaTTAN-Pittsburgh Troy Area School District Early Intervention Technical
Shippensburg University SHERYL FLECK LYSANDRA LOPEZ- Assistance
DARLA BURKET McGuffey School District MEDINA KATHLEEN SMITH
Glendal School District JEFFREY A. FULLER Pennsylvania Department of St. Patrick School
DR. SHARON BRUSIC Seneca Valley School District Education JUDY SMIZIK
Millersville University DEB FULTON GWENDOLYN MANNING Consultant
DR. NANCY BUNT PaTTAN/Harrisburg Early Intervention Technical Assistant MICHAEL SOBKOWSKI
Allegheny Intermediate Unit #3 CAROLYN GALLO DR. FRANK MARBURGER Bureau of Adult Basic & Literacy
CATHERINE CARRETTI Office of Child Development and Pennsylvania Department of Education/Pennsylvania Department
Pennsylvania Department of Early Learning Education of Education
Education LESLIE GATES DIANA MARTIN BARBARA VAN HORN
DR. MARILYN CARTER Greencastle-Antrim School District Moon Area School District Pennsylvania State University
Office of Child Development and JOHN GIANCOLA KERRY MASTRINE PATRICIA VATHIS
Early Learning/Pennsylvania Seneca Valley School District Appalachia Intermediate Unit #8 PDE/Bureau of Teaching and
Department of Education SEAN GILDEA LORI MCMONIGAL Learning
MARY ANN CASALE East Allegheny School District Tuscarora Intermediate Unit #11 CORY WILKERSON
Cumberland Valley School District TRICIA GRADY DR. GERALDINE MILLER Independent Consultant
SANDRA CAVANAUGH Bradford Area School District Pennsylvania Department of GWEN WITMER-
Canon McMillan School District DR. ELIZABETH GRINDER Education BELDING
DR. KENT CHRISTMAN Goodling Institute for Research in VICKIE MILLER Danville Area School District
Shippensburg University Family Literacy (GIRFL), Penn State Derry Township School District JEFFREY ZEIDERS
PATRICK COONELLY SUE GROS SUSAN MITCHELL Pennsylvania Department of
Harrisburg School District Elementary Environment/Science Lead Office of Child Development and Education
Hereford Elementary School Early Learning/Pennsylvania
Upper Perkiomen School District Department of Education

APPROACHES TO LEARNING of. See www.answers.com/topic/praise-blame praise/blame. To
recognize the worth, quality, importance or magnitude of.
Change To cause to be different: change the spelling of a word.
To give a completely different form or appearance to; transform: Safe Secure from danger, harm or evil. Free from danger or
changed the yard into a garden. To give and receive reciprocally; injury; unhurt: safe and sound. Free from risk; sure: a safe bet.
interchange: change places. Affording protection.
Communication The exchange of thoughts, messages or Sharing Sharing is the joint use of a resource. In its narrow
information, as by speech, signals, writing or behavior. sense, it refers to joint or alternating use of an inherently finite
Interpersonal rapport. Communications (used with a sing. or pl. good. To divide and parcel out in shares; apportion. To participate
verb). The art and technique of using words effectively to impart in, use, enjoy or experience jointly or in turns.
information or ideas. Thinking Action of using one's mind to produce thoughts or
Compare To consider or describe as similar, equal or analogous; covert symbolic responses to stimuli.
liken. To examine in order to note the similarities or differences of. Trust Firm reliance on the integrity, ability or character of a
Confidence Trust or faith in a person or thing. A trusting person or thing. Custody; care. Something committed into the
relationship: self assurance. care of another; charge.
Cooperation The act or practice of cooperating. The association of
persons or businesses for common, usually economic, benefit. ARTS & HUMANITIES
Create To cause to exist; bring into being. See synonyms at ART
www.answers.com/topic/found found. To give rise to; produce. Color Specific hues that are visible when light reflects off of
an object.
Decision Making Cognitive process leading to the selection of a
course of action among alternatives. Form Object with three dimensions (height, width and depth).
Emotions Emotion, term commonly and loosely used to denote Line A point moving in an identifiable direction.
individual, subjective feelings which dictate moods. Shape Object with two dimensions (height and width), usually
Explore To investigate systematically; examine. defined by a line.
Family A fundamental social group in society typically consisting Space The feeling of depth in an artwork OR the way in which
of one or two parents and their children. Two or more people who the artist uses the area within the picture plane.
share goals and values, have long-term commitments to one DANCE
another and reside usually in the same dwelling place. All the Direction - Spatial relation between a dancer and the path along
members of a household under one roof. which he/she moves.
Feeling Feelings are affective states of consciousness. An Level - High, middle or low ways that the body moves in relation
affective state of consciousness, such as that resulting from to the floor and ceiling of a performance space.
emotions, sentiments or desires: experienced a feeling of
Locomotor - Movement that takes a dancer from one place to
excitement. An awareness or impression.
another by moving on feet, hands or other body parts.
Friends Person whom one knows, likes and trusts. A person
Nonlocomotor - Also known as axial movement; movement in
whom one knows; an acquaintance.
which the dancer does not travel, but instead moves in the space
Friendship The quality or condition of being friends. around the body.
Goals The purpose toward which an endeavor is directed; an Phrase - Dance movements that are linked in a single
objective. choreographic sequence.
Investigate To observe or inquire into in detail; examine Rhythm - The way that movement is organized within a beat.
systematically.
Size - A way of making the body small or large.
Predict To state, tell about or make known in advance,
Shape - A way of making the body look different by changing
especially on the basis of special knowledge.
positions of body parts; some shapes include narrow, wide,
Respect To have a high opinion of admire, consider, esteem, angular, curved, symmetrical, asymmetrical.
honor, regard, value. Idioms: look up to, think highly much well CONTINUED...

