Political/Civic
August-September
-I can
describe ways civil rights leaders fought for equal rights for Americans.
-I can
identify and explain why cities make laws and ordinances.
-I can
identify and explain ways in which citizens depend upon one another.
-I can
discuss and apply responsibilities of citizens including respect for the rights
of others and treating others fairly.
-I can
state the main purposes of the Declaration of Independence.
-I can
explain how the National Anthem symbolizes our nation.
-I can
examine the importance of peaceful resolutions or disputes.
-I can
take part in a constructive process or method for resolving conflicts.
-I can
analyze multicultural diversity among the students in my school.
Geography
September
-I can describe how people are affected by and depend on
adaptations and changes in their environment.
-I can read and construct a variety of maps.
-I can locate points on a map using N, S, E, W, NE, SE, NW,
SW.
-I can explain how to use lines of latitude.
-I can identify, locate and label the seven continents and
four oceans.
-I can identify and label the Northern and Southern
Hemispheres
-I can explain how the features of a place depend upon its
physical characteristics such as landforms, climate, vegetation, etc.
-I can identify and describe examples of different regions.
Sound
September-October
-I can
identify and compare how sound travels through different mediums (air, water,
solids).
-I can
describe different ways to change the pitch of a sound and compare the pitch.
-I can
describe how the ear serves as a receiver of sound.
-I can
identify the parts of the ear.
-I can
describe how one's health is affected by loud noises.
-I can
describe how to change the loudness of a sound.
-I can
observe and identify that sound is caused by vibrations.
-I can
observe and describe how sounds come from a source and go to a receiver.
-I can
discriminate among various sounds.
-I can
design and construct a musical instrument using materials that can be used to
perform a task.
Light
October-November
-I can
identify sources of light energy (sun, bulbs, flames).
-I can
observe and explain how light is transferred from the source to the receiver
through space in straight lines.
-I can
identify the three things (light source, object, surface) necessary to produce
a shadow.
-I can
observe and identify that light is transmitted through transparent objects,
partially transmitted through translucent objects, and not transmitted through
opaque objects.
-I can
observe and describe how light can be refracted and how it separates into the
spectrum
-I can
observe and explain how an object can only be seen when light is reflected from
that object to the receiver.
-I can
identify the parts of the eye.
-I can
illustrate and describe who the sun appears to move slowly across the sky form
east to west during the day.
-I can
describe the changes in length and position of shadow from morning to midday to
afternoon.
-I can
describe how the sun's position in the sky changes the length and position of
shadows.
-I can
predict how shadows can change as the distance and/or angle of the light source
changes.
Colonies
November-December
-I can
identify and locate the three regions of the 13 colonies.
-I can
describe what life was like during Colonial times: homes, clothing, games,
music, school, crafts, and trades.
-I can
compare and contrast life of the early settlers to that of the present.
-I can
recognize that a settlement is a form of community.
-I can
define a colony as a set of communities that is ruled by another country.
-I can
compare how people's needs have been met in different ways in different
cultures within Colonial America.
-I can
contrast Colonial America to the United States today.
-I can
identify ethnic groups that made up Colonial America.
Nutrition
January
-I can
recognize the functions of the six main nutrients.
-I can
identify various foods according to their main nutrients.
-I can
describe the relationship between food intake and energy/activity levels.
-I can
describe the benefits of a balanced diet and the effects of an unbalanced
diet.
-I can
identify a variety of nutritious foods that can be found at home, in the school
cafeteria, at a concession stand, and in a fast food restaurant.
-I can
recognize the special identifiers on food products that may relate to
health.
-I can
recognize signs of food spoilage and explain the health hazard of eating
improperly stored foods.
Environmental Interactions/Food Chains
February
-I can
identify and compare the physical structures of a variety of animals (sensory
organs, beaks, appendages, body covering, etc.) and the behaviors of living
organisms that enable them to survive.
-I can
identify the relationship between the physical structures of animals and the function
of those structures (taking in water, support, movement, obtaining food,
reproduction, etc.)
-I can
define that an ecosystem is a community of organisms and its interaction with
its environment.
-I can
identify the ways a specific organism may interact with other organisms or with
the environment (pollination, camouflage, migration, hibernation, defensive
mechanisms).
-I can
identify and describe different environments (pond, forest, prairie, desert,
ocean) and how they support the life of different types of plants and
animals.
-I can
identify that changes in an environment can be natural or man-made and that
they may be harmful or beneficial to the organisms living in that
environment.
-I can
explain how human activities can affect the environment in positive and
negative ways.
-I can
describe how one's health is affected by air, land, and water pollution.
-I can
identify specialized structures and describe how they help plants survive in
their environment (root, thorns, waxy leaves, etc.)
-I can
identify specialized structures and senses and describe how these adaptations
help animals survive in their environment (antennae, body coverings, teeth,
beaks, etc.)
-I can
identify sunlight as the primary source of energy plants use to produce their
own food.
-I can
classify and compare populations of organisms as producers and consumers by the
role they serve in the ecosystem.
-I can
sequence the flow of energy (designated by arrows) through a food chain
beginning with the sun.
-I can
predict the possible effects of removing an organism from a food chain.
Plants
March-April
-I can
conduct investigations and describe the basic survive needs of most plants
(air, water, light, nutrients, temperature, protection) of livings things in an
environment.
-I can
design and conduct investigations to observe, record how plants progress
through the life cycles of seed germination, growth and development,
reproduction, and death.
-I can
investigate, sequence, and describe the stages in the life cycle of a flowering
plant.
-I can
identify the following parts of a flowering plant: stem, petal, pistil, stamen,
ovary, egg, pod.
-I can
distinguish between plants (which use sunlight to make their own food) and
animals (which must consume energy-rich food).
-I can
identify plants using simple dichotomous keys.
-I can
illustrate and trace the path of water and nutrients as they move through the
transport system of a plant.
-I can
recognize the major life processes carried out by the major systems of plants
(support, reproduction, transport, response).
-I can
observe, investigate, identify, and relate the similarities and differences
between plants and their offspring (seedlings, variations that can occur within
organisms of the same species and how variations can provide an advantage to
that organisms survival and reproduction).
Economics
April-May
-I can
recognize that producers buy resources to produce goods and services and then
exchange them for money.
-I can
explain that scarcity exists because wants are relatively unlimited and
resources are limited.
-I can
explain opportunity-cost is what is given up when an economic decision is
made.
-I can
apply the concept of limited funds when making purchases.
-I can
identify taxes that students experience, such as sales tax.
-I can
explain why the government collects taxes, such as sales tax, from people and
businesses to provide public goods (roads, parks, defense, etc.) and describe
who benefits and who pays for these services.
-I can
explain that people own resources and sell them to businesses and government in
exchange for income and then use this income to satisfy wants, pay taxes, or
save.
Pioneers
May
-I can
explain who rivers have played an important role in human transportation and
settlements.
-I can
describe how and why changes in communication and transportation technologies
affects people's lives.
-I can
identify significant events in frontier life and why they occurred.
-I can
explain why people migrated from the east coast to the Mississippi
Valley.
-I can
compare and contrast frontier life to that of the present.
