NEW JERSEY

Below are all of the Preschool through Grade 3 New Jersey Student Learning Standards that align with each of the 25 Earth Friends lessons and additional activities. The standards are organized by: Module (Unit) > Lesson > Grade Band (P-3) > Performance Expectation Standard.

NJ DOE website

Click the links below to discover more state-specific teaching and learning resources.

SubjectToClimate (NJ Hub)

Module 1: We Love Our Planet

objective: to provide a foundational understanding of the uniqueness of planet Earth and its ability to sustain life as we know it

vocabulary: Earth, natural element, climate zone, atmosphere

reading: Here We Are

  • objective: to provide a foundational understanding of the uniqueness of planet Earth and its ability to sustain life as we know it

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.2.4 Attend to tasks for a period of time.
    (S/E): 0.5.5 Demonstrate understanding the concept of sharing by attempting to share.
    (VPA): 1.1.3 Participate in simple sequences of movements.
    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (ELA): RL.PK.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
    (ELA): RL.PK.6 With prompting and support, identify the role of author and illustrator in telling the story.
    (ELA): RL.PK.10 Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.
    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (M): 4.4.2 Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle).


    Kindergarten

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
    (M): K. CC B. Count to tell the number of objects
    (M): K.G B. Analyze, compare, create, and compose shapes
    (S): K-ESS3: Earth and Human Activity / ESS3.A: Natural Resources: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 1

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): L.VI.1.3. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    (ELA): SL.II.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
    (S): 1-ESS1: Earth’s Place in the Universe / ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (1-ESS1-1)
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 2

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): L.VI.2.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    (S): 2-ESS2: Earth’s Systems / 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 3

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (SS): 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
    (VPA): 1.5.5.Re7a: Speculate about artistic processes. Interpret and compare works of art and other responses.

    back to lesson

  • objective: to understand that the water, the land, and the air are natural elements that we have on Earth; that these 3 natural elements keep us healthy and safe

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.2.4 Attend to tasks for a period of time.
    (S/E): 0.5.5 Demonstrate understanding the concept of sharing by attempting to share.
    (VPA): 1.1.3 Participate in simple sequences of movements.
    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.
    (VPA): 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (HSPE): Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).
    (ELA): RL.PK.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
    (ELA): RL.PK.6 With prompting and support, identify the role of author and illustrator in telling the story.
    (ELA): RL.PK.10 Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.
    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (M): 4.4.2 Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle).
    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
    (S): 5. 4.1 Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects).
    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
    (M): K. CC B. Count to tell the number of objects
    (S): K-ESS2: Earth Systems: ESS3.C: Human Impacts on Earth Systems: Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2)
    (S): K-ESS3: Earth and Human Activity / ESS3.A: Natural Resources: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 1

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): L.VI.1.3. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    (ELA): SL.II.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
    (S): 1-ESS1: Earth’s Place in the Universe / ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (1-ESS1-1)
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 2

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): L.VI.2.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    (S): 2-LS2: Ecosystems: Interactions, Energy, and Dynamics: LS4.D: Biodiversity and Humans: There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
    (S): 2-ESS2: Earth’s Systems / 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 3

    (CHPE): 2.2.5.MSC.1: Demonstrate body management skills and control when moving in relation to others, objects, and boundaries in personal and general space (e.g., coordination, balance, flexibility, agility).
    (ELA): L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (SS): 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
    (VPA): 1.5.5.Re7a: Speculate about artistic processes. Interpret and compare works of art and other responses.

    back to lesson

  • objective: to observe our weather. Different places on Earth feel different-hot or cold, wet or dry-and these are called climate zones. Different times of the year can have different weather-cold and snowy, hot, and sunny. Weather can change every day where you live but your climate zone stays the same

    Preschool

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.
    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.5.4 Take turns.
    (S/E): 0.5.5 Demonstrate understanding the concept of sharing by attempting to share.
    (VPA): 1.1.3 Participate in simple sequences of movements.
    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.
    (VPA): 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (ELA): RL.PK.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
    (ELA): RL.PK.6 With prompting and support, identify the role of author and illustrator in telling the story.
    (ELA): RL.PK.10 Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.
    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (M): 4.4.2 Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle).
    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
    (S): 5.4.3 Observe and record weather (e.g., chart temperatures throughout the seasons or represent levels of wind by waving scarves outdoors).
    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.


    Kindergarten

    (CHPE): 2.3.2.PS.2: Discuss healthy and safe choices both indoors and outdoors (e.g., using equipment, wearing bike helmets, vehicle, water, weather safety).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
    (M): K. CC B. Count to tell the number of objects
    (M): K.G B. Analyze, compare, create, and compose shapes
    (S): K-ESS2: Earth Systems / K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
    (S): K-ESS3: Earth and Human Activity / K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 1

    (CHPE): 2.3.2.PS.2: Discuss healthy and safe choices both indoors and outdoors (e.g., using equipment, wearing bike helmets, vehicle, water, weather safety).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): L.VI.1.3. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    (ELA): SL.II.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
    (S): 1-ESS1: Earth’s Place in the Universe / ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (1-ESS1-1)
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 2

    (CHPE): 2.3.2.PS.2: Discuss healthy and safe choices both indoors and outdoors (e.g., using equipment, wearing bike helmets, vehicle, water, weather safety).
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): L.VI.2.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    (S): 2-ESS2: Earth’s Systems / 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 3