GLOSSARY CONTINUED FROM PAGE 83 INTERDISCIPLINARY
Aesthetics A branch of philosophy that focuses on the nature of
beauty, the nature and value of the arts and the inquiry processes
Space - One of the three elements of dance, relating to the area and human responses they produce.
through which a dancer moves.
Aesthetic Criteria Standards on which to make judgments about
Stasis/Stillness - Periods in dance when the body is not moving. the artistic merit of a work of art, derived from cultural and
Tempo - Rate of speed of music and movement (fast or slow). emotional values and cognitive meaning.
MUSIC Aesthetic response A philosophical reply to works in the arts.
Beat - Steady pulse of music. Artistic choices Selections made by artists in order to convey
Dynamics - Loudness or softness of sound. meaning.
Form the arrangement of smaller sections to make a larger piece Arts resource An outside community asset (e.g., performances,
of music (ex. AB, ABA, rondo). exhibitions, performers, artists).
Melody - Pattern of tones arranged to make a tune. Assess To analyze and determine the nature and quality of the
process/product through means appropriate to the art form.
Meter - Method of grouping beats within a measure.
Community A group of people who share a common social,
Pitch Highness or lowness of sound. historical, regional or cultural heritage.
Rhythm - Pattern of long and short sounds arranged to make Contemporary Technology Tools, machines or implements
music. emerging and used today for the practice or production of works in
Tempo - Rate of speed of sound (fast or slow). the arts.
Timbre - quality that makes a sound unique. Context A set of interrelated background conditions (e.g., social,
economic, political) that influence and give meaning to the
THEATRE development and reception of thoughts, ideas or concepts and that
Acting - Pretending to be a character and showing that character's define specific cultures and eras.
feelings and actions.
Create To produce works in the arts using materials, techniques,
Actor - A person who acts in a play. processes, elements, principles and analysis.
Actions - What the character does to get what they want. Critical Analysis The process of examining and discussing the
Audience - The person or persons who watch the play. effective uses of specific aspects of works in the arts.
Character - A person, animal or imaginary object in a play or story. Critical Process The use of sequential examination through
Drama - Acting out a story or idea. comparison, analysis, interpretation, formation and testing of
hypothesis and evaluation to form judgments.
Intention - What your character wants or wishes for.
Critical Response The act or process of describing and evaluating
Lines - What your character says.
the media, processes and meanings of works in the arts and
Off stage - The part of the stage or playing space which cannot be making comparative judgments.
seen by the audience. Culture The way of life of a group of people, including customs,
On stage - The part of the stage or playing space which can be beliefs, arts, institutions and worldview. Culture is acquired
seen by the audience. through many means and is always changing.
Performance - Acting, singing, dancing or creating music which is Elements Core components that support the principles of the
planned and practiced and finally shared with an audience. arts.
Play - A story written in lines and actions for actors to perform. Genre A type or category (e.g., music - opera, oratorio; theater -
Playing Space/Drama Space - a special space in the room where tragedy, comedy; dance - modern, ballet; visual arts- pastoral,
actors practice or perform for others to watch. scenes of everyday life).
Projection - To make your voice louder and easier for an audience Humanities The branch of learning that connects the fine arts,
to hear. literature, languages, philosophy and cultural science. The
humanities are concerned with the understanding and integration
Rehearsal - Practicing for a performance.
of human thought and accomplishment.
Stage - A special space created to perform plays for an audience.
Improvisation Spontaneous creation requiring focus and
concentration.

