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| ARTS1.E.VA1A |
| | Students experiment and create art works, in a variety of mediums
(drawing, painting, sculpture, ceramics, printmaking,
video, and computer graphics), based on a range of
individual and collective experiences (a). | |
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| ARTS1.E.VA1B |
| | Students develop their own ideas and images through the
exploration and creation of art works based on themes,
symbols, and events (b). | |
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| ARTS1.E.VA1C |
| | Students understand and use the elements and principles of art
(line, color, texture, shape) in order to communicate their
ideas (c). | |
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| ARTS2.E.VA2A |
| | Students understand the characteristics of various mediums
(two-dimensional, three-dimensional, electronic images)
in order to select those that are appropriate for their
purposes and intent (a). | |
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| ARTS3.E.VA3B |
| | Students explain the visual and other sensory qualities (surfaces,
colors, textures, shape, sizes, volumes) found in a wide
variety of art works (b). | |
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| ARTS3.E.VA3C |
| | Students explain the themes that are found in works of visual art
and how the art works are related to other forms of art
(dance, music, theatre, etc.) (c). | |
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| ARTS3.E.VA3D |
| | Students explain how ideas, themes, or concepts in the visual arts
are expressed in other disciplines (e.g., mathematics,
science, literature, social studies, etc.) (d). | |
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| ELA1.E.LR1A |
| | Students gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams. | |
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| ELA1.E.LR1B |
| | Students select information appropriate to the purpose of their investigation and relate ideas from one text to another. | |
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| ELA1.E.SW2A |
| | Students present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts. | |
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| ELA1.E.SW2C |
| | Students use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference. | |
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| ELA1.E.SW2D |
| | Students use details, examples, anecdotes, or personal experiences to explain or clarify information. | |
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| ELA3.E.SW2A |
| | Students express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence. | |
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| ELA4.E.LS1B |
| | Students take turns speaking and responding to others' ideas in conversations on familiar topics. | |
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| ELA4.E.RW2A |
| | Students exchange friendly notes, cards, letters with friends, relatives, and pen pals to keep in touch and to communicate special occasions. | |
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| ELA4.E.RW2C |
| | Students read and discuss published letters, diaries, and journals to learn the conventions of social writing. | |
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| MST1.E.ED1A |
| | Students engage in the following steps in a design process: describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. | |
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| MST1.E.ED1B |
| | Students engage in the following steps in a design process: investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. | |
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| MST1.E.ED1C |
| | Students engage in the following steps in a design process: generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. | |
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| MST1.E.ED1D |
| | Students engage in the following steps in a design process: plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. | |
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| MST1.E.MA2A |
| | Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. | |
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| MST3.E.MM4A |
| | Students use concrete materials to model spatial relationships. | |
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| MST3.E.PF7C |
| | Students use a variety of manipulative materials to explore patterns. | |
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| MST3.E.PF7F |
| | Students discover patterns in nature, art, music, and literature. | |
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| MST4.E.LE3A |
| | Students describe how the structures of plants and animals complement the environment of the plant or animal. | |
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| MST4.E.LE6A |
| | Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. | |
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| MST4.E.LE7A |
| | Students identify ways in which humans have changed their environments and the effects of those changes. | |
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| MST4.E.PS1A |
| | Students describe patterns of daily, monthly, and seasonal changes in their environment. | |
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| MST4.E.PS2A |
| | Students describe the relationships among air, water, and land on Earth. | |
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| SS1.E.1A |
| | Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. | |
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| SS1.E.1C |
| | Students explain those values, practices, and traditions that unite all Americans. | |
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| SS1.E.2B |
| | Students recognize how traditions and practices were passed from one generation to the next. | |
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| SS1.E.2C |
| | Students distinguish between near and distant past and interpret simple timelines. | |
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| SS1.E.3B |
| | Students classify information by type of activity; social, political, economic, technological, scientific, cultural, or religious. | |
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| SS1.E.4C |
| | Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. | |
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| SS2.E.2A |
| | Students distinguish between past, present, and future time periods. | |
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| SS2.E.3C |
| | Students understand how the terms social, political, economic, and cultural can be used to describe human activities or practices. | |
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| SS3.E.1E |
| | Students investigate how people depend on and modify the physical environment. | |
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| SS3.E.2A |
| | Students ask geographic questions about where places are located; why they are located where they are, what is important about their locations, and how their locations are related to the location of other people and places. | |
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| SS4.E.1B |
| | Students explain how people's wants exceed their limited resources and that this condition defines scarcity. | |
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| SS4.E.1C |
| | Students know that scarcity requires individuals to make choices and that those choices involve costs. | |
