kindergarten science curriculum - georgia standards print standards/k... · kindergarten science...

Approved July 12, 2004

Kindergarten Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the kindergarten level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites. This Performance Standards include four major components. They are

The Standards for Georgia Science Courses. The Characteristics of Science co-requisite standards are listed first, followed by the Content co-requisite standards. Each Standard is followed by elements that indicate the specific learning goals associated with it.

Tasks that students should be able to perform during or by the end of the course. These are keyed to the relevant Standards. Some of these can serve as activities that will help students achieve the learning goals of the Standard. Some can be used to assess student learning, and many can serve both purposes.

Samples of student work. As a way of indicating what it takes to meet a Standard, examples of successful student work are provided. Many of these illustrate how student work can bridge the Content and Characteristics of Science Standards. The Georgia DOE Standards web site will continue to add samples as they are identified and teachers are encouraged to submit examples from their own classroom experiences.

Teacher Commentary. Teacher commentary is meant to open the pathways of communication between students and the classroom teacher. Showing students why they did or did not meet a standard enables them to take ownership of their own learning.

Georgia Department of Education Kathy Cox, State Superintendent of Schools

8/29/2006 3:22 PM of 5 All Rights Reserved


Georgia Performance Science Standards-- Explanation of Coding Characteristics of Science Standards SKCS1 Science Kindergarten Characteristics of Science Standard #1 S8CS2 Science Grade 8 Characteristics of Science Standard #2 SCSh8 Science Characteristics of Science high school Standard #8 Content Standards S5P3 Science Grade 5 Physical Science Standard #3 S4E2 Science Grade 4 Earth Science Standard #2 S7L4 Science Grade 7 Life Science Standard #4 SC1 Science Chemistry Standard #1 SB4 Science Biology Standard #4 SPS6 Science Physical Science Standard #6 SP3Science Physics Standard #3




Kindergarten students raise questions about the world around them. They learn to use whole numbers to describe scientific data and how to identify parts of things (i.e. tools and toys). Kindergarteners describe, compare, and sort items according to physical attributes (i.e. number, shape, texture, size, weight, color, and motion). They use their senses (sight, smell, taste, touch, and sound) to group objects. They learn to follow rules to stay safe. My World and Me

Kindergarten students have a natural interest in the world around them. Though not developmentally ready for in-depth explanations, they wonder why things move and note the various patterns. They notice that the sun and moon appear and disappear in the sky. The kindergarteners use their senses to make observations about physical attributes and are aware of similarities and differences.

Major Concepts/ Skills: Concepts/Skills to Maintain: Earth Science Habits of Mind: Day and night sky Ask questions Sorts rocks and soils Use numbers to quantify Physical Science Use tools to measure and view Physical Attributes Look at parts of things as observed using the 5 senses Describe and compare using Composition of materials physical attributes

Motion Observe using their senses and Life Science describe observation Living/nonliving Animals/Plants

Parents and offspring

Co-Requisite - Characteristics of Science Habits of Mind SKCS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.

SKCS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Use whole numbers for counting, identifying, and describing things and experiences. b. Make quantitative estimates of nonstandard measurements (blocks, counters) and

check by measuring. SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.




a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).

b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)

SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. b. Describe changes in size, weight, color, or movement, and note which of their other

qualities remains the same. (For example, playing “Follow the Leader” and noting the changes.)

c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.

SKCS5. Students will communicate scientific ideas and activities clearly.

a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

b. Begin to draw pictures that portray features of the thing being described. Nature of ScienceSKCS6. Students will understand the important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. In doing science, it is often helpful to work with a team and to share findings with others.

b. Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help.

c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).

Co-Requisite - Content Earth Science

SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.

a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.

b. Classify objects according to those seen in the day sky and those seen in the night sky.

c. Recognize that the Sun supplies heat and light to Earth. SKE2. Students will describe the physical attributes of rocks and soils.

a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.




b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.

c. Recognize earth materials— soil, rocks, water, air, etc. Physical Science

SKP1. Students will describe objects in terms of the materials they are made of and their physical properties.

a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).

b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

SKP2. Students will investigate different types of motion.

a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)

b. Push, pull, and roll common objects and describe their motions.

SKP3. Students will observe and communicate effects of gravity on objects. a. Recognize that some things, such as airplanes and birds, are in the sky, but return to

earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if

it is dropped.

Life Science

SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.

a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size,

motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)

c. Group plants according to their observable features such as appearance, size, etc.

SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning.

(Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses,

appearance) Teacher note: Be sensitive to the fact that some children have parents who are not their biological parents.



One Stop Shop For Educators

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES KINDERGARTEN STANDARDS

APPROVED 10/14/2004 Page 1 of 4

Copyright 2007 © All Rights Reserved

Kindergarten SYMBOLS OF AMERICA

In kindergarten, the students begin to understand the foundations of the social studies

strands: history, geography, government, and economics. Students begin their

introduction to United States history through the study of important American holidays

and symbols. Basic concepts of cultural and physical geography are presented. Civics

provides students with an introduction to rules and character traits of good citizens. Basic

economic concepts are also introduced.

Historical Understandings

SSKH1 The student will identify the purpose of national holidays and describe the

people or events celebrated.

a. Labor Day

b. Columbus Day (Christopher Columbus)

c. Veterans Day

d. Thanksgiving Day

e. Martin Luther King, Jr. Day

f. Presidents Day (George Washington, Abraham Lincoln, and the current

President)

g. Memorial Day

h. Flag Day

i. Independence Day

SSKH2 The student will identify important American symbols and explain their

meaning.

a. The national and state flags (United States and Georgia flags)

b. The bald eagle

c. The Statue of Liberty

d. Lincoln Memorial

e. Washington Monument

f. White House

g. Pledge of Allegiance

h. Star Spangled Banner

SSKH3 The student will correctly use words and phrases related to chronology and

time to explain how things change.

a. Now, long ago

b. Before, after

c. Morning, afternoon, night

d. Today, tomorrow, yesterday

e. First, last, next

f. Day, week, month, year

g. Past, present, future

http://www.georgiastandards.org







Geographic Understandings

SSKG1 The student will describe American culture by explaining diverse

community and family celebrations and customs.

SSKG2 The student will explain that a map is a drawing of a place and a globe is a

model of the Earth.

a. Differentiate land and water features on simple maps and globes.

b. Explain that maps and globes show a view from above.

c. Explain that maps and globes show features in a smaller size.

SSKG3 The student will state the street address, city, county, state, nation, and

continent in which he or she lives.

Government/Civic Understandings

SSKCG1 The student will demonstrate an understanding of good citizenship.

a. Explain how rules are made and why.

b. Explain why rules should be followed.

SSKCG2 The student will retell stories that illustrate positive character traits and

will explain how the people in the stories show the qualities of honesty, patriotism,

loyalty, courtesy, respect, truth, pride, self-control, moderation, and

accomplishment.

Economic Understandings

SSKE1 The student will describe the work that people do (police officer, fire fighter,

soldier, mail carrier, baker, farmer, doctor, and teacher).

SSKE2 The student will explain that people earn income by exchanging their

human resources (physical or mental work) for wages or salaries.

SSKE3 The student will explain how money is used to purchase goods and services.

a. Distinguish goods from services.

b. Identify various forms of U.S. money (coins, currency).

SSKE4 The student will explain that people must make choices because they cannot

have everything they want.







Social Studies Skills Matrices MAP AND GLOBE SKILLS

GOAL: The student will use maps to retrieve social studies information.

I: indicates when a skill is introduced in the standards and elements as part of the content

D: indicates grade levels where the teacher must develop that skill using the appropriate content

M: indicates grade level by which student should achieve mastery, the ability to use the skill in all

situations

A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills K 1 2 3 4 5 6 7 8 9-

12

1. use cardinal directions I M A A A A A A A A

2. use intermediate directions

I M A A A A A A A

3. use a letter/number grid system to

determine location

I M A A A A A A

4. compare and contrast the categories

of natural, cultural, and political features

found on maps

I M A A A A A A

5. use inch to inch map scale to

determine distance on map

I M A A A A A A

6. use map key/legend to acquire

information from, historical, physical,

political, resource, product and

economic maps

I D M A A A A A

7. use a map to explain impact of

geography on historical and current

events

I D M A A A A A

8. draw conclusions and make

generalizations based on information

from maps

I M A A A A A

9. use latitude and longitude to

determine location

I D D D M A A

10. use graphic scales to determine

distances on a map

I M A A A A

11. compare maps of the same place at

different points in time and from

different perspectives to determine

changes, identify trends, and generalize

about human activities

I M A A A A

12. compare maps with data sets (charts,

tables, graphs) and /or readings to draw

conclusions and make generalizations

I M A A A A







INFORMATION PROCESSING SKILLS GOAL: The student will be able to locate, analyze, and synthesize information related to

social studies topics and apply this information to solve problems/make decisions.



M: indicates grade level by which student should achieve mastery, the ability to use

the skill in all situations



Georgia Performance Standards Framework for Physical Education


Kathy Cox, State Superintendent of Schools December 11, 2008 * Page 1 of 6

All Rights Reserved

KINDERGARTEN

PEK.1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of activities.

Description: Students will experience all locomotor movement patterns (e.g., hop, jump, and

gallop) and demonstrate mature patterns when walking and running. A variety of movement

experiences allows students to use non-locomotor skills (e.g., bend, twist, and turn) while

moving and stationary. Weight transfer and balance activities are important as students learn to

move in relation to others while moving through personal and general space.

Elements:

a. Demonstrates basic movement in general and personal space.

Examples:

Travels in general space without bumping into another student.

Uses a variety of movements within personal space (balance, body control,

and jumping).

b. Demonstrates basic locomotor skills.

Examples:

Performs walk, run, hop, jump, and gallop.

Uses walk, run, hop, jump, leap, and gallop in a tag game/activity.

c. Demonstrates basic non-locomotor skills.

Examples:

Bends, straightens, twists, stretches, and turns during warm-up activities.

Twists, turns, and bends to external rhythmic accompaniment.

d. Demonstrates basic manipulative skills.

Examples:

Tosses a ball.

Catches a bean bag.





All Rights Reserved

KINDERGARTEN

PEK.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

Description: Students develop movement vocabulary and use terms appropriately. Students use

movement and manipulative skill concepts when applicable.