Multimedia The combined use of media, such as movies, Health - A quality of life, which is made up of many parts. How
CD-roms, television, radio, print and the internet for entertain- your body feels, how your mind thinks and how you feel about
ment and publicity. the things that happen to you, how you get along with others, as
Original Works in the Arts Dance, music, theatre and visual arts well as being free of illness or disease.
pieces created by performing or visual artists. Physical Activity - Anything you do that requires movement and
Principles Essential assumptions, basic or essential qualities involves the body or parts of the body.
determining intrinsic characteristics. Practice - Repeating movements and cues to get better at
Style A distinctive or characteristic manner of expression. performing skills. Practice helps us to go from inconsistent to
consistent.
Technique Specific skills and details employed by an artist,
craftsperson or performer in the production of works in the arts. Motor skills - The body movements/actions used when
participating in physical activities.
Timbre A unique quality of sound.
Movement Concepts - Ideas or activities that describe how a skill
Traditions Knowledge, opinions and customs a group feels is so is to be performed or how a skill performance can be made more
important that members continue to practice it and pass it onto interesting. Examples of movement concepts are space awareness
other generations. (where the body moves), effort awareness (how the body moves)
Traditional Technology Tools, machines or implements used for and relationship awareness (over, under).
the historical practice or production of works in the arts. Risks - Something that threatens your health and can cause injury,
Vocabulary Age and content appropriate terms used in the illness or death.
instruction of the arts and humanities that demonstrate levels of CONTINUED...
proficiency as defined in local curriculum.
FAMILY, COMMUNITY
Advocacy The act of speaking or writing in support of someone
or something.
Collaboration To work cooperatively and respectfully toward a
common goal.
Communication The process in which information is received or
transmitted; meaning making.
Respect To show consideration for.
Trust A belief or confidence in the honesty, integrity, reliability,
justice of another person.
HEALTH AND PHYSICAL EDUCATION STANDARDS