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (S): 3-ESS2: Earth’s Systems / 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
    (S): 3-ESS2: Earth’s Systems / 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (VPA): 1.5.5.Re7a: Speculate about artistic processes. Interpret and compare works of art and other responses.

    back to lesson

  • objective: to comprehend the effects of temperature changes on the 3 elements on Earth-land, water, and air

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.3.1 Recognize and describe a wide range of feelings, including sadness, anger, fear, and happiness.
    (VPA): 1.1.3 Participate in simple sequences of movements.
    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.
    (VPA): 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (ELA): RL.PK.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
    (ELA): RL.PK.6 With prompting and support, identify the role of author and illustrator in telling the story.
    (ELA): RL.PK.10 Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.
    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)
    (ATL): 9.3.3 Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower).
    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (M): 4.4.2 Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle).
    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).
    (S): 5.1.3 Use basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary (e.g., words related to living things [fur, fins, feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane, shower, temperature]; vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]).
    (S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.
    (S): 5.2.2 Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mixing sand or clay with various amounts of water; preparing gelatin; mixing different colors of tempera paint; and longer term investigations, such as the freezing and melting of water and other liquids).
    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
    (S): 5.4.3 Observe and record weather (e.g., chart temperatures throughout the seasons or represent levels of wind by waving scarves outdoors).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    Kindergarten

    (CLKS): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).
    (CLKS): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
    (M): K. CC B. Count to tell the number of objects
    (M): K.G B. Analyze, compare, create, and compose shapes
    (S): K-PS3: Energy / K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
    (S): K-ESS3: Earth and Human Activity / K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
    (S): K-2-ETS1: Engineering Design / K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 1

    (CLKS): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).
    (CLKS): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): L.VI.1.3. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    (ELA): SL.II.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
    (S): 1-ESS1: Earth’s Place in the Universe / ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (1-ESS1-1)
    (S): K-2-ETS1: Engineering Design / K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 2

    (CLKS): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).
    (CLKS): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): L.VI.2.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    (S): 2-PS1: Matter and It’s Interactions / 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
    (S): 2-ESS2: Earth’s Systems / 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 3

    (CLKS): 9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic, community and global (e.g., 6.1.5.CivicsCM.3).
    (ELA): L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (S): 3-ESS2: Earth’s Systems / 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
    (S): 3-ESS2: Earth’s Systems / 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (VPA): 1.5.5.Re7a: Speculate about artistic processes. Interpret and compare works of art and other responses.

    back to lesson

  • objective: to hold space for the children to form opinions on what they learned about what Earth is, who lives here, and what is happening on Earth right now

    Preschool

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.
    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.2.4 Attend to tasks for a period of time.
    (S/E): 0.3.1 Recognize and describe a wide range of feelings, including sadness, anger, fear, and happiness.
    (VPA): 1.1.3 Participate in simple sequences of movements.
    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.
    (VPA): 1.4.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (ELA): RL.PK.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
    (ELA): RL.PK.6 With prompting and support, identify the role of author and illustrator in telling the story.
    (ELA): RL.PK.10 Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.
    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (M): 4.4.2 Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).
    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CLKS): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas.
    (M): K. CC B. Count to tell the number of objects
    (S): K-ESS2: Earth Systems: ESS3.C: Human Impacts on Earth Systems: Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2)
    (S): K-ESS3: Earth and Human Activity / ESS3.A: Natural Resources: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
    (SS): 6.1.2.CivicsPI.4: Explain how all people, not just official leaders, play important roles in a community
    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.

    Grade 1

    (CLKS): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): L.VI.1.3. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    (ELA): SL.II.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
    (ELA): W.AW.1.1. With prompts and support, write opinion pieces on a topic or texts.
    (S): 1-ESS1: Earth’s Place in the Universe / ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (1-ESS1-1)
    (SS): 6.1.2.CivicsPI.4: Explain how all people, not just official leaders, play important roles in a community
    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 2

    (CLKS): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe
    (CHPE): 2.1.2.SSH.5: Identify basic social needs of all people.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): L.VI.2.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    (ELA): W.AW.2.1. With prompts and support, write opinion pieces on a topic or texts.
    (S): 2-LS2: Ecosystems: Interactions, Energy, and Dynamics: LS4.D: Biodiversity and Humans: There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
    (SS): 6.1.2.CivicsPI.4: Explain how all people, not just official leaders, play important roles in a community
    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains.
    (VPA): 1.5.2.Cr1b: Engage in individual and collaborative art making through observation and investigation of the world, and in response to personal interests and curiosity.
    (VPA): 1.5.2.Re7b: Describe, compare and categorize visual artworks based on subject matter and expressive properties.