Elements:

a. Identifies general and personal space.

Examples:

Students know when another student is beside, behind or in front.

Students move throughout open space while staying within boundaries.

b. Identifies basic locomotor skills.

Examples:

Students name three locomotor skills.

On cue, students change to appropriate locomotor skills.

c. Identifies basic non-locomotor skills.

Examples:

Students bend, straighten, stretch, and turn when prompted.

The students name the non-locomotor skill performed by the teacher or

another student.

d. Students identify components of tossing and catching.

Examples:

Students name a level and appropriately release the ball to travel at the level.

Students explain why they need to look at the ball in order to catch it.

e. Students apply basic movement concepts of space.

Examples:

a. Students will move in various pathways on verbal command.

b. Students change levels from low, medium, to high.





All Rights Reserved

KINDERGARTEN

PEK.3: Participates regularly in physical activity.

Description: Students will participate in physical activity largely because of the pleasure they

experience. They engage primarily in structured physical activities in school and structured or

non-structured activities outside of school.

Elements:

a. Participates regularly in a wide variety of activities that involve locomotor,

non-locomotor and manipulative skills both inside and outside of physical

education.

Examples:

Plays at local area parks.

Plays hop scotch or jumps rope with friends.

b. Perform basic locomotor skills away from school.

Examples:

Engages in simple invasion games at home or recreation centers.

Begins playing recreational sports.





All Rights Reserved

KINDERGARTEN

PEK4.1: Achieves and maintains a health enhancing level of physical fitness.

Description: Students will enjoy physical activity for short periods of time. They can identify

basic physiological signs associated with participation in physical activity.

Elements:

a. Participates in fitness and conditioning activities.

Examples:

Moves continuously for at least one minute while playing tag or running

games.

Holds own body weight for 5 seconds while participating in partner push up

or traversing along a rock wall with teacher assistance.

b. Identifies physiological indicators that accompany moderate to vigorous

physical activities.

Examples:

Identifies that their hearts are beating faster after running or moving

vigorously.

Identifies sweating as a product of moving vigorously.





All Rights Reserved

KINDERGARTEN

PEK5.1: Exhibits responsible personal and social behavior that respects self and others in

physical activity settings.

Description: Students recognize and follow rules, directions, and safety procedures. They

work cooperatively and respectfully with others, regardless of personal differences.

Elements:

a. Follows classroom rules and shows self-control.

Examples:

Responds to teacher’s signals and verbal cues.

Listens to directions while sitting still and without touching equipment.

b. Follows simple directions for basic games and activities.

Examples:

Participates in freeze tag.

When given a team “number” or “color”, student willingly goes to that

number or color without help.

c. Uses body, space, and equipment safely.

Examples:

Avoids contact with others during a movement activity.

Follows teacher’s directions to put equipment away.

d. Works with a partner or small group regardless of personal differences.

Examples:

Shares space and equipment and takes turns with any student.

Plays catch with a student with a disability.





All Rights Reserved

KINDERGARTEN

PEK.6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

Description: Students exhibit both verbal and non-verbal indicators of enjoyment for physical

activity. In kindergarten, students find pleasure in the simple act of moving and facing

challenges.

Elements:

a. Participates in physical activities that provide personal enjoyment.

Examples:

Dances to a favorite song.

Invites friends to join in activity.

b. Expresses feelings associated with success from physical activities.

Examples:

Says, “I did it!” Claps when others are successful and congratulates peers.

Gives a “thumbs up” when asked if they are having fun.


First Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the first grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet the student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites. This Performance Standards include four major components. They are






8/29/2006 3:48 PM Page 1 of 6 All Rights Reserved


First grade students raise questions about the world around them and seek answers by making observations. They use whole numbers to analyze scientific data. They identify what things can do when put together and what cannot be done when things are not put together. First graders create drawings that correctly depict something being described. They follow safety rules. Patterns First grade students make observations, ask questions about, and investigate patterns. They learn best from their own actions. Therefore, they make predictions and plan simple investigations in order to understand the world around them. They notice repeating patterns in shadows, weather, and daily needs of plants and animals.

Major Concepts/ Skills: Concepts/Skills to Maintain: Earth Science Habits of Mind Weather patterns Asks questions Seasons Uses numbers to quantify Physical Science Works in a group Sound Uses tools to measure and view

Shadows Looks at how parts of things are needed Magnets Describes and compares using

Life Science physical attributes Characteristics of living things Observes using senses

Basic needs of living things Draws and describes observations

Co-Requisite - Characteristics of Science Habits of Mind S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and

skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S1CS2. Students will have the computation and estimation skills necessary for analyzing data

and following scientific explanations. a. Use whole numbers in ordering, counting, identifying, measuring, and describing

things and experiences. b. Readily give the sums and differences of single-digit numbers in ordinary, practical

contexts and judge the reasonableness of the answer. c. Give rough estimates of numerical answers to problems before doing them formally. d. Make quantitative estimates of familiar lengths, weights, and time intervals, and

check them by measuring.




S1CS3. Students will use tools and instruments for observing, measuring, and manipulating

objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure, and look at objects. b. Make something that can actually be used to perform a task, using paper, cardboard,

wood, plastic, metal, or existing objects. c. Identify and practice accepted safety procedures in manipulating science materials

and equipment.

S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. b. Describe changes in the size, weight, color, or movement of things, and note which of

their other qualities remain the same during a specific change. c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of

both human made and natural things.

S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color,

and motion. b. Draw pictures (grade level appropriate) that correctly portray features of the thing

being described. c. Use simple pictographs and bar graphs to communicate data.

The Nature of Science

S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.

Students will recognize that:

a. When a science investigation is done the way it was done before, we expect to get a similar result.

b. Science involves collecting data and testing hypotheses c. Scientists often repeat experiments multiple times, and subject their ideas to criticism

by other scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists.

S1CS7. Students will understand important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.

b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.




c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.


S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.

a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments

(thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.

c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

S1E2. Students will observe and record changes in water as it relates to weather.

a. Recognize changes in water when it freezes (ice) and when it melts (water). b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid

(ice) or liquid (water). c. Determine that the weight of water before freezing, after freezing, and after melting

stays the same. d. Determine that water in an open container disappears into the air over time, but water

in a closed container does not. Physical Science

S1P1. Students will investigate light and sound. a. Recognize sources of light. b. Explain how shadows are made. c. Investigate how vibrations produce sound. d. Differentiate between various sounds in terms of (pitch) high or low and (volume)

loud or soft. e. Identify emergency sounds and sounds that help us stay safe.

S1P2. Students will demonstrate effects of magnets on other magnets and other objects.

a. Demonstrate how magnets attract and repel. b. Identify common objects that are attracted to a magnet. c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not

block magnetic force.




Life Science

S1L1. Students will investigate the characteristics and basic needs of plants and animals. a. Identify the basic needs of a plant.

1. Air 2. Water 3. Light 4. Nutrients

b. Identify the basic needs of an animal. 1. Air 2. Water 3. Food 4. Shelter

c. Identify the parts of a plant—root, stem, leaf, and flower. d. Compare and describe various animals—appearance, motion, growth, basic needs.






SOCIAL STUDIES GRADE ONE STANDARDS



Grade One

AMERICAN HEROES

In the first grade, students continue their introduction to United States history through the

study of selected historical figures. In the history strand, students study the important

contributions each historical person made. In the geography strand, students learn about

where these historical people lived and explore important basic geographic concepts. The

civics strand provides a study of the positive character traits exhibited by these important

historical figures. The economics strand continues the introduction of basic economic

concepts.


SS1H1 The student will read about and describe the life of historical figures in

American history.

a. Identify the contributions made by these figures: Benjamin Franklin

(inventor/author/ statesman),Thomas Jefferson (Declaration of Independence),

Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet

Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the

environment), George Washington Carver (science).

b. Describe how everyday life of these historical figures is similar to and different

from everyday life in the present (food, clothing, homes, transportation,

communication, recreation).

SS1H2 The student will read or listen to American folktales and explain how they

characterize our national heritage. The study will include John Henry, Johnny

Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.


SS1G1 The student will describe the cultural and geographic systems associated

with the historical figures in SS1H1a.

SS1G2 The student will identify and locate his/her city, county, state, nation, and

continent on a simple map or a globe.

SS1G3 The student will locate major topographical features of the earth’s surface.

a. Locate all of the continents: North America, South America, Africa, Europe,

Asia, Antarctica, and Australia.

b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.

c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and

coasts).








SS1CG1 The student will describe how the historical figures in SS1H1a display

positive character traits of fairness, respect for others, respect for the environment,

conservation, courage, equality, tolerance, perseverance, and commitment.

SS1CG2 The student will explain the meaning of the patriotic words to America

(My Country ‘Tis of Thee) and America the Beautiful.


SS1E1 The student will identify goods that people make and services that people

provide for each other.

SS1E2 The student will explain that people have to make choices about goods and

services because of scarcity.

SS1E3 The student will describe how people are both producers and consumers.

SS1E4 The student will describe the costs and benefits of personal spending and

saving choices












situations



12



I M A A A A A A A


determine location

I M A A A A A A

4. compare and contrast the categories of

natural, cultural, and political features

found on maps

I M A A A A A A

5. use inch to inch map scale to determine

distance on map

I M A A A A A A



political, resource, product and economic

maps

I D M A A A A A


geography on historical and current events

I D M A A A A A


generalizations based on information from

maps

I M A A A A A

9. use latitude and longitude to determine

location

I D D D M A A


distances on a map

I M A A A A


different points in time and from different

perspectives to determine changes,

identify trends, and generalize about

human activities

I M A A A A




I M A A A A




December 11, 2008 * Page 1 of 6 All Rights Reserved

FIRST GRADE

PE1.1: Demonstrates competency in motor skills and movement patterns needed to perform a


Description: Students perform locomotor skills in combination with non-locomotor skills and

demonstrate mature form in the hop, jump, and leap. When traveling through general and

personal space, students demonstrate the ability to move in a variety of pathways, in different

directions, and at different levels. Several non-locomotor skills are done in a sequence or in

conjunction with locomotor or manipulative skills. Students are able to direct manipulative

objects toward an intended target.

Elements:

a. Demonstrates basic movement patterns while changing directions and levels

in general and personal space.

Examples:

Maintains balance while moving first backwards and then forwards after a cue

from the teacher.

