Indiana Content Area Standards

• English Language Arts.Kindergarten.RV.1

  Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

  • Vocabulary Building.K.RV.2.2: Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

• English Language Arts.Kindergarten.SL.1

  Listen actively and communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.K.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

• Physical Education: Standard 1

  The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

  • 1.1.1.A Physical Education: Performs mature patterns in locomotor skills (jog, run, jump, hop, gallop, and slide).
  • K.1.1.A Physical Education: Performs emerging patterns in locomotor skills (walk, run, leap, hop, gallop, slide, and skip) while maintaining balance (such as when you hear the color of your shirt leap over a pillow).

• Social Studies. Grade 1: Geography: Standard 3

  Students identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They identify selected geographic characteristics of their home, school, and neighborhood.

  • 1.3.9 Environment and Society: Give examples of natural resources found locally and describe how people in the school and community use these resources and how they protect these resources for the future.

• English Language Arts.Grade 1.RV.1

  Use words, phrases, and strategies acquired through conversations, reading, and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

  • Vocabulary Building.1.RV.2.2: Define and sort words into categories (eg., antonyms, living things, synonyms).

• Social Studies. Grade 1: Economics: Standard 4

  Students explain how people in the school and community use goods and services and make choices as both producers and consumers.

  • 1.4.1 Economics: Identify goods (tangible objects, such as food or toys, that can satisfy peoples wants) that people use.
  • 1.4.4 Economics: Describe how people in the school and community are both producers (people who use resources to provide goods or services) and consumers (people who use goods or services).
  • 1.4.5 Economics: Explain that people have to make choices about goods and services because resources are limited in relation to peoples wants (scarcity).

• English Language Arts.Grade 1.SL.1

  Listen actively and adjust the use of spoken language (e.g., vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.1.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

• Social Studies. Grade 2: Economics: Standard 4

  Students describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services.

  • 2.4.1 Economics: Define the three types of productive resources (human resources, natural resources and capital resources).
  • 2.4.6 Economics: Define opportunity cost and explain that because resources are limited in relation to peoples wants (scarcity), people must make choices as to how to use resources.

• English Language Arts.Grade 2.SL.1

  Listen actively and adjust the use of spoken language (e.g., conventions, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Discussion and Collaboration.2.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

• Social Studies. Grade 1: History: Standard 1

  Students identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are important to our country.

  • 1.1.1: Historical Context: Identify continuity and change between past and present in community life using primary sources.

• Social Studies. Kindergarten: History: Standard 1

  Students examine the connections of their own environment with the past. They begin to distinguish between events and people of the past and the present, and use a sense of time in classroom planning and participation.

  • K.1.1 Historical Knowledge: Compare children and families of today with those from the past.