    Grade 3

    (CHPE): 2.1.5.EH.1: Discuss the impact of one’s feelings and thoughts that lead to healthy and unhealthy behaviors.
    (CHPE): 2.1.5.EH.3: Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety)
    (ELA): L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (ELA): W.AW.3.1. Write opinion texts to present an idea with reasons and information.
    (SS): 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
    (SS): 6.1.5.GeoHE.1: Use a variety of sources from multiple perspectives, including aerial photographs or satellite images to describe how human activity has impacted the physical environment during different periods of time in New Jersey and the United States.
    (VPA): 1.5.5.Re7a: Speculate about artistic processes. Interpret and compare works of art and other responses.

    back to lesson

Module 1: We Love Our Neighbors

objective: to provide a foundational understanding of a diverse variety of plants, animals, and life on Earth and our need to share Earth with all living things

vocabulary: habitat, shelter, environment, biodiversity

reading: Maple & Rosemary

  • objective: to learn that we live on Earth and share our planet with millions of plants and animals that all have homes here on Earth too

    Preschool

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.
    (S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
    (S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).
    (S/E): 0.5.2 Engage in pretend play.(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
    (VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
    (VPA): 1.4.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.
    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    Kindergarten

    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (M): K. MD B. Classify objects and count the number of objects in each category.
    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
    (VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.

    Grade 1

    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
    (ELA): SL.UM.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
    (VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.


    Grade 2

    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    (ELA): SL.UM.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
    (VPA): 1.5.2.Cr2c: Create art that represents natural and constructed environments. Identify and classify uses of everyday objects through drawings, diagrams, sculptures or other visual means including repurposing objects to make something new.

    Grade 3

    (CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
    (S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (SS): 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
    (VPA): 1.5.5.Cr2c: Individually or collaboratively represent environments or objects of personal significance that includes a process of peer discussion, revision and refinement.
    (VPA): 1.5.5.Cr3a: Reflect, refine, and revise work individually and collaboratively, and discuss and describe personal choices in artmaking.

    back to the lesson

  • Objective: to understand that different animals live in different habitats on Earth and every animal needs food, water, and shelter to be safe and healthy

    Preschool

    (S/E): 0.1.4 Discuss their own actions and efforts. 
    (S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
    (S/E): 0.4.6 Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions).
    (S/E): 0.5.2 Engage in pretend play.(VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
    (VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
    (VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)
    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
    (S): 5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).
    (SSFL): 6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.


    Kindergarten

    (CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (M): K. MD B. Classify objects and count the number of objects in each category.
    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

     
    Grade 1

    (CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


    Grade 2

    (CRLK): 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.
    (CHPE): 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    (S): (S): 2-LS2-1 • 2-LS2-2 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


    Grade 3

    (CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
    (S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
    (S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

  • Objective: to observe that each of the 3 climate zones has different habitats

    Preschool

    (SE): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
    (SE): 0.5.4 Take turns.
    (VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
    (VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
    (VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
    (ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)
    (ATL): 9.4 Provide activities and props throughout the classroom that encourage interactions, conversations and support connections to concepts learned (e.g., in dramatic play, the “auto service shop” provides children the opportunity to ask and answer questions about pretend roles, use topic vocabulary, “write” service orders at various developmental levels, and creatively act-out roles).(M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).
    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).
    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).(S): 5.1.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).
    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
    (S): 5.4.1 Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects).
    (S): 5.4.2 Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun’s light is blocked by objects).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).


    Kindergarten

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (M): K. MD B. Classify objects and count the number of objects in each category.
    (M): K.DL A. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

    Grade 1 

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
    (M): 1.M A Order three objects by length; compare the lengths of two objects indirectly by using a third
    object.
    (M): 1.DL Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
     

    Grade 2 

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    (M): 2.DL 2 Identify what could count as data (e.g., visuals, sounds, numbers).
    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
    (S): 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    (S):  2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


    Grade 3

    (CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.
    (ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
    (S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
    (S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
    (S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
    (S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

  • Objective: to comprehend the effects of changes in Earth's 3 elements-land, water, and air-on animal habitats

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.
    (S/E): 0.1.4 Discuss their own actions and efforts.
    (S/E): 0.2.2 Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings).
    (S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).
    (S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).
    (SE): Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions).
    (VPA): 1.1.1 Move the body in a variety of ways, with and without music. 
    (VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.
    (VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.
    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.
    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.
    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.
    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.
    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.
    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.
    (ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.
    (ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)
    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)
    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations,
    experimentation, and focused inquiry).(S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.
    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).


    Kindergarten

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.
    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


    Grade 1

     (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).
    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    (ELA): W.RW.1.7. Engage in discussion, drawing, and writing in brief but regular writing tasks.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.
     

    Grade 2 

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.
    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).(CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.
    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.
    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
    (ELA): RL.PP.2.5. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
    (S): 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    (S):  2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).
    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.


    Grade 3

    (CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.(ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.(ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    (ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
    (S): 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
    (S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
    (S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
    (S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
    (SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

  • Objective: to hold space for the children to form an opinion on what they learned about the many animals and plants that live on Earth and what makes a safe habitat

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers.

    (S/E): 0.1.4 Discuss their own actions and efforts.

    (S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities.

    (S/E): 0.4.4 Respect the rights of others (e.g., “This painting belongs to Carlos.”).

    (VPA): 1.1.1 Move the body in a variety of ways, with and without music. 

    (VPA): 1.1.6 Use movement/dance to convey meaning around a theme or to show feelings.

    (VPA): 1.1.4 Define and maintain personal space, concentration, and focus during creative movement/dance performances.

    (VPA): 1.4.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.

    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.

    (ELA): RI.PK.3 With prompting and support, make a connection between pieces of essential information in a familiar text.

    (ELA): RI.PK.4 With prompting and support, ask and answer questions about unfamiliar words in informational text.

    (ELA): RI.PK.7 With prompting and support, tell how the illustrations support the text (information or topic) in informational text.