Changes levels to maneuver through an obstacle course.

b. Demonstrates the hop, jump, and leap while participating in physical

activities.

Examples:

Uses a mature form of hopping, leaping, and jumping during rhythmic

activities.

Travels between stations by hopping, leaping, and jumping.

c. Demonstrates non locomotor skills.

Examples:

Moves while curling, twisting, and swaying.

Shows balance while performing a scale during an educational gymnastics

activity.

d. Demonstrates basic manipulative skills.

Examples:

Kicks a stationary ball.

Strikes a balloon using various body parts.





FIRST GRADE

PE1.2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as


Description: Students use movements and manipulative skill concepts while expanding and

applying skills to their basic knowledge.

Elements:

a. Demonstrates knowledge of basic locomotor skills.

Examples:

Students skip through general space on cue.

Students will change locomotor skills on verbal command.

b. Demonstrates knowledge of basic non-locomotor skills.

Examples:

Students curl, twist, or bend when prompted.

Students design a combination of non-locomotor skills.

c. Demonstrates use of movement concepts while striking and kicking.

Examples:

Students use appropriate force to kick a stationary ball to the wall or to a

partner.

Students strike the balloon with different degrees of force to move the balloon

to different levels.





FIRST GRADE

PE1.3: Participates regularly in physical activity.

Description: Students express pleasure when participating in physical activity. Students begin to

utilize the skills and knowledge acquired in physical education class during their leisure time

physical activity and while learning new activities outside physical education classes.

Elements:

a. Improves skills while participating in enjoyable activities.

Examples:

Improves tossing and catching skills when playing catch with a partner.

Improves rhythmic skills with Lummi Sticks.

b. Participates in physical activity most days of the week.

Examples:

Participates in school clubs or programs featuring physical activities.

Rides bikes after school.

c. Participates regularly in a variety of non-structured and minimally

organized physical activities inside and outside of physical education class.

Examples:

Plays tag games at recess or hop scotch.

Plays jump rope games.





FIRST GRADE

PE1.4: Achieves and maintains a health enhancing level of physical fitness.

Description: Students will enjoy physical activity for short periods of time. They can identify

basic physiological signs associated with participation in moderate to vigorous physical activity.

Elements:

a. Participates in fitness and conditioning related activities.

Examples:

Participates in moderate to vigorous activity continuously for at least 5

minutes.

Traverses along a rock wall with little teacher assistance.

b. Identifies physiological indicators that accompany moderate to vigorous


Examples:

After playing crab soccer, students are able to identify breathing hard as an

example of physical exertion.

Recognizes that doing push-ups makes your arm muscles tired.

Recognizes that stomach muscles get tired when doing sit-ups or crunches.

Identifies that the heart beats faster after dancing or moving vigorously.





FIRST GRADE

PE1.5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Description: Students recognize rules, directions, and safety procedures while participating in

physical activity. Their ability to work cooperatively and respectfully with others, regardless of

personal differences, begins to be a self-initiated process.

Elements:

a. Demonstrates self-control and follows rules and procedures with very little

teacher direction.

Examples:

Lines up at the end of class in the appropriate spot.

Keeps hands and body under control.

b. Uses body, space, and equipment safely.

Examples:

Moves safely in a large group while changing directions and pathways.

Swings pillo-polo stick while remaining in a safe space.

c. Cooperates with others.

Examples:

Uses kindness and encouragement to help others.

Takes turns throwing at a target.

d. Uses appropriate means to resolve simple conflicts on their own.

Examples:

Allows a partner to have a “redo”.

Apologizes for stepping on someone’s hand.





FIRST GRADE

PE1.6: Values physical activity for health, enjoyment, challenge, self- expression, and/or social

interaction.

Description: Students will identify personal enjoyment in physical activity and can describe

their favorite activities. Students find pleasure in the experience of meeting challenges and

learning new skills.

Elements:

a. Participates in and describes enjoyment of various physical activities.

Examples:

Identifies physical activity preferences.

Completes teacher created survey to show emotions experienced during

activity.

b. Willingly participates in new and challenging activities.

Examples:

Is excited at the prospect of learning a new game.

Challenges self at stations to improve the skill needed for a new

activity.


Second Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet the student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites.

The Performance Standards include four major components. They are








Second grade students raise questions about the world around them and seek answers by making observations and exploring. At the appropriate times, students will ask, “How do you know?” and will attempt to answer the question. They will use whole numbers as well as basic fractions (such as one-half and one-fourth) to identify and analyze scientific data. Second graders will find sums and differences of single digit numbers and then justify the answer. They will give rough estimates to problems and estimate lengths, weights, and time intervals. They will explain to others how to solve numerical problems related to a science activity. Second grade students know to follow safety rules. Change Second grade students apply ideas to things in the world. They push, pull, and manipulate things to see what will happen. They observe changes of plants and animals as they grow and change. They observe the changing patterns of the moon and stars. As a result, second grade students become aware of changes that take place. They form ideas as to whether the changes are natural or manipulated.

Major Concepts/ Skills: Concepts/Skills to Maintain: Earth Science Habits of mind Motion/patterns of celestial bodies Asks questions and seeks answers by observation Changes of the earth’s surface Uses numbers to quantify Physical Science Estimates Changing attributes of materials Assembles and takes apart States of matter (solid, liquid, gas) Describes changes in materials Energy to keep things going Communicates ideas (motion), pushes and pulls Questions and attempts answers Life Science Can repeat an activity and get similar results Life Cycles Uses tools to gather data Gives accurate descriptions



a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S2CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.

b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.

c. Give rough estimates of numerical answers to problems before doing them formally. Georgia Department of Education

Kathy Cox, State Superintendent of Schools 8/29/2006 3:18 PM Page 3 of 6

All Rights Reserved


d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

S2CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

a. Use ordinary hand tools and instruments to construct, measure, and look at objects. b. Assemble, describe, take apart, and reassemble constructions using interlocking

blocks, erector sets and other things. c. Make something that can actually be used to perform a task, using paper, cardboard,

wood, plastic, metal, or existing objects.

S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Identify the parts of things, such as toys or tools, and identify what things can do when put together that they could not do otherwise.

b. Use a model—such as a toy or a picture—to describe a feature of the primary thing. c. Describe changes in the size, weight, color, or movement of things, and note which of

their other qualities remain the same during a specific change. d. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of

both human made and natural things.

S2CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color,

and motion. b. Draw pictures (grade level appropriate) that correctly portray features of the thing

being described. c. Use simple pictographs and bar graphs to communicate data.

The Nature of Science

S2CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.

Students will recognize that:

a. When a science investigation is done the way it was done before, we expect to get a similar result.

b. Science involves collecting data and testing hypotheses. c. Scientists often repeat experiments multiple times and subject their ideas to criticism

by other scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists.

S2CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.




b. In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus.

c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.


S2E1. Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of stars—size, brightness, and patterns.

S2E2. Students will investigate the position of sun and moon to show patterns throughout the

year. a. Investigate the position of the sun in relation to a fixed object on earth at various

times of the day. b. Determine how the shadows change through the day by making a shadow stick or

using a sundial. c. Relate the length of the day and night to the change in seasons (for example: Days

are longer than the night in the summer.). d. Use observations and charts to record the shape of the moon for a period of time.

S2E3. Students will observe and record changes in their surroundings and infer the causes of

the changes. a. Recognize effects that occur in a specific area caused by weather, plants, animals,

and/or people. Physical Science

S2P1. Students will investigate the properties of matter and changes that occur in objects. a. Identify the three common states of matter as solid, liquid, or gas. b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

S2P2. Students will identify sources of energy and how the energy is used.

a. Identify sources of light energy, heat energy, and energy of motion. b. Describe how light, heat, and motion energy are used.

S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.

a. Demonstrate how pushing and pulling an object affects the motion of the object. b. Demonstrate the effects of changes of speed on an object.




Life Science

Teacher note: Instruct students not to touch wild plants and animals when they observe them. Always wash hands after handling any plants or animals. Caution students not to eat wild plants they find. S2L1. Students will investigate the life cycles of different living organisms.

a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

b. Relate seasonal changes to observations of how a tree changes throughout a school year.

c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

d. Identify fungi (mushroom) as living organisms.






SOCIAL STUDIES GRADE TWO STANDARDS



Grade Two

GEORGIA, MY STATE

In second grade, the various social studies strands become more woven around the

historical strand. The history strand focuses on important historical figures in Georgia

and the Creek and Cherokee cultures in Georgia. The geography strand emphasizes the

geography of Georgia and relates that to the historical study. In addition to the positive

character traits of the individuals and groups in the historical strand, the basic concept of

government is also introduced. Basic economics concepts continue to be introduced and

are related to the historical strand.


SS2H1 The student will read about and describe the lives of historical figures in

Georgia history.

a. Identify the contributions made by these historic figures: James Oglethorpe,

Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development

of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil

rights); Jimmy Carter (leadership and human rights).

b. Describe how everyday life of these historical figures is similar to and different

from everyday life in the present (food, clothing, homes, transportation,

communication, recreation, rights, and freedoms).

SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the

past in terms of tools, clothing, homes, ways of making a living, and

accomplishments.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how

the people used their local resources.

b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to

Georgians today.


SS2G1 The student will locate major topographical features of Georgia and will

describe how these features define Georgia’s surface.

a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont,

Coastal Plain, Valley and Ridge, and Appalachian Plateau.

b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s,

Chattahoochee, and Flint.

http://www.georgiastandards.org








with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.

a. Identify specific locations significant to the life and times of each historic figure

on a political map.

b. Describe how place (physical and human characteristics) had an impact on the

lives of each historic figure.

c. Describe how each historic figure adapted to and was influenced by his/her

environment.

d. Trace examples of travel and movement of these historic figures and their ideas

across time.

e. Describe how the region in which these historic figures lived affected their lives

and compare these regions to the region in which the students live.


SS2CG1 The student will define the concept of government and the need for rules

and laws.

SS2CG2 The student will identify the roles of the following elected officials:

a. President (leader of our nation)

b. Governor (leader of our state)

c. Mayor (leader of a city)

SS2CG3 The student will give examples of how the historical figures under study

demonstrate the positive citizenship traits of honesty, dependability, liberty,

trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

SS2CG4 The student will demonstrate knowledge of the state and national capitol

buildings by identifying them from pictures and capitals of the United States of

America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on

appropriate maps.








