Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Standard: (Begins in grade 2)

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Standard: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Standard: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Standard: Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Standard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Standard: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

Standard: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Standard: Ask and answer questions about key details in a text.

Standard: With prompting and support, read informational texts appropriately complex for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm predictions about what will happen next in a text. CA

Standard: Identify the main topic and retell key details of a text.

Standard: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Standard: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.) CA

Standard: Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA

Standard: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Standard: Use the illustrations and details in a text to describe its key ideas.

Standard: Identify the reasons an author gives to support points in a text.

Standard: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Standard: Ask and answer questions about key details in a text.

Standard: With prompting and support, read prose and poetry of appropriate complexity for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm predictions about what will happen next in a text. CA

Standard: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Standard: Describe characters, settings, and major events in a story, using key details.

Standard: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 for additional expectations.) CA

Standard: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Standard: Identify who is telling the story at various points in a text.

Standard: Use illustrations and details in a story to describe its characters, setting, or events.

Standard: (Not applicable to literature)

Standard: Compare and contrast the adventures and experiences of characters in stories.

Standard: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Standard: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. a. Give, restate, and follow simple two-step directions. CA

Standard: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Standard: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. a. Memorize and recite poems, rhymes, and songs with expression. CA

Standard: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Standard: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Standard: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Standard: (Begins in grade 2) CA

Standard: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Standard: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Standard: (Begins in grade 2) CA

Standard: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Standard: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Standard: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

Standard: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Standard: (Begins in grade 4)

Cluster: Reason with shapes and their attributes. Standard: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Cluster: Reason with shapes and their attributes. Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Footnote: Students do not need to learn formal names such as "right rectangular prism."

Cluster: Reason with shapes and their attributes. Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Cluster: Measure lengths indirectly and by iterating length units. Standard: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Cluster: Measure lengths indirectly and by iterating length units. Standard: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Cluster: Tell and write time. Standard: Tell and write time in hours and half-hours using analog and digital clocks.

Cluster: Represent and interpret data. Standard: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Cluster: Extend the counting sequence. Standard: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Cluster: Understand place value. Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones-called a "ten."

Cluster: Understand place value. Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Cluster: Understand place value. Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Cluster: Understand place value. Standard: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Cluster: Use place value understanding and properties of operations to add and subtract. Standard: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Cluster: Use place value understanding and properties of operations to add and subtract. Standard: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Cluster: Use place value understanding and properties of operations to add and subtract. Standard: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Cluster: Represent and solve problems involving addition and subtraction. Standard: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Footnote: See Glossary, Table 1.

Cluster: Represent and solve problems involving addition and subtraction. Standard: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Cluster: Understand and apply properties of operations and the relationship between addition and subtraction. Standard: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Footnote: Students need not use formal terms for these properties.

Cluster: Understand and apply properties of operations and the relationship between addition and subtraction. Standard: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Cluster: Add and subtract within 20. Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Cluster: Add and subtract within 20. Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Cluster: Work with addition and subtraction equations. Standard: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Cluster: Work with addition and subtraction equations. Standard: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?.

Title: 1-ESS1 Earth's Place in the Universe Performance Expectation: Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes natural events happen today as they happened in the past. Many events are repeated. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.PS2.A; 5.PS2.B; 5-ESS1.B

Title: 1-ESS1 Earth's Place in the Universe Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.] Disciplinary Core Idea(s): ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons. Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B

Title: 1-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] Disciplinary Core Idea(s): LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Science & Engineering Practices: Constructing Explanations and Designing Solutions Use materials to design a device that solves a specific problem or a solution to a specific problem. Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A

Title: 1-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RI.1.1: Ask and answer questions about key details in a text. RI.1.2: Identify the main topic and retell key details of a text. RI.1.10: With prompting and support, read informational texts appropriately complex for grade. a. Activate prior knowledge related to the information and events in a text. b. Confirm predictions about what will happen next in a text. Mathematics 1.NBT.3: Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. 1.NBT.4-6: Use place value understanding and properties of operations to add and subtract. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS2.D

Title: 1-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] Disciplinary Core Idea(s): LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RI.1.1: Ask and answer questions about key details in a text. W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.5: Use appropriate tools strategically. 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS3.A; 3.LS3.B

Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] Disciplinary Core Idea(s): PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world. Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: N/A

Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] Disciplinary Core Idea(s): PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 4.PS4.B

Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] Disciplinary Core Idea(s): PS4.B: Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: 2.PS1.A

Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.] Disciplinary Core Idea(s): PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. Science & Engineering Practices: Constructing Explanations and Designing Solutions Use tools and materials provided to design a device that solves a specific problem. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science, on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). Mathematics MP.5: Use appropriate tools strategically. 1.MD.1-2: Measure lengths indirectly and by iterating length units. DCI Connections: Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B ; 4.PS4.C; 4.ETS1.A

Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Disciplinary Core Idea(s): ETS1.A: Defining and Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the natural and/or designed world(s). Define a simple problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections: Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2; K-ESS3-2 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C

Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Science & Engineering Practices: Developing and Using Models Develop a simple model based on evidence to represent a proposed object or tool. Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. DCI Connections: Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include: Kindergarten: K-ESS3-3 First Grade: 1-PS4-4 Second Grade: 2-LS2-2 Articulation across grade-bands: 3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C

Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Disciplinary Core Idea(s): ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections: Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C

Standard: Students describe the rights and individual responsibilities of citizenship.

Overarching Standard: HSS-1.1 Students describe the rights and individual responsibilities of citizenship. Standard: Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.

Overarching Standard: HSS-1.1 Students describe the rights and individual responsibilities of citizenship. Standard: Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule."

Standard: Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.

Overarching Standard: HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Standard: Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

Overarching Standard: HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Standard: Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.

Overarching Standard: HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Standard: Construct a simple map, using cardinal directions and map symbols.

Overarching Standard: HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Standard: Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

Standard: Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

Overarching Standard: HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time. Standard: Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., "My Country 'Tis of Thee").

Overarching Standard: HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time. Standard: Understand the significance of our national holidays and the heroism and achievements of the people associated with them.

Overarching Standard: HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time. Standard: Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

Standard: Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

Overarching Standard: HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same. Standard: Examine the structure of schools and communities in the past.

Overarching Standard: HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same. Standard: Study transportation methods of earlier days.

Overarching Standard: HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same. Standard: Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

Standard: Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

Overarching Standard: HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. Standard: Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.

Overarching Standard: HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. Standard: Understand the ways in which American Indians and immigrants have helped define Californian and American culture.

Overarching Standard: HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. Standard: Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.

Standard: Students understand basic economic concepts and the role of individual choice in a free-market economy.

Overarching Standard: HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy. Standard: Understand the concept of exchange and the use of money to purchase goods and services.

Overarching Standard: HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy. Standard: Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question(s): Where do choreographers get ideas for dances? Process Component(s): Explore Performance Standard(s): a. Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source. b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component(s): Synthesize Performance Standard(s): a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience. b. Discuss observations from a story. Identify ideas for dance movement and demonstrate the big ideas of the story.

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component(s): Relate Performance Standard(s): Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question(s): What influences choice-making in creating choreography? Process Component(s): Plan Performance Standard(s): a. Improvise a series of movements that have a beginning, middle, and end, and describe movement choices. b. Choose movements that express an idea or emotion, or follow a musical phrase.

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component(s): Revise Performance Standard(s): Explore suggestions to change movement from guided improvisation and/or short remembered sequences.

Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression? Process Component(s): Express Performance Standard(s): a. Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways individually and with others. Find and return to place in space. b. Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat. c. Demonstrate movement characteristics along with descriptive vocabulary (e.g., use adverbs and adjectives that apply to movement).

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression? Process Component(s): Embody Performance Standard(s): a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, and directionality. b. Move safely in general space through a range of activities and group formations while maintaining and changing personal space. c. Modify movements and spatial arrangements upon request.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question(s): How does a dancer heighten artistry in a public performance? Process Component(s): Present Performance Standard(s): a. Dance for others in a space where audience and performers occupy different areas. b. Explore the use of props to enhance performance.

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question(s): How is a dance understood? Process Component(s): Analyze Performance Standard(s): a. Find a movement that repeats in a dance to make a pattern. b. Demonstrate and describe observed or performed dance movements from a specific genre or culture.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question(s): How is dance interpreted? Process Component(s): Interpret Performance Standard(s): Select movements from a dance that suggest ideas and explain how the movement captures the idea using simple dance terminology.