    (ELA): W.PK.8 With guidance and support, recall information from experience or familiar topic to answer a question.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.4 Begin to describe familiar people, places, things, and events and sometimes with detail.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ELA): L.PK.5, a,b,c,d With guidance and support, explore word relationships.

    (ELA): L.PK.6 Use words and phrases acquired through conversations, activities and read alouds.

    (ATL): 9.2  Have lots of “I wonder” conversations, prompted by everyday happenings or experiences children talk about (e.g., “Kia said that it looks like the clouds are flying fast today. I wonder what it would be like to be a cloud. Where would you want to fly? How would you move?”)

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

    (S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).

    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).

    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).


    Kindergarten

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

    (ELA): L.KL.K.1. With prompting and support, develop knowledge of language and its conventions when speaking and listening.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.UM.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

    (S): K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

    Grade 1

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

    (ELA): L.VL.1.2. Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.

    (ELA): RL.CR.1.1. Ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RI.PP.1.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.ES.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

    Grade 2

    (CHPE): 2.1.2.CHSS.4: Describe how climate change affects the health of individuals, plants and animals.

    (CHPE): 2.2.2.MSC.2: Differentiate non-locomotor and locomotor movements as well transferring body weight (e.g., stretching, bending, twisting, curling).

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (CHPE): 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RL.MF.2.6. With prompting and support, use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

    (SS): 6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, and mountains).

    (SS): 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

    Grade 3

    (CHPE): 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.

    (ELA): L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    (ELA): RL.PP.3.5. Distinguish their own point of view from that of the narrator or those of the characters.

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

    (S): 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

    (S): 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

    (S): 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

    (SS): 6.1.5.GeoSV.4: Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

Module 1: We Love Our Food

objective: to provide a foundational understanding of where the food we eat comes from and where our food waste goes; that we are part of a food web with all other plants and animals on Earth

vocabulary: farm, soil, food waste, insect

reading: Compost Stew

  • Objective: to learn where the food we eat comes from

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.2 Engage in pretend play

    (VPA): 1.3.1 Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic).

    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.

    (HSPE): 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

    (HSPE): 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RF.PK.1,d Begin to demonstrate understanding of basic features of print.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing

    animals with fur to those with feathers).

     
    Kindergarten

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CR.K.1 With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
    (M): K.DL A. Classify objects and count the number of objects in each category.

    Grade 1

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL A. Represent and interpret data.

    Grade 2

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.CR.2.1. Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    Grade 3

    (CHPE): 2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

    (CHPE): 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

  • Objective: to understand how humans produce (make) food in different ways and that we can grow our own fruits and vegetables in a garden; to discover components of healthy soil


    Preschool

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.2 Engage in pretend play

    (VPA): 1.3.1 Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic).

    (VPA): 1.4.6 Create more recognizable representations as eye-hand coordination and fine-motor skills develop.

    (HSPE): 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

    (HSPE): 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RF.PK.1,d Begin to demonstrate understanding of basic features of print.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (ATL): 9.3.2 Use varied strategies to seek or recall information and to find answers (e.g., questioning, trial and error, testing, building on ideas, finding resources, drawing, or thinking aloud).

    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

    (M): 4.1.3 Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10.

    (M): 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”)

    (M): 4.1.5 Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each).

    (M): 4.3.3 Compare (e.g., which container holds more) and order (e.g., shortest to longest) up to 5 objects according to measurable attributes.

    (S): 5.1.2 Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks).

    (S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S): 5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).

    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).

    (S): 5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants).

    (S): 5.4.1 Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind’s effect on playground objects).

    (S): 5.4.2 Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun’s light is blocked by objects).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CR.K.1 With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.B. Understand the relationship between numbers and quantities; connect counting to cardinality.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Clarification: Include groups with up to ten objects.)

    (M): K.M.A A. Describe and compare measurable attributes

    (M): K.DL A. Classify objects and count the number of objects in each category

    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

    Grade 1

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.1M.A A. Measure lengths indirectly and by iterating length units

    (M): 1.DL A. Represent and interpret data

    (S): 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

    Grade 2

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.CR.2.1. Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.2.M.A A. Measure and estimate lengths in standard units

    (M): 2.2.DL A Understand concepts of data

    (M): 2.2.DL .B Represent and interpret data

    (S): 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

    (S): 2-LS1-2 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

    (S): 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

    Grade 3

    (CLK): 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process 

    (CHPE): 2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

    (CHPE): 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.3.DL A Understand data-based questions and data collection.

    (M): 3.3.DL B Represent and interpret data

  • Objective: to learn where the food we don't eat, our food waste, and our garbage from food packaging goes after we are done with our meal or snack


    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 (S/E): Discuss their own actions and efforts. 

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (VPA): 1.3.1 Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic).

    (HSPE): 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

    (HSPE): 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RF.PK.1,d Begin to demonstrate understanding of basic features of print.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (ATL): 9.3.4 Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group).

    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

    (M): 4.1.3 Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10.

    (M): 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”)

    (M): 4.1.5 Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each).

    (M) 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes

    (M): 4.3.3 Compare (e.g., which container holds more) and order (e.g., shortest to longest) up to 5 objects according to measurable attributes.

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CR.K.1 With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.DL A. Classify objects and count the number of objects in each category

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

     

    Grade 1

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL A. Represent and interpret data

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.
     