SS2E1 The student will explain that because of scarcity, people must make choices

and incur opportunity costs.

SS2E2 The student will identify ways in which goods and services are allocated (by

price; majority rule; contests; force; sharing; lottery; command; first-come, first-

served; personal characteristics; and others).

SS2E3 The student will explain that people usually use money to obtain the goods

and services they want and explain how money makes trade easier than barter.


saving choices.












situations



12



I M A A A A A A A


determine location

I M A A A A A A



found on maps

I M A A A A A A


distance on map

I M A A A A A A




maps

I D M A A A A A



I D M A A A A A



maps

I M A A A A A


location

I D D D M A A


distances on a map

I M A A A A





human activities

I M A A A A




I M A A A A





SECOND GRADE



Description: Students are expected to demonstrate mature form in skipping, sliding, and

galloping as they move through personal and general space. The ability to change directions on

teacher command or adapt movement in relation to a partner is expected for this age. Students

can combine non-locomotor movements with manipulative and locomotor patterns in a variety of

games and dances. The ability to demonstrate momentary body control during balance and

weight transfer is evident. Students will demonstrate mastery of underhand throwing patterns

when performing manipulative skills. The ability to catch an object at a medium level of

trajectory is demonstrated in a closed environment (not during game play). Underhand striking

skills are performed but are not at a mature level.

Elements:

a. Uses extensions while demonstrating various locomotor movement patterns

with different pathways.

Examples:

Uses the skip, slide, and gallop to travel different pathways (zigzag, curved,

straight) while extending and contracting their body (large/small, near/far).

Gallops around the gym using either foot as the lead foot.

b. Demonstrates the underhand throw/underhand strike.

Examples:

Uses a mature underhand throw to a partner so that it can be caught.

Demonstrates correct form for the underhand strike while aiming at a target.

c. Applies concepts of weight transfer in a variety of ways.

Examples:

Shifts weight from back to front when tossing a ball.

Demonstrates a transfer of weight from feet to hands (forward roll, bear walk,

handstand, etc).

d. Demonstrates the ability to perform fundamental locomotor skills to a

rhythmic beat.

Examples:

Performs basic jump rope skills.

Performs structured dances that use skipping and sliding to traditional folk

music.





e. Demonstrates the ability to kick a moving ball.

Examples:

Kicks a soccer ball that is passed from a partner.

Kicks a rolled playground ball.





SECOND GRADE

PE2.2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as

they apply to the learning and performance of physical activity.

Description: Students apply multiple movement concepts while using manipulatives.

Elements:

a. Identifies locomotor movement patterns within pathways and extensions.

Examples:

Students choose various locomotor movements to move through multiple

pathways.

Students combine different pathways and extensions in sequence.

b. Identifies critical elements of an underhand throw and when it is used.

Examples:

Students appropriately target the object and can identify the critical elements.

Students can name several games that use an underhand throwing pattern.

c. Identifies different types of striking.

Examples:

Students use a body part to strike an object.

Students use an implement to strike an object.

d. Identifies concepts of weight transfer.

Examples:

Students step forward with opposite foot when throwing.

Students move by alternating between hands and feet.

e. Applies concepts of movement in relationship to a rhythmic tempo.

Examples:

Students create a movement sequence in time to a beat.

Students maintain tempo when performing a dance with a partner or group

while counting aloud to the music or beat.

f. Applies concepts of chasing, fleeing, and dodging.

Examples:

Students demonstrate body control while moving through large groups of

students.





Students combine numerous pathways to participate in tag games and other

low-organizational games.

Students identify characteristics important for chasing, fleeing, and dodging.





SECOND GRADE


Description: Students purposely select and participate in activities during their leisure time.

They recognize that choosing to participate in physical activity can be enjoyable.

Elements:

a. Demonstrates involvement in physical activities that use the skill and

knowledge learned in physical education.

Examples:

Participates in game play that includes throwing, catching, kicking, and

striking skills.

Willingly participates in various playground activities during recess or after

school.

b. Participates in activities during leisure time that involve physical activities.

Examples:

Participates in chasing and fleeing activities outside of school.

Enjoys participating in jump rope activities.





SECOND GRADE

PE2.4: Achieves and maintains a health-enhancing level of physical fitness.

Description: Students engage in physical activity for short periods of time. They can identify

the components of health related fitness (cardio-respiratory endurance, muscular strength,

muscular endurance, and flexibility).

Elements:

a. Participates in fitness and conditioning-related activities. Examples:

Is able to do an aerobic dance routine lasting for at least 5 minutes.

Participates in a game to build muscular strength (e.g. partner push-up hockey,

monkey bars, plank and climbing ladders).

Does arm stretches after working hard during a practice push-up test.

b. Recognizes physiological indicators that accompany moderate to vigorous

physical activities. Examples:

States that body feels “hot” after exercise.

Recognizes thirst and heavy breathing as a result of participation in cardio-

vascular activities.

Recognizes stretching will cause muscles to feel “uncomfortable”.





SECOND GRADE


activity settings.

Description: Students can work cooperatively, productively, and safely with partners or in

small groups to complete assigned tasks. Students encourage those with differences in abilities to

engage in activities. Students begin to take responsibility for their own actions.

Elements:

a. Has self-control and begins to take personal responsibility for own actions

and participation.

Examples:

Holds equipment appropriately while teacher is instructing.

Offers to assist in setting up the gym for activity.

b. Works respectfully within a diverse setting and begins to problem solve and

use simple strategies to increase the success of group activities.

Examples:

Chooses a group leader and/or determines certain jobs for each other with

minimal conflict.

Always plays fairly, especially in games using the “honor system.”

c. Works cooperatively in a group with students of different abilities.

Examples:

Helps a classmate throw a ball correctly.

Invites others of different abilities to join a group.





SECOND GRADE

PE2.6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

Description: Students will demonstrate and experience personal enjoyment in physical activity.

They find pleasure in becoming competent at new and challenging skills.

Elements:

a. Describes positive feelings experienced from participating in physical

activity.

Examples:

Gives others “high fives”.

Writes/draws illustrations to create a picture book about physical education.

b. Engages in new and challenging physical activities.

Examples:

Willingly participates in physical activities which require learning new skills

(learning to skip).

Initiates a family hike.

c. Can identify community activities. Examples:

Plays with a recreational soccer team.

Takes a Yoga or Ballet lesson at the local YMCA or community center.


Third Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet the student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites.









Third grade students keep records of observations without making alterations. They add and subtract whole numbers mentally, on paper, and with a calculator. They observe, construct, and measure objects using ordinary hand tools. Third graders observe things with many parts and describe the ways in which the parts influence or interact with one another. They represent objects in the real world with geometric figures, number sequences, graphs, diagrams, maps, and stories. They explain how the representations do not match their real world counterparts. Third graders know that safety is a fundamental concern in all experimental science. They adhere to safety rules and guidelines. Form and Function Third grade students observe and compare objects and use the information they obtain to answer their own questions. Their communication skills allow them to record findings and analyze data. They understand that the form or shape of an object is frequently related to use, operation or function. They will use this information to explain rock cycles, features of plants and animals, heat energy, and magnetic force. Major Concepts/Skills Concepts/Skills to Maintain

Earth Science Habits of Mind: Rocks and minerals of Georgia Records investigations Soils Analyzes whole number data Weathering Measures Fossils Makes sketches Physical Science Compares and describes Heat energy numerically Magnets Researches Life Science Uses tools Habitats Answers their own questions

Features of organisms of Georgia Communicates findings Pollution and

conservation Understands safety concerns



a. Keep records of investigations and observations and do not alter the records later. b. Offer reasons for findings and consider reasons suggested by others. c. Take responsibility for understanding the importance of being safety conscious.


and following scientific explanations.


8/29/2006 2:48 PM Page 3 of 6

a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.

All Rights Reserved


b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in scientific calculations.

c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.


objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions

and repairing things. b. Use computers, cameras and recording devices for capturing information. c. Identify and practice accepted safety procedures in manipulating science materials

and equipment. S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and

technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines,

maps, and stories to represent corresponding features of objects, events, and processes in the real world.

c. Identify ways in which the representations do not match their original counterparts. S3CS5. Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and

magazines, CD-ROMs, and computer databases. S3CS6. Students will question scientific claims and arguments effectively.

a. Support statements with facts found in books, articles, and databases, and identify the sources used.

The Nature of Science S3CS7. Students will be familiar with the character of scientific knowledge and how it is

achieved. Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

b. Some scientific knowledge is very old and yet is still applicable today.




S3CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.

d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.


S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape,

color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size,

and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using

observation and research.. S3E2. Students will investigate fossils as evidence of organisms that lived long ago.

a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.

b. Describe how a fossil is formed. Physical Science

S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.

a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.

b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot,

warm, cold) over time. S3P2. Students will investigate magnets and how they affect other magnets and common

objects. a. Investigate to find common objects that are attracted to magnets. b. Investigate how magnets attract and repel each other.



All Rights Reserved


Life Science

S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain what will happen to an organism if the habitat is changed.

S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and

animals. b. Identify ways to protect the environment.

• Conservation of resources • Recycling of materials






SOCIAL STUDIES GRADE THREE STANDARDS

APPROVED 10/14/2004 REVISED 8/14/2008

Page 1 of 5


Grade Three

OUR DEMOCRATIC HERITAGE

In third grade, students conclude their introduction to United States history by studying

the origins of American democracy. The historical strand compares ancient Greek

democracy in Athens with that of the United States, and introduces selected Americans

who have been important in ensuring our rights. The geography strand relates primarily

to the people discussed in the history strand. In the government strand, students begin the

study of the foundations of a republican form of government. The economics strand

continues the introduction of basic economics concepts.


SS3H1 The student will explain the political roots of our modern democracy in the

United States of America.

a. Identify the influence of Greek architecture (columns on the Parthenon, U. S.

Supreme Court building), law, and the Olympic Games on the present.

b. Explain the ancient Athenians’ idea that a community should choose its own

leaders.

c. Compare and contrast Athens as a direct democracy with the United States as a

representative democracy.

SS3H2 The student will discuss the lives of Americans who expanded people’s

rights and freedoms in a democracy.

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony

(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt

(New Deal and World War II), Eleanor Roosevelt (United Nations and human

rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and

voting rights), and César Chávez (workers’ rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had

to overcome and describe how they overcame them.