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question(s): What criteria are used to evaluate dance? Process Component(s): Critique Performance Standard(s): Identify and demonstrate several movements in a dance that attracted attention. Describe the characteristics that make the movements interesting and talk about why they were chosen.

Enduring Understanding: : Media artworks synthesize meaning and form cultural experience. Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Process Component(s): Synthesize Performance Standard(s): a. Use personal experiences, interests, and models in making media artworks. b. Share meaningful experiences of media artworks.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Process Component(s): Relate Performance Standard(s): a. Discuss and describe media artworks in everyday life, such as popular media and connections with family and friends. b. Interact safely and appropriately with media arts tools and environments, considering rules, and fairness.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Process Component(s): Conceive Performance Standard(s): Express and share ideas for media artworks through sketching and modeling.

Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Process Component(s): Develop Performance Standard(s): With guidance, identify and use ideas to form plans and/or models for media arts productions.

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists refine their work? Process Component(s): Construct Performance Standard(s): a. Create, capture, and assemble media arts content for media arts productions, identifying basic aesthetic principles, such as pattern and repetition. b. Practice and identify the effects of making changes to the content, form, or presentation, in order to refine and complete media artworks.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed? Process Component(s): Integrate Performance Standard(s): Combine varied academic, arts, and media content in media artworks, such as an illustrated story.

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Process Component(s): Practice Performance Standard(s): a. Describe and demonstrate various artistic skills and roles, such as technical steps, tool use, planning, and collaborating, in media arts productions. b. Describe and demonstrate basic creative skills, such as varying techniques, within media arts productions.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? Process Component(s): Present Performance Standard(s): With guidance, discuss presentation conditions and audience, and perform a task in presenting media artworks.

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Process Component(s): Perceive Performance Standard(s): a. Identify components and messages in media artworks. b. With guidance, identify how a variety of media artworks create different experiences.

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks? Process Component(s): Interpret Performance Standard(s): With guidance, identify the meanings of a variety of media artworks and their context.

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Process Component(s): Evaluate Performance Standard(s): Identify the effective components and possible changes to media artworks, considering viewers.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): With limited guidance, discuss how personal interests connect to creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): With limited guidance discuss connections between music and culture.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. b. With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): a. With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. b. With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): a. With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. b. When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): With limited guidance Demonstrate and describe music's expressive qualities (such as voice quality, dynamics and tempo) that support the creators' expressive intent.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): a. With limited guidance, apply personal, teacher, and peer feedback to refine performances. b. With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. With limited guidance, perform music for a specific purpose with expression. b. With limited guidance, demonstrate performance decorum and audience etiquette appropriate for the purpose.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): With limited guidance, demonstrate and identify expressive qualities that reflect creators' and performers' expressive intent.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Process Component(s): Empathize Performance Standard(s): Identify character emotions in a guided drama experience and relate it to personal experience.

Enduring Understanding: 11.1 Theatre artists understand and can communicate through their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Process Component(s): Interrelate Performance Standard(s): a. Apply skills and knowledge from different art forms and content areas in a guided drama experience. b. Use active listening skills to participate in and observe a guided drama experience.

Enduring Understanding: 11.2 Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? Process Component(s): Research Performance Standard(s): a. Identify similarities and differences in stories from one's own community in a guided drama experience. b. Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.