Basic Movement Skills - The building blocks for more advanced
sport-specific skills that are used in physical activities. Movement
skills are the action words you use in physical education class. The
basic movement skills are organized into three groups: locomotor,
nonlocomotor and manipulative movements.
Choices - Picking an option from alternatives.
Conflict - A disagreement between two or more people or two or
more choices.
Cooperation - An important social skill in which you work
together with others for a common goal.
Emergency - a serious situation that occurs without warning and
calls for quick action.
Emotions - Specific feelings such as angry, happy, sad, afraid.
Family - A group of people related by blood, adoption, marriage or
a desire for mutual support.
GLOSSARY CONTINUED FROM PAGE 85 Non-standard Unit A unit used to measure something that is not
standard (i.e., measuring the length of a book using paper
clip-lengths rather than inches).
MATH Number Line A line on which every point represents a real number.
Addend Any of a group of numbers or terms added together to
form a sum. Number Sentence A mathematical sentence written in numerals
and symbols (e.g. 8 + 6 = 14).
Addition To join two ore more numbers (or quantities) to get a
total amount (or sum). One-One Correspondence When one and only one element of a
second set is assigned to an element of a first set, all elements of
Analog Clock A clock that is not digital. the second set are assigned and every element of the first set has
Array An orderly arrangement often in rows, columns or a matrix an assignment, the mapping is called one-to-one.
used to show the concept of multiplication. Ordinal Numbers A number indicating position in a series or
Attribute Feature or characteristic. order (i.e. first, second, etc.).
Bar Graph A graph that uses bars to show quantities or numbers Pattern Regularities in situations such as those in nature,
so they can be easily compared. events, shapes, designs and sets of numbers (e.g., spirals on
Customary Unit of Measurement A system of weights and pineapples, geometric designs in quilts, the number sequence 3, 6,
measures frequently used in the United States. The basic unit of 9, 12, ).
weight is the pound; the basic unit of capacity is the quart. Pictograph Graph using pictures to represent quantity.
Data Information that is gathered, which is often organized into Place Value The value of a digit as determined by its position in
graphs or charts. a number, the name of the place or location of a digit in a number.
Difference The amount that remains after one quantity is Plus Involving or noting the act of addition.
subtracted from another. Predict To tell what you think will happen.
Digit One of the 10 Arabic number symbols 0 - 9. Problem Solving Finding ways to reach a goal when no routine
Elapsed Time How long an activity lasts (how much time has path is apparent.
gone by from the beginning of an event to another point in time). Rectangular Prism A three-dimensional figure whose sides are
Equal Having the same quantity, degree, value, etc. all rectangles; a box.
Equation A mathematical statement containing an equals sign to Regrouping To change the grouping of numbers by separating
show that two expressions are equal (e.g. 6 + 4 = 10; 2 + 4 = 5 + 1). ones, from tens, from hundreds, etc. and grouping the parts of the
Estimate To form an approximate judgment, opinion or numbers with other like values (formerly known as borrowing and
calculation regarding the worth, value, amount, size, weight, etc. carrying).
Expanded Form Involves writing the number in expanded form Repeated Addition A model for multiplication (e.g., 2 + 2 + 2 = 3
to show the value of each digit (e.g., 15,629 = 10,000 + 5,000 + X 2).
600 + 20 + 9). Scale A device used to weigh.
Fact Family The three numbers that make up a fact as well as Sequence A set of ordered quantities (e.g., positive integers).
the inverse of the operation (i.e., 3 + 5 = 8; 5 + 3 = 8; 8 5 = 3; Solid Figure A three-dimensional shape with length, width and
8 3 = 5). height.
Fraction A number used to name an equal part of a group or a Solve To work out the answer to a problem.
whole.
Standard Unit An accepted or approved instance or example of a
Geometric Shape Any shape on a plane or in space. quantity against which others are judged, measured or compared
Inverse Relationship The opposite (i.e. 2 + 3 = 5, therefore 5 3 (e.g. inches, centimeters, feet, meter, quarts, pints, etc.).
= 2 and 5 2 = 3). Subtraction To take one quantity away from another.
Line of Symmetry A line of symmetry separates a figure into two Sum The result of adding two or more numbers.
congruent halves, each of which is a reflection of the other.
Survey A method of collecting a sample of data by asking people
Metric Unit of Measurement A system of measurement used questions.
throughout the world based on factors of 10. It includes measures
of length, weight and capacity. Table Numbers or quantities arranged in rows and columns.
Minus Involving or noting the act of subtraction. Tally Using marks to record counting (e.g. 3 = 111).