SS3G1 The student will locate major topographical features.

a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio

Grande, Colorado, Hudson.

b. Identify major mountain ranges of the United States of America: Appalachian,

Rocky.

c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a

globe.

d. Locate Greece on a world map.






Page 2 of 5



with the historical figures in SS3H2a.

a. Identify on a political map specific locations significant to the life and times of

these historical figures.

b. Describe how place (physical and human characteristics) had an impact on the

lives of these historical figures.

c. Describe how each of these historical figures adapted to and was influenced by

his/her environment.

d. Trace examples of travel and movement of these historical figures and their ideas

across time.

e. Describe how the regions in which these historical figures lived affected their

lives and had an impact on their cultural identification.


SS3CG1 The student will explain the importance of the basic principles that provide

the foundation of a republican form of government.

a. Explain why in the United States there is a separation of power between branches

of government and levels of government.

b. Name the three levels of government (national, state, local) and the three branches

in each (executive, legislative, judicial), including the names of the legislative

branch (Congress, General Assembly, county commission or city council).

c. State an example of the responsibilities of each level and branch of government.

SS3CG2 The student will discuss the character of different historical figures in

SS3H2a. a. Describe how the different historical figures in SS3H2a display positive character

traits of cooperation, diligence, courage, and leadership.

b. Explain how the historical figures in SS3H2a used positive character traits to

support their beliefs in liberty, justice, tolerance, and freedom of conscience and

expression.

c. Explain how the historical figures in SS3H2a chose when to respect and accept

authority.


SS3E1 The student will describe the four types of productive resources:

a. Natural (land)

b. Human (labor)

c. Capital (capital goods)

d. Entrepreneurship (used to create goods and services)

SS3E2 The student will explain that governments provide certain types of goods

and services in a market economy, and pay for these through taxes and will describe

services such as schools, libraries, roads, police/fire protection, and military.






Page 3 of 5


SS3E3 The student will give examples of interdependence and trade and will

explain how voluntary exchange benefits both parties.

a. Describe the interdependence of consumers and producers of goods and services.

b. Describe how goods and services are allocated by price in the marketplace.

c. Explain that some things are made locally, some elsewhere in the country, and

some in other countries.

d. Explain that most countries create their own currency for use as money.


saving choices.






Page 4 of 5


Social Studies Skills Matrices

MAP AND GLOBE SKILLS





situations



12



I M A A A A A A A


determine location

I M A A A A A A



found on maps

I M A A A A A A


distance on map

I M A A A A A A




maps

I D M A A A A A



I D M A A A A A



maps

I M A A A A A


location

I D D D M A A


distances on a map

I M A A A A





human activities

I M A A A A




I M A A A A






Page 5 of 5













All Rights Reserved

THIRD GRADE


variety of physical activities.

Description: Students demonstrate mature form in all locomotor and non-locomotor movement

patterns while participating in small-sided games, body control (e.g., gymnastics, inline skating)

and rhythmic activities (e.g., structured dance, jump rope, creative dance). They are able to

perform variations of different locomotor skills (e.g., jumping for height and distance; skipping

at different speeds). By the end of third grade, students will be able to demonstrate all striking

and throwing patterns. Students can catch a moving object from a high trajectory in non-game

play environments and are able to catch objects at a medium level trajectory during game play.

Elements:

a. Demonstrates fleeing, dodging, and chasing skills during game play.

Examples:

Demonstrates the ability to dodge an opponent while playing tag.

Catches an opponent who is dribbling a soccer ball.

b. Demonstrates weight transfer when using equipment.

Examples:

Demonstrates the proper technique of a cross lateral (body) release when

throwing a Frisbee.

Demonstrates stepping with opposition when throwing, using a sidearm

pattern.

c. Demonstrates movement skills and patterns following specific rhythms.

Examples:

Performs a ball routine consisting of a bounce, pass, and catch with a partner

in rhythm to music.

Jumps rope repetitively.

d. Demonstrates correct form while performing a side swing strike using a

short handled or long handled implement.

Examples:

Uses a level sidearm swing while striking an object with a bat.

Uses a backhand swing with a paddle.





All Rights Reserved

THIRD GRADE

PE3.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as


Description: Students use external feedback to improve performance.

Elements:

a. Identifies the critical elements of a mid-level strike.

Examples:

Describes the key components of a mid-level strike.

Performs a forehand strike with proper form.

b. Identifies the critical elements of a successful pass to a moving target.

Examples:

Using proper form, students throw to a swinging target and hit it.

Students explain the major factors of a successful pass to a partner.

c. Identifies the critical elements of a successful catch.

Examples:

Uses proper form when catching a softball thrown by a partner.

Names the cues that remind us how to make a successful catch.

d. Explains how force moves objects to varying distances.

Examples:

Kicks a ball using light force, medium force, and hard force to discover the

distance the ball travels at each force level.

Compares the distance traveled of a lightly thrown ball to a ball thrown as

hard as possible.

e. Explains rules of a modified game.

Examples:

Explains the rule to the game to someone that was absent.

Lists three rules of his favorite game.





All Rights Reserved

THIRD GRADE


Description: Students will be able to identify and/or demonstrate the importance of regular

physical activity for enjoyment and health.

Elements:

a. Chooses to participate in structured and/or non-structured physical

activities.

Examples:

Actively involved in class activities without prompting.

Participates in family physical recreation.

b. Provides evidence of participation in formal and/or informal


Examples:

Provides documentation of Youth League, YMCA, Boys and Girls Clubs.

Attends physical fitness night at school with family.





All Rights Reserved

THIRD GRADE


Description: Students begin to participate in physical activity specifically related to each

component of physical fitness and are able to identify which components are impacted by the

various activities (cardio-respiratory endurance, muscular strength, muscular endurance, and

flexibility).

Elements:

a. Participates in moderate to vigorous activities for at least 20 minutes.

Examples:

Plays a small sided soccer game.

Jumps rope continuously for more than one minute and repeats.

b. Identifies at least 2 activities for each component of health related fitness.

Examples:

Recognizes that gymnastics/tumbling improves flexibility and muscular

strength.

Demonstrates activities related to each component.

Recognizes that cardio-vascular endurance is important while playing

vigorous activities. (Ex. Small-sided basketball).

c. Recognizes physiological indicators that accompany vigorous physical

activities.

Examples:

Checks resting heart rate before vigorous activity.

Identifies heart rate for 15 seconds multiplied by 4 heart beats to heart beat per

minute after vigorous activity.

Compares and recognizes the difference between resting heart rate and the

heart rate after vigorous activity.

d. Participates in activities that benefit each of the health-related fitness

components.

Examples:

Climbs the rock wall in physical education class to improve muscular

strength.

Recognizes that stretching after the muscles are warm is more beneficial than

stretching before exercising.

Participates in fitness stations to prepare for fitness testing.





All Rights Reserved

THIRD GRADE


activity settings.

Description: Students demonstrate an understanding of rules, directions, and safety procedures

and work cooperatively and respectfully with others, regardless of personal differences. Students

begin to take responsibility for their actions and begin to show understanding of how their

actions can affect the success of the group.

Elements:

a. Designs and follows class rules and procedures.

Examples:

Creates class rules with teacher’s assistance.

Develops procedures for dividing into equal groups.

b. Demonstrates the ability to work successfully with a partner or with a small

group.

Examples:

Makes positive statements to others during activity.

Works well in both “leadership” and “following” roles.

c. Recognizes and avoids unsafe practices and situations.

Examples:

Cautions others when an unsafe situation occurs.

Rolls in the same direction as others in tumbling during a unit.

d. Works independently to practice skills.

Examples:

Practices specific skills assigned by the teacher until the teacher signals the

end of practice.

Practices skill during non-structured time without being told.





All Rights Reserved

THIRD GRADE

PE3.6: Values physical activity for health, enjoyment, challenge, self expression, and/or social-

interaction.

Description: Students are able to recognize physical activity as a positive opportunity for group

and social interaction.

Elements:

a. Chooses to participate in partner or team activities.

Examples:

Works with a partner to develop passing skills.

Provides evidence of participation in team sport.

b. Participates in cooperative problem solving activities.

Examples:

Leads a team as members attempt to complete a team challenge.

Provides ideas for solving a team challenge.

c. Demonstrates a healthy approach to results of group activities.

Examples:

Celebrates success of self and/or others in the proper context.

Encourages students that are having a difficult time completing task.


Fourth Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fourth grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites.









Fourth grade students differentiate between observations and ideas. They speculate about observations they make. They add, subtract, multiply and divide whole numbers on paper, mentally, and with calculators. They list common materials for making simple mechanical constructions and for repairing things. Fourth graders use records, tables, or graphs to identify patterns of change. They write instructions and make sketches that allow others to carry out a scientific procedure. They determine whether or not a comparison is fair if conditions are different for each thing being compared. They question claims or statements made by people outside their field of expertise (such as “4 out of 5 dentists say….”) Fourth graders know that safety is a fundamental concern in all experimental science and adhere to rules and guidelines to show they are responsible with materials and equipment. Models Fourth grade students gather and interpret data. They are able to construct meaningful models that allow them to gain understanding of the natural world. Fourth grade students are active learners. They do not simply read about science; they “do” science. As a result, fourth grade students are able to differentiate observations from ideas. Students engage in investigations inside and outside the classroom.

Major Concepts/Skills: Concepts/Skills to Maintain: Earth Science Habits of Mind Stars and star patterns Asks questions that lead to investigations Solar System Conducts simple investigations Weather—data and forecasting Uses tools for collecting data Physical Science Uses charts and graphs Light Uses data to answer questions Sound Writes and uses instructions Force, mass, and motion (simple machines) Understands fairness Effects of gravity Justifies reasonable answers Life Science Identifies patterns of change Ecosystems Researches for information Food web/Food chain Understands the importance of safety concerns Adaptation-survival/extinction

Co-Requisite - Characteristics of Science Habits of the Mind S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and


a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those

observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious.



All Rights Reserved


S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.

b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.

c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.


objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions

and repairing things. b. Measure and mix dry and liquid materials in prescribed amounts, exercising

reasonable safety. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials



maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.

c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.

S4CS5. Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and



b. Identify when comparisons might not be fair because some conditions are different.