    Grade 2

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.CR.2.1. Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 
    (M): 2.2.M.A A. Measure and estimate lengths in standard units
    (M): 2.2.DL A Understand concepts of data

    (M): 2.2.DL .B Represent and interpret data

    (S): 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    Grade 3 

    (CLK): 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process 

    (CLK): 9.4.5.CI.3 Participate in a brainstorming session with individuals with diverse perspectives to expand one’s thinking about a topic of curiosity

    (CLK): 9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic, community and global 

    (CHPE): 2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

    (CHPE): 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.3.DL A Understand data-based questions and data collection.

    (M): 3.3.DL B Represent and interpret data

    (SS): 6.3.5.CivicsPD.1: Develop an action plan that addresses issues related to climate change and share with school and/or community members.

  • Objective: to comprehend that the insects in the land, water, and air help us grow the food we eat; that insects are important to biodiversity and life on Earth

    Preschool

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 (S/E): Discuss their own actions and efforts. 

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (VPA): 1.3.1 Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic).

    (HSPE): 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

    (HSPE): 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RF.PK.1,d Begin to demonstrate understanding of basic features of print.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.1.2 Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles).

    (ATL): 9.3.4 Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group).

    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.1.3 Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10.

    (M): 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”)

    (M): 4.1.5 Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each).

    (M) 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes

    (M): 4.3.3 Compare (e.g., which container holds more) and order (e.g., shortest to longest) up to 5 objects according to measurable attributes.

    (M): 4.4.1 Respond to and use positional words (e.g., in, under, between, down, behind).

    (S): 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).

    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).

    (S): 5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CR.K.1 With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K. CC C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL A. Classify objects and count the number of objects in each category.

    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including

    humans) and the places they live.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    Grade 1

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL A. Represent and interpret data

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    Grade 2

    (CLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.CR.2.1. Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 
    (M): 2.2.DL A Understand concepts of data

    (M): 2.2.DL .B Represent and interpret data

    (S): 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

    (S): 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

    (S): 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    Grade 3

    (CLK): 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process 

    (CLK): 9.4.5.CI.3 Participate in a brainstorming session with individuals with diverse perspectives to expand one’s thinking about a topic of curiosity

    (CLK): 9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic, community and global 

    (CHPE): 2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

    (CHPE): 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.3.DL A Understand data-based questions and data collection.

    (M): 3.3.DL B Represent and interpret data

    (S) 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.

    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

    (SS): 6.3.5.CivicsPD.1: Develop an action plan that addresses issues related to climate change and share with school and/or community members.

  • Objective: to hold space for the children to form an opinion on how everyone on Earth is connected through what we eat

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 (S/E): Discuss their own actions and efforts. 

    (S/E): 0.3.2 Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.2 Engage in pretend play. 

    (S/E): 0.5.4 Take turns.

    (VPA): 1.3.1 Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic).

    (HSPE): 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

    (HSPE): 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RF.PK.1,d Begin to demonstrate understanding of basic features of print.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).

    (S): 5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).

    (S): 5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.
     

    Kindergarten

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CLK): 9.4.2.DC.7: Describe actions peers can take to positively impact climate change (e.g., 6.3.2.CivicsPD.1).

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CR.K.1 With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including

    humans) and the places they live.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.1: Explain the difference between needs and wants.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

      

    Grade 1

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CLK): 9.4.2.DC.7: Describe actions peers can take to positively impact climate change (e.g., 6.3.2.CivicsPD.1).

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.1: Explain the difference between needs and wants.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

     

    Grade 2

    (CLK):  9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively work together to solve the problem

    (CLK): 9.4.2.DC.7: Describe actions peers can take to positively impact climate change (e.g., 6.3.2.CivicsPD.1).

    (CHPE): 2.2.2.N.1: Explore different types of foods and food groups.

    (CHPE):.2.2.N.2: Explain why some foods are healthier to eat than others.

    (CHPE): 2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

    (CHPE): 2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.CR.2.1. Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (S): 2-LS4-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.1: Explain the difference between needs and wants.

    (SS):  6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

     

    Grade 3 

    (CLK): 9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic, community and global 

    (CHPE): 2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

    (CHPE): 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S) 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.

    (S): 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

    (SS): 6.3.5.CivicsPD.1: Develop an action plan that addresses issues related to climate change and share with school and/or community members.

Module 1: We Love Our Energy

objective: to provide a foundational understanding of the renewable and nonrenewable resources that Earth provides to give us energy to move, make, and create

vocabulary: energy, power, renewable, pollution

reading: Earth Hour

  • Objective: to learn what energy is and the different ways Earth gives us energy to use

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 (S/E): Discuss their own actions and efforts. 

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (HSPE): Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (HSPE): 2.4.3 Use objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different sized beads, and button and unbutton).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RI.PK.1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).

    (ATL): 9.3.3 Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower).

    (S): 5.1.2 Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks).

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S) 5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.
     

    Kindergarten

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.MSC.7: Demonstrate kindness towards self and others during physical activity to create a safe and caring environment.

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

    (S): K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

    (S): K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

    (S): K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.MSC.7: Demonstrate kindness towards self and others during physical activity to create a safe and caring environment.

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.IT.1.3. Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.MSC.7: Demonstrate kindness towards self and others during physical activity to create a safe and caring environment.