Three-Dimensional Shape A shape having length, breadth (or Orthographic Patterns Letter sounds and spelling patterns
width) and height. commonly found in the English language.
Two-Dimensional Shape Having two dimensions: length and Phoneme The smallest unit of sound that conveys a distinction
breadth (or width). in meaning, such as /m/ of mat.
Value Numerical worth or amount. Phoneme Addition Adding a unit of sound to another phoneme,
Verify To prove or confirm. such as /t/ to /a/ to form at.
Phoneme Deletion Dropping a unit of sound, such as removing
/c/ from cat to form at..
PRIMARY PERSONAL SOCIAL DEFINITIONS
Self Concept - the idea or mental image one has of oneself and Phoneme Substitution Replacing a spoken sound with another
one's strengths, weaknesses, status, etc.; self-image. sound, such as changing /f/ to /p/ in fan.
Self-Control skills are necessary to accurately process the Progress Monitoring A consistent data collection method that
information contained in social encounters, to engage in measures individual progress on a specific goal.
thoughtful social decision making and to be able to approach Repeated Reading The reader will read the material more than
others in difficult situations without provoking anger or one time for fluency.
annoyance. Research-based Benchmarks Scores that have been tested and
Self Regulation - is used to refer to the many processes normed with students in many different trials.
individuals use to manage drives and emotions. Therefore, self Sensory Details Looking at the details using the senses of smell,
regulation also embodies the concept of will power. Self touch, taste and movement.
Regulation is an extremely important executive function of the
Sight Words Words that students know by sight without having
brain.
to analyze it to pronounce it (e.g., jump, the). Also know has high
Social and Emotional Competence - is the ability to understand, frequency words.
manage and express the social and emotional aspects of ones life
Syllabication Rules Rules that show how a unit of pronunciation
in ways that enable the successful management of life tasks such
as leaning, forming relationships, solving everyday problems and is organized around a vowel.
adapting to the complex demands of growth and development. Text to Text The reader relates the current text material to a
previously read text.
Text to Self The reader relates themselves to what is written in
ACADEMIC STANDARDS FOR READING, WRITING, the text.
SPEAKING AND LISTENING Text to World The reader relates world events to what is written
Academic Vocabulary The vocabulary critical to understanding in the text.
the concepts of the content taught in schools.
Think-Aloud Talking aloud the steps of the process.
Conventions of Print The proper rules and regulations that
Vowel Diphthongs Two vowels that produce a unique sound
provide spelling and literary writings.
(e.g. ou in bought, oy in boy, ow in bow).
CC Words Common abbreviation for consonant vowel
Vowel Teams A vowel spelling that uses two or more letters for
consonant words, (e.g., cat, fan).
a single speech sound.
Decodable Text Text in which the vocabulary is controlled based
Word Sorts Putting words in categories according to their
on scientific knowledge of sound-spelling relationships.
common characteristics (e.g., mat, sat, flat, pat).
Direct, Explicit, Systematic Instruction A predictable routine of
teaching that is organized and have increased student responses.
The teacher models and prompts students using cues. SCIENCE AND TECHNOLOGY
Energy capacity for doing work. Examples include the
Encode To change a message into symbols, as encode oral
transformation of sunlight into chemical energy in plants through
language into writing, encode an idea into words.
photosynthesis, the movement of objects (including water)
Graphic Organizer A visual representation of concepts that group through mechanical energy.
common characteristics.
Force - a push or pull which can cause an object to speed up, slow
High Frequency Words Words that students know by sight down or change direction.
without having to analyze it to pronounce it (e.g., jump, the). Also
Fossils a remnant, impression or trace of an organism of past
known as sight words.
geologic ages that has been preserved in the earths crust.
CONTINUED...

GLOSSARY CONTINUED FROM PAGE 87
ENVIRONMENT AND ECOLOGY
Ecosystem the interacting system of a biological community
Inquiry - A systematic process for using knowledge and skills to and its non-living environment; also, the place where these
acquire and apply new knowledge. interactions occur.
Investigations to observe or study by close examination and Extinction the complete elimination of a species from the earth
systematic inquiry. Fiber slender, threadlike structure combining with other fibers
Landforms Is a feature at or below Earths surface, e.g., in the form of weaving, knitting, or otherwise intertwining
mountains, valleys, rivers, lakes and caves. Food Chain the transfer of food energy from organisms in one
Life Cycle The phases, changes or stages through which an nutritional level to those in another.
organism passes during its lifetime. Habitat an area that provides an animal or plant with adequate
Matter Anything that has mass and takes up space. Three food, water, shelter and living space in a suitable arrangement.
common states of matter are solid, liquid and gas. Lentic relating to or living in still water (e.g., lake, pond,
Mass Is the amount of matter in something. swamp)
Mixtures combination of one or more substances (e.g., ice in Lotic relating to or living in actively moving water. (e.g., river,
water, oil in water, salt in water, baking soda in white vinegar). stream, creek)
Model to construct or fashion in imitation of a particular object, Natural Resources those raw materials supplied by the earth and
to design or imitate forms: make a pattern, (e.g., model cars, toys, its processes. Natural resources include nutrients, minerals, water,
wetlands, mountains, valleys). plants, animals, etc.
Observations use of your five senses it is something you notice. Nonrenewable Resources substances such as oil, gas, coal,
Scientist use observation to help them make inferences/guesses. copper and gold which, once used, but which cannot be replaced in
Opinion something someone feels or believes. You can not prove this geological age.
as true. Pest is a human constructed rather than a natural category for
Patterns (regularly occur and reoccur in nature) These are plants and animals. The term can be applied to almost anything
patterns that repeat in certain order and can be seen in nature like that interferes with humans in their ability to do the things,
leaf patterns, flower, coats of animals, honeycombs, changes in health issues, farming, etc. It is an undesirable, potentially
the moon, etc. harmful or noxious organism. (e.g., mouse, mosquitoes, gypsy
moth)
Scale Relates concepts and ideas to one another by some
measurement (e.g., quantitative, numeral, abstract, ideological); Pollution harmful substances deposited in the air, water or land,
provides a measure of size and/or incremental change. leading to a state of dirtiness, impurity or unhealthiness
Scientific Facts true statements about the world. Recycle a multi-phased process which includes removal,
separation and/or diversion of materials from the waste stream;
Senses Using the five senses of sight, smell, touch, taste and use of such materials as raw materials for the manufacture of new
hear to explore the world around us. products and the use of the new product.
Simple Machine any of various elementary mechanisms formerly Renewable a naturally occurring raw material or form of energy
considered as the elements of which all machines are composed which ha the capacity to replenish itself through ecological cycles
and including the lever, the wheel and axle, the pulley, the and sound management practices. The sun, wind, falling water and
inclined plane, the wedge and the screw. trees are examples.
Soil A mixture of inorganic minerals (clay, silt and sand), Soil A mixture of inorganic minerals (clay, silt and sand), organic
organic materials, water, air and living organisms formed as the materials, water, air and living organisms formed as the result of
result of organic and inorganic processes; top layer of the Earths organic and inorganic processes; top layer of the Earths crust
crust which supports plants, animals and microorganisms; varies which supports plants, animals and microorganisms; varies with
with climate, plant and animal life, time and parent material. climate, plant and animal life, time and parent material.
System A group of related objects that work together to achieve Watershed the land area that delivers run-off water and
a desired result. sediment to a major river or stream and its tributaries.
Technological Design Recognizing the problem, proposing a Wetland lands where water saturation is the dominant factor
solution, implementing the solution, evaluating the solution and determining the nature of the soil development and the plant and
communicating the problem, deign and solution. animal communities (e.g., sloughs, estuaries, marshes).