The Nature of Science S4CS7. Students will be familiar with the character of scientific knowledge and how it is



b. Some scientific knowledge is very old and yet is still applicable today. S4CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:






S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.

a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns.

b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.

c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.

d. Identify how technology is used to observe distant objects in the sky. S4E2. Students will model the position and motion of the earth in the solar system and will

explain the role of relative position and motion in determining sequence of the phases of the moon.

a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain

the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar

system. Georgia Department of Education


All Rights Reserved


S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.

c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail,

clouds, and fog). S4E4. Students will analyze weather charts/maps and collect weather data to predict weather

events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data

and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the

information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns

throughout the year. d. Differentiate between weather and climate.

Physical Science

S4P1. Students will investigate the nature of light using tools such as mirrors, lenses, and prisms.

a. Identify materials that are transparent, opaque, and translucent. b. Investigate the reflection of light using a mirror and a light source. c. Identify the physical attributes of a convex lens, a concave lens, and a prism and

where each is used.

S4P2. Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.

a. Investigate how sound is produced. b. Recognize the conditions that cause pitch to vary.

S4P3. Students will demonstrate the relationship between the application of a force and the

resulting change in position and motion on an object. a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane,

screw, wheel and axle). b. Using different size objects, observe how force affects speed and motion. c. Explain what happens to the speed or direction of an object when a greater force than

the initial one is applied. d. Demonstrate the effect of gravitational force on the motion of an object.

Teacher note: The use of mathematical formulas is not recommended in S4P3. Fourth grade students should carry out investigations to provide a foundation of concrete experience for the abstract understandings of physical science in upper grades.




Life Science

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Identify the roles of producers, consumers, and decomposers in a community. b. Demonstrate the flow of energy through a food web/food chain beginning with

sunlight and including producers, consumers, and decomposers. c. Predict how changes in the environment would affect a community (ecosystem) of

organisms. d. Predict effects on a population if some of the plants or animals in the community are

scarce or if there are too many. S4L2. Students will identify factors that affect the survival or extinction of organisms such as

adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).

a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).

b. Identify factors that may have led to the extinction of some organisms.






SOCIAL STUDIES GRADE FOUR STANDARDS


Page 1 of 6


Grade Four

UNITED STATES HISTORY TO 1860

In fourth grade, students begin the formal study of United States history. At this grade,

the four strands of history, geography, civics, and economics are fully integrated.

Students begin their study of United States history with the development of Native

American cultures and conclude with the antebellum period ending in 1860. The

geography strand emphasizes the influence of geography on early U. S. history. The

civics strand emphasizes concepts and rights developed during the formation of our

government. The economics strand uses material from the historical strand to further

understanding of economic concepts.


SS4H1 The student will describe how early Native American cultures developed in

North America.

a. Locate where Native Americans settled with emphasis on the Arctic (Inuit),

Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee),

and Southeast (Seminole).

b. Describe how Native Americans used their environment to obtain food, clothing,

and shelter.

SS4H2 The student will describe European exploration in North America.

a. Describe the reasons for, obstacles to, and accomplishments of the Spanish,

French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan

Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.

b. Describe examples of cooperation and conflict between Europeans and Native

Americans.

SS4H3 The student will explain the factors that shaped British colonial America.

a. Compare and contrast life in the New England, Mid-Atlantic, and Southern

colonies.

b. Describe colonial life in America as experienced by various people, including

large landowners, farmers, artisans, women, indentured servants, slaves, and

Native Americans.






Page 2 of 6


SS4H4 The student will explain the causes, events, and results of the American

Revolution.

a. Trace the events that shaped the revolutionary movement in America, including

the French and Indian War, British Imperial Policy that led to the 1765 Stamp

Act, the slogan “no taxation without representation,” the activities of the Sons of

Liberty, and the Boston Tea Party.

b. Explain the writing of the Declaration of Independence; include who wrote it,

how it was written, why it was necessary, and how it was a response to tyranny

and the abuse of power.

c. Describe the major events of the American Revolution and explain the factors

leading to American victory and British defeat; include the Battles of Lexington

and Concord, Saratoga, and Yorktown.

d. Describe key individuals in the American Revolution with emphasis on King

George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict

Arnold, Patrick Henry, and John Adams.

SS4H5 The student will analyze the challenges faced by the new nation.

a. Identify the weaknesses of the government established by the Articles of

Confederation.

b. Identify the major leaders of the Constitutional Convention (James Madison and

Benjamin Franklin) and describe the major issues they debated, including the

rights of states, the Great Compromise, and slavery.

c. Identify the three branches of the U. S. government as outlined by the

Constitution, describe what they do, how they relate to each other (checks and

balances and separation of power), and how they relate to the states.

d. Identify and explain the rights in the Bill of Rights, describe how the Bill of

Rights places limits on the power of government, and explain the reasons for its

inclusion in the Constitution in 1791.

e. Describe the causes and events of the War of 1812; include the burning of the

Capitol and the White House.

SS4H6 The student will explain westward expansion of America between 1801 and

1861.

a. Describe territorial expansion with emphasis on the Louisiana Purchase, the

Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and

independence), Oregon (Oregon Trail), and California (Gold Rush and the

development of mining towns).

b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on

life in America.

c. Describe the impact of westward expansion on Native Americans.

SS4H7 The student will examine the main ideas of the abolitionist and suffrage

movements.

a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.

b. Explain the significance of Sojourner Truth to the abolition and suffrage

movements.






Page 3 of 6



SS4G1 The student will be able to locate important physical and man-made features

in the United States.

a. Locate major physical features of the United States; include the Atlantic Coastal

Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the

Gulf of Mexico, the St. Lawrence River, and the Great Lakes.

b. Locate major man-made features; include New York City, NY; Boston, MA;

Philadelphia, PA; and the Erie Canal.

SS4G2 The student will describe how physical systems affect human systems.

a. Explain why each of the Native American groups (SS4H1a) occupied the areas

they did, with emphasis on why some developed permanent villages and others

did not.

b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the

various physical environments in which they traveled.

c. Explain how the physical geography of the New England, Mid-Atlantic, and

Southern colonies helped determine economic activities practiced therein.

d. Explain how each force (American and British) attempted to use the physical

geography of each battle site to its benefit (SS4H4c).

e. Describe physical barriers that hindered and physical gateways that benefited

territorial expansion from 1801 to 1861 (SS4H6a).


SS4CG1 The student will describe the meaning of

a. Natural rights as found in the Declaration of Independence (the right to life,

liberty, and the pursuit of happiness).

b. “We the people” from the Preamble to the U.S. Constitution as a reflection of

consent of the governed or popular sovereignty.

c. The federal system of government in the U.S.

SS4CG2 The student will explain the importance of freedom of expression as

guaranteed by the First Amendment to the U. S. Constitution.

SS4CG3 The student will describe the functions of government.

a. Explain the process for making and enforcing laws.

b. Explain managing conflicts and protecting rights.

c. Describe providing for the defense of the nation.

d. Explain limiting the power of people in authority.

e. Explain the fiscal responsibility of government.






Page 4 of 6


SS4CG4 The student will explain the importance of Americans sharing certain

central democratic beliefs and principles, both personal and civic.

a. Explain the necessity of respecting the rights of others and promoting the

common good.

b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain

why it is important for citizens in a democratic society to participate in public

(civic) life (staying informed, voting, volunteering, communicating with public

officials).

SS4CG5 The student will name positive character traits of key historical figures and

government leaders (honesty, patriotism, courage, trustworthiness).


SS4E1 The student will use the basic economic concepts of trade, opportunity cost,

specialization, voluntary exchange, productivity, and price incentives to illustrate

historical events.

a. Describe opportunity costs and their relationship to decision-making across time

(such as decisions to send expeditions to North and South America).

b. Explain how price incentives affect people’s behavior and choices (such as

colonial decisions about what crops to grow and products to produce).

c. Describe how specialization improves standards of living (such as the differences

in the economies in the New England, Mid-Atlantic, and Southern colonies).

d. Explain how voluntary exchange helps both buyers and sellers (such as

prehistoric and colonial trade in North America).

e. Describe how trade promotes economic activity (such as how trade between the

colonies and England affected their economies).

f. Give examples of technological advancements and their impact on business

productivity during the development of the United States (such as the steamboat,

the steam locomotive, and the telegraph).

SS4E2 The student will identify the elements of a personal budget and explain why

personal spending and saving decisions are important.






Page 5 of 6








situations



12



I M A A A A A A A


determine location

I M A A A A A A



found on maps

I M A A A A A A


distance on map

I M A A A A A A




maps

I D M A A A A A



I D M A A A A A



maps

I M A A A A A


location

I D D D M A A


distances on a map

I M A A A A





human activities

I M A A A A




I M A A A A






Page 6 of 6













FOURTH GRADE



Description: Students are able to combine skills in dynamic and complex situations,

demonstrating sequences commonly associated with various sports and activities (e.g., moving to

a ball, trapping, dribbling and then passing it; forward roll, scale [balance], travel and then do a

cartwheel). All throwing and striking patterns are mastered during fourth grade, and students are

able to catch or handle objects from any trajectory (low, medium, or high) in simple situations.

Students are able to move in tempo to slow and fast rhythms.

Elements:

a. Demonstrates an overhand throw.

Examples:

Uses proper technique while throwing a football.

Uses proper technique when throwing overhand to a moving target during a

game.

b. Demonstrates an overhead striking skill.

Examples:

Uses proper techniques of a pickle ball smash.

Spikes a beach ball over a low net.

c. Demonstrates fleeing, dodging, and chasing skills with equipment.

Examples:

Avoids defenders while dribbling a soccer ball.

Advances a puck down the court during a floor hockey game.

d. Demonstrates a variety of rhythmic patterns.

Examples:

Performs jump rope, dance, and rhythm sticks routines.

Performs the traditional tinikling dance.





FOURTH GRADE



Description: Students begin to apply basic concepts of movement to improve their individual

performance. They can provide critical elements of form or motor development principles to

improve the performance of others.

Elements:

a. Identifies the critical elements of an overhand throw.

Examples:

Describes the parts of a proper throw.

Draws a series of pictures to identify the critical components of a proper

throw.

b. Identifies the critical elements of the overhand strike.

Examples:

Describes the parts of a self tossed overhand strike.