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

      

    Grade 3

    (CHPE): 2.2.5.MSC.6: Execute appropriate behaviors and etiquette while participating as a player and viewing as an observer during physical activity, games, and other events, contributes to a safe environment.

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S) 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

  • Objective: to understand that humans use energy every day to do and make all kinds of things

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 (S/E): Discuss their own actions and efforts. 

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (HSPE): Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (HSPE): 2.4.3 Use objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different sized beads, and button and unbutton).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RI.PK.1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).

    (ATL): 9.3.3 Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower).

    (S): 5.1.2 Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks).

    (S): 5.1.5 Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants).

    (S) 5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

    (S): K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.HistorySE.1: Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.


    (VPA): 1.1.2.Cr1a: Demonstrate movement in response to a variety of sensory stimuli (e.g., music, imagery, objects) and suggest additional sources for movement ideas.

    Grade 1

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.IT.1.3. Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (S): 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.HistorySE.1: Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (VPA): 1.1.2.Cr1a: Demonstrate movement in response to a variety of sensory stimuli (e.g., music, imagery, objects) and suggest additional sources for movement ideas.

    Grade 2

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.HistorySE.1: Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (VPA): 1.1.2.Cr1a: Demonstrate movement in response to a variety of sensory stimuli (e.g., music, imagery, objects) and suggest additional sources for movement ideas.

    Grade 3

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S) 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

    (S) 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

    (SS): 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

  • Objective: to observe that some of the energy Earth gives us can be used again and again and some of the energy Earth gives us will run out

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (HSPE): 2.4.1 Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RI.PK.1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.3.3 Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower).

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).

    (S): 5.1.2 Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks).

    (S): 5.1.3 Use basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary (e.g., words related to living things [fur, fins, feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane, shower, temperature]; vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.3 Investigate sound, heat, and light energy through one or more of the senses (e.g., comparing the pitch and volume of sounds made by commercially made and homemade instruments, recording how shadows change during the course of a day or over time, using flashlights or lamp light to make shadows indoors)

    (S) 5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    Kindergarten

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CHPE): 2.1.2.PGD.1: Explore how activity helps all human bodies stay healthy.

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.PF.1: Explain the benefits of regular physical activity and what it means to be physically fit in relation to personal health. (e.g., healthy heart, strong bones, increased energy, strong muscles).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (CHPE): 2.2.2.PF.3: Engage in moderate to vigorous age-appropriate physical movement and physical activities that promote movement (e.g., games, challenges, team building).

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (S): K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CHPE): 2.1.2.PGD.1: Explore how activity helps all human bodies stay healthy.

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.PF.1: Explain the benefits of regular physical activity and what it means to be physically fit in relation to personal health. (e.g., healthy heart, strong bones, increased energy, strong muscles).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (CHPE): 2.2.2.PF.3: Engage in moderate to vigorous age-appropriate physical movement and physical activities that promote movement (e.g., games, challenges, team building).

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.IT.1.3. Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (S): K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 2

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CHPE): 2.1.2.PGD.1: Explore how activity helps all human bodies stay healthy.

    (CHPE): 2.2.2.MSC.1: Perform a combination of sequences of locomotor movements and rhythmic activities (e.g., walking, balancing, hoping, skipping, running).

    (CHPE): 2.2.2.MSC.3: Demonstrate manipulative movements (e.g., throwing, catching, dribbling, running, kicking) while moving in personal and general space, time, directions, pathways and ranges.

    (CHPE): 2.2.2.PF.1: Explain the benefits of regular physical activity and what it means to be physically fit in relation to personal health. (e.g., healthy heart, strong bones, increased energy, strong muscles).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (CHPE): 2.2.2.PF.3: Engage in moderate to vigorous age-appropriate physical movement and physical activities that promote movement (e.g., games, challenges, team building).

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (S): K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (S): 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of climate change and/or a weather-related hazard.

    (SS): 6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 3

    (CHPE): 2.2.5.MSC.2: Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles.

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S) 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

    (S) 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

  • Objective: to understand what changes happen when we take something from Earth to make energy; to understand that the choices humans make matter to all life

    Preschool:

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.1.4 Discuss their own actions and efforts. 

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.2 Engage in pretend play. 

    (S/E): 0.5.5 Demonstrate understanding the concept of sharing by attempting to share.

    (HSPE): 2.4.1 Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RI.PK.1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.1.3 Focus attention on tasks and experiences, despite interruptions or distractions (e.g., working hard on a drawing even when children nearby are playing a game).

    (ATL): 9.1.4 Show persistence when faced with challenging tasks and uncertainty, seeking and accepting help when appropriate (e.g., saying to a friend, ‘This is hard. Can you help me figure it out?).

    (ATL): 9.1.5 Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, “Look—I finished it all by myself!”).

    (ATL): 9.2.1 Show flexibility in approaching tasks by being open to new ideas (i.e., doesn’t cling to one approach to a task, but is willing to experiment and to risk trying out a new idea or approach).

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).