Enduring Understanding: Theatre artists rely on intuition, curiosity, culture, and critical inquiry. Essential Question(s): What happens when theatre artists use their culture, imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Process Component(s): Envision,Conceptualize Performance Standard(s): a. Propose potential choices characters could make in a guided drama experience.b. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.c. Collaborate with peers to conceptualize costumes and props in a guided drama experience.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists' choices change? Process Component(s): Develop Performance Standard(s): a. Contribute to the development of a sequential plot in a guided drama experience. b. With prompting and supports, participate in group decision making in a guided drama experience.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas? Process Component(s): Rehearse Performance Standard(s): a. Contribute to the adaptation of the plot in a guided drama experience. b. Identify similarities and differences in sounds and movements in a guided drama experience.c. Collaborate to imagine multiple representations of a single object in a guided drama experience.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? Process Component(s): Select Performance Standard(s): a. Describe a story's character actions and dialogue in a guided drama experience. b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? Process Component(s): Prepare Performance Standard(s): a. With prompting and supports identify and understand that physical movement is fundamental to guided drama experiences b. With prompting and supports, identify technical theatre elements that can be used in a guided drama experience.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience in diverse cultures. Essential Question(s): What happens when theatre artists and audiences share a creative experience? Process Component(s): Share, Present Performance Standard(s): With prompting and supports, use movement and gestures to communicate emotions in a guided drama experience and share with others.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? Process Component(s): Reflect Performance Standard(s): Recall choices made in a guided drama experience.

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences, culture, and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? Process Component(s): Interpret Performance Standard(s): a. Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance. b. Identify causes of character actions in a guided drama experience. c. Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.

Enduring Understanding: Theatre artists apply criteria to understand, explore, and assess drama and theatre work. Essential Question(s): How do analysis and synthesis impact the theatre artist's process and audience's perspectives? Process Component(s): Evaluate Performance Standard(s): a. Build on others' ideas in a guided drama experience. b. Compare and contrast the experiences of characters in a guided drama experience. c. Identify props and costumes that might be used in a guided drama experience.

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Process Component(s): Synthesize Performance Standard(s): Identify times, places, and reasons by which students make art outside of school.

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Process Component(s): Relate Performance Standard(s): Understand that people from different places and times have made art for a variety of reasons.

Enduring Understanding: 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Process Component(s): Imagine, Plan, Make Performance Standard(s): Engage collaboratively in exploration and imaginative play with various arts materials.

Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic Process Component(s): Imagine, Plan, Make Performance Standard(s): Use observation and investigation in preparation for making a work of art.

Enduring Understanding: 2.1 Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Process Component(s): Investigate Performance Standard(s): Explore uses of materials and tools to create works of art or design.

Enduring Understanding: 2.2 Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the free Process Component(s): Investigate Performance Standard(s): Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Enduring Understanding: 2.3 People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that communicate effectively? Process Component(s): Investigate Performance Standard(s): Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Process Component(s): Reflect, Refine, Revise Performance Standard(s): Use art vocabulary to describe choices while creating art.

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Process Component(s): Select, Analyze Performance Standard(s): Explain why some objects, artifacts, and artworks are valued over others.

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods, processes and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? How does assessing choices for presentation affect its meaning to the viewer? Process Component(s): Prepare Performance Standard(s): Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation Process Component(s): Present Performance Standard(s): Identify the roles and responsibilities of people who work in and visit museums and other art venues.

Enduring Understanding: 7.1 Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Process Component(s): Perceive Performance Standard(s): Select and describe works of art that illustrate daily life experiences of one's self and others.

Enduring Understanding: 7.2 Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Process Component(s): Perceive, Analyze Performance Standard(s): Compare images that represent the same subject.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Process Component(s): Interpret Performance Standard(s): Interpret art by categorizing subject matter and identifying the mood and characteristics of form.

Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Process Component(s): Evaluate Performance Standard(s): Classify artwork based on different reasons for preferences using learned art vocabulary.

Standard: Describe how living things grow and mature.

Standard: Identify anatomical names of major internal and external body parts.

Standard: Identify a variety of behaviors that promote healthy growth and development.

Standard: Describe how members of a family have various roles, responsibilities, and individual needs.

Standard: Explain why sleep and rest are important for proper growth and good health.

Standard: Recognize parents, guardians, and other trusted adults as resources for information about growth and development.

Standard: Explain the importance of effective dental and personal hygiene practices.

Standard: Identify the importance of sun safety.

Standard: Discuss the importance of preventing the transmission of germs.

Standard: Identify ways to prevent the transmission of communicable diseases.

Standard: Describe symptoms of some common health problems and illnesses, including chronic diseases (e.g., asthma, allergies, diabetes, influenza).

Standard: Explain the difference between communicable diseases and non- communicable diseases.

Standard: Discuss how individual behavior affects the environment and community.

Standard: Identify materials that can be reduced, reused, or recycled.