Identifies the different critical elements used for an overhead strike when the

set up is from a self tossed or partner tossed ball.

c. Identifies the use of opposition for manipulative skills performed by

classmates and provides feedback.

Examples:

Provides feedback to another student that the student did step on the opposite

foot when releasing the ball on an overhand throw.

Finds a picture in a newspaper or magazine that demonstrates the use of

opposition while the person is performing an overhand striking skill.

d. Explains the use of fleeing, dodging, and chasing in game play.

Examples:

Describes strategies to successfully get “open” while being guarded.

Demonstrates how to watch a person’s midsection while guarding during

game play.





FOURTH GRADE


Description: Students are actively involved in activities that provide opportunities to

participate with others in an active environment.

Elements:

a. Encourages others to participate in physical activity.

Examples:

Invites those who are not being active to join a game.

Provides a picture of one’s family participating in a physical activity.

b. Demonstrates how physical activity plays a part in daily life.

Examples:

Maintains a 3 day activity log.

Wears pedometer for entire school day and logs steps.





FOURTH GRADE


Description: Students participate in moderate to vigorous activities in a variety of settings.

They learn how to adjust their activity based on physiological indicators. Students begin to

participate in criterion-referenced fitness assessments and are able to identify the health-related

component that each test assesses (cardio-respiratory endurance, muscular endurance, muscular

strength, and flexibility.

Elements:

a. Participates in criterion-referenced fitness assessments with close teacher

guidance and supervision (Ex. Fitnessgram) and realizes whether he/she is

within the healthy fitness zone.

Examples:

Practices with a peer in the criterion- referenced test.

Compares own results to determine age appropriate healthy/unhealthy fitness

zone.

b. Matches items from a criterion-referenced fitness test to the health-related

fitness components. Examples:

Cites curl-ups as a test item that measures abdominal strength.

Cites sit and reach as a measurement of flexibility.





FOURTH GRADE


activity settings.

Description: Students continue to develop cooperative skills and an awareness of individual

differences. Students begin to develop strategies to resolve conflicts that may arise. Periods of

independent, self-guided activities are increasing in duration and frequency of occurance.

Elements:

a. Learns to resolve conflicts using different strategies.

Examples:

Plays “rock-paper-scissors” to pick turns or negotiate conflicts..

Accepts decisions made by the team captain.

b. Works independently and cooperatively to develop an appreciation for

individual differences.

Examples:

Uses peer feedback to help others improve their skills.

Works cooperatively using verbal or nonverbal encouragement with all class

members.

c. Works independently and remains on task.

Examples:

Uses self-guided activity task cards to learn a new skill.

Choreographs a jump rope routine.





FOURTH GRADE

PE4.6: Values physical activity for health, enjoyment, challenge, self expression, and/or social-

interaction.

Description: Students display enjoyment of activity as it relates to skill mastery. Further, they

will demonstrate a desire to participate in a variety of activities.

Elements:

a. Chooses to participate in formal and/or informal physical activities that are

enjoyable.

Examples:

Community dance programs and athletics teams.

Is actively involved in station work in class.

b. Chooses personally challenging experiences in physical activity.

Examples:

Uses only the intermediate and advance hand holds while moving across the

traversing wall in physical education class.

Increases their upper body endurance by choosing to work on pull-up bars

during free-time or free choice activities.

c. Expresses enjoyment through physical activity.

Examples:

Creates a dance to express feeling of happiness.

Creates a team celebration or dance for successful completion of a task or

challenge.


Fifth Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fifth grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites.

This Performance Standards include four major components. They are



Samples of student work. As a way of indicating what it takes to meet a Standard, examples of successful student work are provided. Many of these illustrate how student work can bridge the Content and Characteristics of Science Standards. The Georgia DOE Standards web site will continue to add samples as these domains are identified and teachers are encouraged to submit examples from their own classroom experiences.





Fifth grade students offer reasons for findings and consider reasons offered by others. They keep records of investigations and observations and understand why they should not alter records. They use numerical data to describe and compare objects. They will convert the fractions (halves, thirds, fourths, fifths, tenths, and hundredths) to decimals in scientific calculations. They identify the largest and smallest possible value of something. Fifth graders use cameras and tape recorders to gather and record information. They use reference books, back issues of magazines or newspapers, and computer databases to locate scientific information. They use the information found in these sources to support statements. Fifth graders realize that safety is a fundamental concern in all experimental science and follow safety guidelines. They wear goggles any time chemicals, glassware, or heat is used. Evidence Fifth grade students investigate scientific concepts. They understand that science is a process for gaining knowledge about the natural world. Students are active learners and use hands on activities to discover and explain phenomena. They are able to conduct experiments and report their findings in the form of written reports, charts, and various other presentations including multi-media projects. Their scientific explanations emphasize evidence and begin to use scientific principles, models, and theories. Major Concepts/Skills: Concepts/Skills to Maintain

Earth Science Habits of Mind Landforms of Georgia Records observations Effects of constructive forces Offers and considers reasoning Effects of destructive forces Quantifies data Role of technology in control Measures and estimates Physical Science Uses scientific tools Introduction to conservation of Assembles, describes, takes apart, matter and reassembles Physical Changes Chemical Changes Identifies parts and makes models Electricity and magnetism Describes changes Life Science Compares physical attributes Classification of organisms Draws and sketches Inheritance of traits Questions and seeks to find answers

Learned behaviors Researches for scientific information Cells and microorganisms Replicates investigations Works safely




Co-Requisite - Characteristics of Science Habits of the Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and


a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those

observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious.


and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a

calculator. b. Use fractions and decimals, and translate between decimals and commonly

encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.

c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.


objects in scientific activities. a. Choose appropriate common materials for making simple mechanical constructions

and repairing things. b. Measure and mix dry and liquid materials in prescribed amounts, exercising

reasonable safety. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials



maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.

c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.

d. Identify the biggest and the smallest possible values of something.




S5CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and



b. Identify when comparisons might not be fair because some conditions are different. The Nature of Science S5CS7. Students will be familiar with the character of scientific knowledge and how it is



b. Some scientific knowledge is very old and yet is still applicable today. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:





Co-Requisite - Content Earth Science S5E1. Students will identify surface features of the Earth caused by constructive and

destructive processes. a. Identify surface features caused by constructive processes.

• Deposition (Deltas, sand dunes, etc.) • Earthquakes • Volcanoes • Faults




b. Identify and find examples of surface features caused by destructive processes. • Erosion (water—rivers and oceans, wind) • Weathering • Impact of organisms • Earthquake • Volcano

c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to • Seismological studies, • Flood control, (dams, levees, storm drain management, etc.) • Beach reclamation (Georgia coastal islands)

Physical Science

S5P1. Students will verify that an object is the sum of its parts. a. Demonstrate that the mass of an object is equal to the sum of its parts by

manipulating and measuring different objects made of various parts. b. Investigate how common items have parts that are too small to be seen without

magnification.

S5P2. Students will explain the difference between a physical change and a chemical change. a. Investigate physical changes by separating mixtures and manipulating (cutting,

tearing, folding) paper to demonstrate examples of physical change. b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due

to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction

to find evidence of change. S5P3. Students will investigate the electricity, magnetism, and their relationship.

a. Investigate static electricity. b. Determine the necessary components for completing an electric circuit. c. Investigate common materials to determine if they are insulators or conductors of

electricity. d. Compare a bar magnet to an electromagnet.

Life Science

S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

b. Demonstrate how plants are sorted into groups.




S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

a. Compare and contrast the characteristics of learned behaviors and of inherited traits. b. Discuss what a gene is and the role genes play in the transfer of traits.

Teacher note: Be sensitive to this topic since biological parents may be unavailable.

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).

a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.

b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.

c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.

S5L4. Students will relate how microorganisms benefit or harm larger organisms. a. Identify beneficial microorganisms and explain why they are beneficial. b. Identify harmful microorganisms and explain why they are harmful.





Kathy Cox, State Superintendent of Schools SOCIAL STUDIES GRADE FIVE STANDARDS


Page 1 of 6 Copyright 2008 © All Rights Reserved

Grade Five

UNITED STATES HISTORY SINCE 1860

In fifth grade, students continue their formal study of United States history. As with

fourth grade, the strands of history, geography, civics, and economics are fully integrated.

Students study United States history beginning with the Civil War and continue to the

present. The geography strand emphasizes the influence of geography on U. S. history.

The civics strand emphasizes concepts and rights as outlined in amendments to the U. S.

Constitution. The economics strand uses material from the historical strand to further

understanding of economic concepts.


SS5H1 The student will explain the causes, major events, and consequences of the

Civil War.

a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and

explain how each of these events was related to the Civil War.

b. Discuss how the issues of states’ rights and slavery increased tensions between

the North and South.

c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta

Campaign, Sherman’s March to the Sea, and Appomattox Court House.

d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant,

Jefferson Davis, and Thomas “Stonewall” Jackson.

e. Describe the effects of war on the North and South.

SS5H2 The student will analyze the effects of Reconstruction on American life.

a. Describe the purpose of the 13th, 14th, and 15th Amendments.

b. Explain the work of the Freedmen’s Bureau.

c. Explain how slavery was replaced by sharecropping and how African-Americans

were prevented from exercising their newly won rights; include a discussion of

Jim Crow laws and customs.

SS5H3 The student will describe how life changed in America at the turn of the

century.

a. Describe the role of the cattle trails in the late 19th century; include the Black

Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

b. Describe the impact on American life of the Wright brothers (flight), George

Washington Carver (science), Alexander Graham Bell (communication), and

Thomas Edison (electricity).

c. Explain how William McKinley and Theodore Roosevelt expanded America’s

role in the world; include the Spanish-American War and the building of the

Panama Canal.

d. Describe the reasons people emigrated to the United States, from where they

emigrated, and where they settled.

e. Describe the impact of westward expansion on Native Americans; include the

Battle of the Little Bighorn and the relocation of Native Americans to

reservations.






SS5H4 The student will describe U.S. involvement in World War I and post-World

War I America.

a. Explain how German attacks on U.S. shipping during the war in Europe (1914-

1917) ultimately led the U.S. to join the fight against Germany; include the

sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions

to the war, and the impact of the Treaty of Versailles in 1919.

b. Describe the cultural developments and individual contributions in the 1920s of

the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes),

baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles

Lindbergh).