Pennsylvania Early Childhood Education Standards For First Grade

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Pennsylvania Early Childhood Education Standards For First Grade

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PROOF EDITION

Standard 10.1: Concepts of Health. . . . . . . . . . . . . . . . . . . . . . . 22

Key Learning Area:

Standard PS 1: Develop Self Concept. . . . . . . . . . . . . . . . . . . . . 42

Standard 1.1: Learning to Read Independently . . . . . . . . . . . 45 Civics and Government

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 1

2 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

RATIONALE FOR PERSONAL/SOCIAL LEARNING

RATIONALE FOR PARTNERSHIPS

Children learn best

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 5

STANDARD AL 1: DEMONSTRATE INITIATIVE AND CURIOSITY

STANDARD AL 2: DEMONSTRATE ENGAGEMENT AND PERSISTENCE

6 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

STANDARD AL 3: DEMONSTRATE REASONING AND PROBLEM SOLVING

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 7

STANDARD AL 4: DEMONSTRATE FLEXIBILITY, RISK-TAKING AND RESPONSIBILITY

STANDARD AL 5: DEMONSTRATE IMAGINATION, CREATIVITY AND INVENTION

8 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 9

THIRD GRADE STANDARDS:

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE

10 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 11

12 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

STANDARD 9.2: HISTORICAL AND CULTURAL CONTEXTS

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 13

STANDARD 9.3: CRITICAL RESPONSE

THIRD GRADE STANDARDS:

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE

14 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

STANDARD 9.3: CRITICAL RESPONSE continued

STANDARD 9.4: AESTHETIC RESPONSE

THIRD GRADE STANDARDS:

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 15

16 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 17

STANDARD P1: PARENTING

SCHOOL FAMILY COMMUNITY

STANDARD P2: COMMUNICATION

Quality primary programs effectively communicate with families.

SCHOOL FAMILY COMMUNITY

18 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

STANDARD P3: VOLUNTEERING

SCHOOL FAMILY COMMUNITY

STANDARD P4: LEARNING AT HOME

SCHOOL FAMILY COMMUNITY

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 19

STANDARD P5: DECISION MAKING

SCHOOL FAMILY COMMUNITY

STANDARD P6: COLLABORATING WITH THE COMMUNITY

SCHOOL FAMILY COMMUNITY

20 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 21

STANDARD 10.1: CONCEPTS OF HEALTH

THIRD GRADE STANDARDS:

CONTENT FOR 1ST GRADE EXAMPLES SUPPORTIVE PRACTICE

22 PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION)

STANDARD 10.1: CONCEPTS OF HEALTH continued

PENNSYLVANIA STANDARDS FOR 1ST GRADE (PROOF EDITION) 23

STANDARD 10.2: HEALTHFUL LIVING