    (S): 5.1.3 Use basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary (e.g., words related to living things [fur, fins, feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane, shower, temperature]; vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.3 Investigate sound, heat, and light energy through one or more of the senses (e.g., comparing the pitch and volume of sounds made by commercially made and homemade instruments, recording how shadows change during the course of a day or over time, using flashlights or lamp light to make shadows indoors)

    (S): 5.4.2 Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun’s light is blocked by objects).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    (S): 5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.2: Identify possible approaches and resources to execute a plan (e.g., 1.2.2.CR1b, 8.2.2.ED.3).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.2: Identify possible approaches and resources to execute a plan (e.g., 1.2.2.CR1b, 8.2.2.ED.3).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.IT.1.3. Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (S): 1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 2

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.2: Identify possible approaches and resources to execute a plan (e.g., 1.2.2.CR1b, 8.2.2.ED.3).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (S): 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

    (S): 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 3

     (CRLK):  9.4.5.CI.2: Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue (e.g., 6.3.5.CivicsPD.3, W.5.7).

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S) 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

  • Objective: to hold space for the children to form an opinion on what kind of energy we can use to make power

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (HSPE): 2.4.1 Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching).

    (HSPE): 2.4.2 Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter).

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RI.PK.1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.3.3 Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower).

    (S): 5.1.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry).

    (S): 5.1.3 Use basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary (e.g., words related to living things [fur, fins, feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane, shower, temperature]; vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.4 Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll).

    (S): 5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).

    (S): 5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

     

    Kindergarten

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.K.2. With prompting and support, ask and answer questions to help determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    (ELA): RI.CI.K.2. With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.MF.K.6. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

    (ELA): W.IW.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas. 

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.II.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (S): K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

    (S): K-PS3-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

    (S): K-ESS3-3 Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.’

    (S): K-2-EST1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): RI.CR.1.1. Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

    (ELA): RI.IT.1.3. Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.’

    (S): K-2-EST1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (CRLK): 9.4.2.CI.2: Demonstrate originality and inventiveness in work (e.g., 1.3A.2CR1a).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (CRLK): 9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

    (CHPE): 2.2.2.PF.2: Explore how to move different body parts in a controlled manner.

    (ELA): L.VL.2.2. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

    (ELA): RI.PP.2.5. Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.

    (ELA): RI.MF.2.6. Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.

    (S): K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.’

    (S): K-2-EST1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS) : 6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.1.2.EconET.2: Cite examples of choices people make when resources are scarce.

    (SS): 6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    (SS): 6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there.

    (SS): 6.3.2.GeoGI.2: Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 3

    (CRLK):  9.4.5.CI.2: Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue (e.g., 6.3.5.CivicsPD.3, W.5.7).

    (ELA): RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (S): 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

    (S): 3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

    (S) 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Module 1: We Love Our Things

objective: to provide a foundational understanding of where we get the materials to make our things and where our things go when we are done using them

vocabulary: material, natural resource, respect, impact

reading: Little Blue Chair

  • Objective: to learn a variety of materials that humans use to make things

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.

    (VPA): 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RL.PK.7 With prompting and support, using a familiar storybook, tell how the illustrations support the story.

    (ELA): RL.PK.9 With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

    (S): 5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.K.2. With prompting and support, identify the central message and retell familiar literary texts, including key details (e.g., who, what, where, when, why, how).

    (ELA): RL.MF.K.6. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL. A Classify objects and count the number of objects in each category

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RL.IT.1.3. Describe characters, settings, and major event(s) in a story, using key details.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL. A. Represent and interpret data

    (S): 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (ELA): RL.CR.2.1. Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.DL. A. Understand concepts of data

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 3

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.DL. B. Represent and interpret data

    (SS): 6.1.5.EconEM.2: Identify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).

  • Objective: to understand where the materials come from that we use to make our things

    Preschool:

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (S/E): Demonstrate understanding the concept of sharing by attempting to share.

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RL.PK.7 With prompting and support, using a familiar storybook, tell how the illustrations support the story.

    (ELA): RL.PK.9 With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (M): Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

    (S): 5.5.1 Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders).

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

     

    Kindergarten

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.K.2. With prompting and support, identify the central message and retell familiar literary texts, including key details (e.g., who, what, where, when, why, how).

    (ELA): RL.MF.K.6. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL. A Classify objects and count the number of objects in each category

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    Grade 1

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RL.IT.1.3. Describe characters, settings, and major event(s) in a story, using key details.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL. A. Represent and interpret data

    (S): 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (ELA): RL.CR.2.1. Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.DL. A. Understand concepts of data

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 3

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.DL. B. Represent and interpret data

    (SS): 6.1.5.EconEM.2: Identify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).

  • Objective: to observe that our things last longer when we respect and take care of them

    Preschool:

    (S/E): 0.1.2 Express ideas for activities and initiate discussions.

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E) 0.1.4 Discuss their own actions and efforts.

    (S/E): 0.2.2 Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings).

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (VPA): 1.4.1 Demonstrate the safe and appropriate use and care of art materials and tools.

    (VPA): 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RL.PK.7 With prompting and support, using a familiar storybook, tell how the illustrations support the story.

    (ELA): RL.PK.9 With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.1.2 Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles).

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.3.4 Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group)

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

    (SS): 6.2.1 Demonstrate understanding of rules by following most classroom routines.

    (SS): 6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

     

    Kindergarten 

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.K.2. With prompting and support, identify the central message and retell familiar literary texts, including key details (e.g., who, what, where, when, why, how).

    (ELA): RL.MF.K.6. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL. A Classify objects and count the number of objects in each category

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.
     