SS5H5 The student will explain how the Great Depression and New Deal affected

the lives of millions of Americans.

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the

Dust Bowl, and soup kitchens.

b. Analyze the main features of the New Deal; include the significance of the

Civilian Conservation Corps, the Works Progress Administration, and the

Tennessee Valley Authority.

c. Discuss important cultural elements of the 1930s; include Duke Ellington,

Margaret Mitchell, and Jesse Owens.

SS5H6 The student will explain the reasons for America’s involvement in World

War II.

a. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.

b. Describe major events in the war in both Europe and the Pacific; include Pearl

Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and

Nagasaki.

d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

e. Describe the effects of rationing and the changing role of women and African-

Americans; include “Rosie the Riveter” and the Tuskegee Airmen.

f. Explain the U.S. role in the formation of the United Nations.

SS5H7 The student will discuss the origins and consequences of the Cold War.

a. Explain the origin and meaning of the term “Iron Curtain.”

b. Explain how the United States sought to stop the spread of communism through

the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.

c. Identify Joseph McCarthy and Nikita Khrushchev.






SS5H8 The student will describe the importance of key people, events, and

developments between 1950-1975.

a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.

b. Explain the key events and people of the Civil Rights movement; include Brown

v. Board of Education (1954), the Montgomery Bus Boycott, the March on

Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of

Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.

c. Describe the impact on American society of the assassinations of President John

F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.

d. Discuss the significance of the technologies of television and space exploration.

SS5H9 The student will trace important developments in America since 1975.

a. Describe U. S. involvement in world events; include efforts to bring peace to the

Middle East, the collapse of the Soviet Union, the Persian Gulf War, and the War

on Terrorism in response to September 11, 2001.

b. Explain the impact the development of the personal computer and the Internet has

had on American life.


SS5G1 The student will locate important places in the United States.

a. Locate important physical features; include the Grand Canyon, Salton Sea, Great

Salt Lake, and Mojave Desert.

b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA;

Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

SS5G2 The student will explain the reasons for the spatial patterns of economic

activities.

a. Explain how factors such as population, transportation, and resources influenced

industrial location in the United States between the end of the Civil War and

1900.

b. Locate primary agricultural and industrial locations since the turn of the 20th

century and explain how factors such as population, transportation, and resources

have influenced these areas.


SS5CG1 The student will explain how a citizen’s rights are protected under the

U.S. Constitution.

a. Explain the responsibilities of a citizen.

b. Explain the freedoms granted and rights protected by the Bill of Rights.

c. Explain the concept of due process of law and describe how the U.S. Constitution

protects a citizen’s rights by due process.

SS5CG2 The student will explain the process by which amendments to the U.S.

Constitution are made.

a. Explain the amendment process outlined in the Constitution.

b. Describe the purpose for the amendment process.






SS5CG3 The student will explain how amendments to the U. S. Constitution have

maintained a representative democracy.

a. Explain the purpose of the 12th and 17th amendments.

b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th , and 26th

amendments.


SS5E1 The student will use the basic economic concepts of trade, opportunity cost,

specialization, voluntary exchange, productivity, and price incentives to illustrate

historical events.

a. Describe opportunity costs and their relationship to decision-making across time

(such as decisions to ration goods during WWII).

b. Explain how price incentives affect people’s behavior and choices (such as

decisions to participate in cattle trails because of increased beef prices).

c. Describe how specialization improves standards of living, (such as how specific

economies in the north and south developed at the beginning of the 20th century).

d. Explain how voluntary exchange helps both buyers and sellers (such as how

specialization leads to the need to exchange to get wants and needs).

e. Describe how trade promotes economic activity (such as how the Panama Canal

increases trade between countries).

f. Give examples of technological advancements and their impact on business

productivity during the continuing development of the United States (such as the

development of the personal computer and the internet).

SS5E2 The student will describe the functions of four major sectors in the U. S.

economy. a. Describe the household function in providing resources and consuming goods and

services.

b. Describe the private business function in producing goods and services.

c. Describe the bank function in providing checking accounts, savings accounts, and

loans.

d. Describe the government function in taxation and providing certain goods and

services.

SS5E3 The student will describe how consumers and businesses interact in the U. S.

economy.

a. Describe how competition, markets, and prices influence people’s behavior.

b. Describe how people earn income by selling their labor to businesses.

c. Describe how entrepreneurs take risks to develop new goods and services to start

a business.

SS5E4 The student will identify the elements of a personal budget and explain why

personal spending and saving decisions are important.












situations



12



I M A A A A A A A


determine location

I M A A A A A A



found on maps

I M A A A A A A


distance on map

I M A A A A A A




maps

I D M A A A A A



I D M A A A A A



maps

I M A A A A A


location

I D D D M A A


distances on a map

I M A A A A





human activities

I M A A A A




I M A A A A





FIFTH GRADE



Description: Students can move through space using any movement pattern in combination with

any non-locomotor skill in complex environments. Movement patterns are demonstrated with

consistency and with good form. Some specialized skills, like those associated with sports, are

refined and used in game play. Students demonstrate the ability to hit targets when performing

manipulative skills. Students are able to combine movement in meaningful ways, creating

movement sequences that are smooth and fluid and done to several different rhythmic patterns.

Elements:

a. Demonstrates hand striking skills in repetition in both a controlled setting

and during game play.

Examples:

Volleys a ball with a partner using correct technique.

Uses correct form while dribbling around defenders during a basketball lead

up game.

b. Demonstrates foot striking skills in repetition with the foot in a controlled

setting or during game play.

Examples:

Uses control when dribbling a soccer ball around cones.

Advances a soccer ball down the field while passing it back and forth with a

partner and while keeping it away from others.

c. Demonstrates striking skills with equipment.

Examples:

Uses proper technique when using the forehand during a pickle ball game.

Uses proper technique when shooting a floor hockey puck.

d. Demonstrates the ability to create and perform rhythmic patterns in a 4/4

beat.

Examples:

Performs a rope jumping routine, ball routine, or dance routine.

Performs a group gymnastics movement sequence using three or more

elements.





FIFTH GRADE



Description: Students will perform complex motor skills and be able to transfer concepts

learned in other skills/games for performance of the new skill/game. They self-analyze their own

skills as well as those of their classmates and discuss methods for improving performance.

Elements:

a. Applies critical elements to improve personal performance and in various

movement tactics in small sided game play.

Examples:

Explains the strategy of moving to an open space in game play.

Watches a video of own performance to improve form.

b. Creates a complex rhythmic/aerobic routine.

Examples:

Demonstrates a self created jump rope, tumbling, dance, or ball routine.

Writes the steps on paper for a folk dance that represents one’s heritage.

c. Designs a new game.

Examples:

Creates a new game that has skills related to other activities.

Given appropriate equipment, makes up a new game that includes a fitness

component.





FIFTH GRADE


Description: Students will be able to use information from a variety of sources to regulate their

activity behavior.

Elements:

a. Sets reachable but challenging goals as they relate to activity.

Examples:

Improves the number of jumps in a 2 minute time test.

Increases distance from target as a self-challenge.

b. Monitors effects of activity to increase participation.

Examples:

Takes pulse rate at regular intervals during a soccer game.

Compares pretest and posttest of a skill assessment.

c. Participates in physical activities that provide important opportunities for

challenges in social interaction and group membership with the goal of

voluntary participation outside of class.

Examples:

Makes physical activity choices based on personal interests and capabilities to

maintain an active lifestyle.

Participates in an organized sport or intramural activity of own choosing

outside of the school day.

d. Identifies physical activities and personal choice behaviors that promote a

health-enhancing lifestyle.

Examples:

Brainstorms and compiles a list of physical activities that the student would

enjoy participating in with friends or family outside of school.

Identifies stretches performed daily to increase flexibility.

e. Regularly participates in physical activities outside of the school day.

Examples:

Follows a teacher generated activity calendar for one week.

Develops strategies for monitoring regular participation in physical activities.





FIFTH GRADE


Description: Under the direction of the teacher, students will identify personal strengths and

areas to improve as determined by the results of the fitness assessments. Using this information,

students will be able to choose activities that will help to improve their fitness levels.

Elements:

a. Participates in criterion-referenced fitness assessments with close teacher

guidance and supervision (Ex. Fitnessgram).

Examples:

Practices with a peer in the criterion- referenced test.

Participates in a fitness assessment targeting each health-related component of

fitness.

b. Interprets results of fitness testing to compare their scores with health

related standards.

Examples:

Compares personal scores with the health-related fitness standards as defined

by the national fitness assessment.

Identifies at least two activities that will improve health-related fitness

components.

Participates in moderate to vigorous physical activity.

Participates in 30 minutes of moderate to vigorous activity at least 3 days per

week.





FIFTH GRADE


activity settings.

Description: Students begin to show competence in working cooperatively. They demonstrate

an evolving appreciation for positive class conduct and a willingness to work with students of

various abilities.

Elements:

a. Demonstrates the ability to work together in a group setting.

Examples:

Describes and demonstrates how to accommodate various abilities.

Works with a group to choreograph a dance.

b. Performs activities safely and follows class rules of conduct.

Examples:

Demonstrates proper safety procedures for swinging racket or long handled

implement in a group setting.

Chooses a safe space for a rope jumping activity.

c. Describes and demonstrates teamwork in a small sided game.

Examples:

Passes the ball to a teammate to gain advantage while playing a game.

Plays position while participating in a net game.





FIFTH GRADE

PE5.6: Values physical activity for health, enjoyment, challenge, self expression, and/or

social–interaction.

Description: Students will identify those activities they enjoy, as well as classmates that have

similar and different physical activity interests.

Elements:

a. Demonstrates enjoyment that is obtained from physical activity.

Examples:

Develops team cheer chant to motivate others on a team.

Claps and jumps in excitement while playing a game.

b. Participates in interactive and individual physical activity

throughout the day.

Examples:

Incorporates activity into leisure time.

Leads others to become involved in free-time or free choice activities.

Signs up for a physical activity class at a community center.

c. Chooses to engage in new activities.

Examples:

Participates in new physical activities.

Explores multi-cultural and/or diverse games.

d. Identifies the characteristics of physical activity that brings enjoyment.

Examples:

Expresses a feeling of accomplishment for meeting a personal goal.

Displays excitement for achieving an improvement in the mile run.

kindergarten science curriculum - georgia standards print standards/k... · kindergarten science...

Documents