    Grade 1

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RL.IT.1.3. Describe characters, settings, and major event(s) in a story, using key details.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL. A. Represent and interpret data

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (ELA): RL.CR.2.1. Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.DL. A. Understand concepts of data

    ((SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 3

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.DL. B. Represent and interpret data

    (SS): 6.1.5.EconEM.2: Identify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).

  • Objective: to comprehend the large amount of materials we take from Earth; to consider what happens when we are done using our things

    Preschool:

    (S/E): 0.1.2 Express ideas for activities and initiate discussions.

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E) 0.1.4 Discuss their own actions and efforts.

    (S/E): 0.2.2 Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings).

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): 0.5.4 Take turns.

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RL.PK.7 With prompting and support, using a familiar storybook, tell how the illustrations support the story.

    (ELA): RL.PK.9 With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ATL): 9.1.2 Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles).

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.3.4 Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group)

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

    (SS): 6.2.1 Demonstrate understanding of rules by following most classroom routines.

    (SS): 6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

     

    Kindergarten

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.K.2. With prompting and support, identify the central message and retell familiar literary texts, including key details (e.g., who, what, where, when, why, how).

    (ELA): RL.MF.K.6. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL. A Classify objects and count the number of objects in each category

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share and physical systems across different regions information about how it impacts different regions around the world.

     

    Grade 1

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RL.IT.1.3. Describe characters, settings, and major event(s) in a story, using key details.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL. A. Represent and interpret data

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 2

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CR.2.1. Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.DL. A. Understand concepts of data

    ((SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

     

    Grade 3

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.DL. B. Represent and interpret data

    (SS): 6.1.5.EconEM.2: Identify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).

  • Objective: to hold space for the children to form an opinion on where our things come from and where they go

    Preschool:

    (S/E): 0.1.1 Express individuality by making independent decisions about which materials to use.

    (S/E): 0.1.2 Express ideas for activities and initiate discussions.

    (S/E): 0.1.3 Actively engage in activities and interactions with teachers and peers

    (S/E) 0.1.4 Discuss their own actions and efforts.

    (S/E): 0.2.2 Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings).

    (S/E): Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad).

    (S/E): 0.4.1 Engage appropriately with peers and teachers in classroom activities

    (S/E): Respect the rights of others (e.g., “This painting belongs to Carlos.”).

    (S/E): 0.5.4 Take turns.

    (ELA): RL.PK.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.

    (ELA): RL.PK.7 With prompting and support, using a familiar storybook, tell how the illustrations support the story.

    (ELA): RL.PK.9 With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ELA): W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.

    (ELA): SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups.

    (ELA): SL.PK.6 With guidance and support, speak audibly and express thoughts, feelings, and ideas.

    (ELA): L.PK.4,a,b Begin to determine the meaning of new words and phrases introduced through preschool reading and content.

    (ELA): W.PK.1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.

    (ATL): 9.1.2 Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles).

    (ATL): 9.2.3 Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly).

    (ATL): 9.3.1 Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., “I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.”)

    (ATL): 9.3.4 Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group)

    (ATL): 9.4.2 Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books).

    (M): 4.1.6 Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”).

    (M): 4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height).

    (S) 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

    (S): 5.2.1 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.

    (SS): 6.2.1 Demonstrate understanding of rules by following most classroom routines.

    (SS): 6.2.2 Demonstrates responsibility by initiating simple classroom tasks and jobs.

    (SS): 6.2.3 Demonstrate appropriate behavior when collaborating with others.

    Kindergarten

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CR.K.1 With prompting and support, ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

    (ELA): RL.CI.K.2. With prompting and support, identify the central message and retell familiar literary texts, including key details (e.g., who, what, where, when, why, how).

    (ELA): RL.MF.K.6. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    (ELA): SL.PE.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

    (ELA): SL.AS.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

    (M): K.CC.C Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

    (M): K.DL. A Classify objects and count the number of objects in each category

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share and physical systems across different regions information about how it impacts different regions around the world.

    Grade 1

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CI.1.2. Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

    (ELA): RL.IT.1.3. Describe characters, settings, and major event(s) in a story, using key details.

    (ELA): SL.PE.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

    (M): 1.DL. A. Represent and interpret data

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share and physical systems across different regions information about how it impacts different regions around the world.

     

    Grade 2

    (CRLK): 9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them.

    (CRLK): 9.4.2.CI.1: Demonstrate openness to new ideas and perspectives (e.g., 1.1.2.CR1a, 2.1.2.EH.1, 6.1.2.CivicsCM.2).

    (CRLK): 9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2).

    (ELA): RL.CR.2.1. Ask and answer questions to demonstrate understanding of key details in a literary text, referring explicitly to the text as the basis for the answers.

    (ELA): SL.PE.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 

    (M): 2.DL. A. Understand concepts of data

    (SS): 6.1.2.CivicsPR.1: Determine what makes a good rule or law.

    (SS): 6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    (SS): 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    (SS): 6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    (SS): 6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

    (SS): 6.3.2.GeoGI.1: Investigate a global issue such as climate change, its significance, and share and physical systems across different regions information about how it impacts different regions around the world.

     

    Grade 3

    (ELA): SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    (M): 3.DL. B. Represent and interpret data

    (SS): 6.1.5.EconEM.2: Identify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).

    (SS): 6.3.5.GeoHE.1: Plan and participate in an advocacy project to inform others about the impact of climate change at the local or state level and propose possible solutions.