Standard: Identify emergency situations (e.g., injuries, abductions, fires, floods, earthquakes).

Standard: Explain how family and friends influence positive health practices.

Standard: Identify individuals in the school and in the community who promote health.

Standard: Explain why parents or guardians keep a health record for their child.

Standard: Demonstrate effective communication skills when asking for assistance with health-related problems.

Standard: Demonstrate effective communication skills in an emergency situation.

Standard: Use a decision-making process to evaluate how personal hygiene behaviors promote one's health.

Standard: Make a plan to practice dental and personal hygiene.

Standard: Demonstrate proper tooth brushing and flossing techniques.

Standard: Demonstrate techniques for preventing disease transmission (e.g., covering sneezes and coughs, frequent hand washing).

Standard: Demonstrate proper ways of protecting oneself from the sun and ways to select and apply sunscreen.

Standard: Demonstrate appropriate behaviors during fire drills, earthquake drills, and other disaster drills.

Standard: Educate family and peers to protect against skin damage from the sun.

Standard: Demonstrate the ability to support other students who have chronic diseases and conditions (e.g., asthma, allergies, diabetes, and epilepsy).

Standard: Describe characteristics of safe and unsafe places.

Standard: Identify ways to reduce risk of injuries while traveling in an automobile or bus (e.g., wearing a safety belt).

Standard: Demonstrate proper lifting and carrying techniques for handling heavy backpacks and book bags.

Standard: Identify refusal skills when in personal-safety situations (e.g., use a clear "no" statement, walk or run away, change subject, delay).

Standard: Identify labels of products that give information about cautions and dangers.

Standard: Discuss the meaning of basic safety-related signs, symbols, and warning labels.

Standard: Identify safety hazards in the home, at school, and in the community.

Standard: Identify ways to reduce risk of injuries at home, at school, and in the community.

Standard: Explain the importance of telling an adult if someone is in danger or being bullied.

Standard: Distinguish between appropriate and inappropriate touching.

Standard: Explain why the back seat is the safest place for young people to be when riding in a vehicle equipped with air bags.

Standard: Define and explain the dangers of weapons and the importance of telling a trusted adult if you see or hear about someone having a weapon.[1] Footnote: [1] See Education Code (EC) Section 49330 and the Glossary for the legal definition of a weapon.

Standard: Describe internal and external influences that could lead to or prevent injury or violence.

Standard: List people to go to for help if feeling unsafe or threatened.

Standard: Describe how to report dangerous situations.

Standard: Identify ways to report inappropriate touching.

Standard: Analyze steps to take in emergency or potentially dangerous situations.

Standard: Identify the benefits of using nonviolent means to resolve conflicts.

Standard: Assess reasons for reporting weapons possession.[2] Footnote: [2] EC Section 49330.

Standard: Analyze why wearing a helmet when biking, skateboarding, or in-line skating increases safety.

Standard: Practice ways to stay safe at home, at school, and in the community.

Standard: Practice emergency, fire, and safety plans at home and at school.

Standard: Explain appropriate protective gear and equipment.

Standard: Encourage others to practice safe behaviors in the classroom and on the playground.

Standard: Model daily processes by creating and following algorithms to complete tasks. Descriptive Statement: Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)

Standard: Model the way programs store data. Descriptive Statement: Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)

Standard: Create programs with sequences of commands and simple loops, to express ideas or address a problem. Descriptive Statement: People create programs by composing sequences of commands that specify the precise order in which instructions should be executed. Loops enable programs to repeat a sequence of commands multiple times. For example, students could follow simple movements in response to oral instructions. Students could then create a simple sequence of movement commands in response to a given problem (e.g., In how many ways can you travel from point A to point B?) and represent it as a computer program, using loops to repeat commands. (VAPA Dance K.1.4, 1.2.3, 1.2.5, 1.2.8, 2.2.1, 2.2.2, 2.2.3) Alternatively, on a mat with many different CVC words, students could program robots to move to words with a similar vowel sound. Students could look for multiple ways to solve the problem and simplify their solution by incorporating loops. (CA CCSS for ELA/Literacy RF.K.2.D, RF.1.2.C)

Standard: Decompose the steps needed to solve a problem into a sequence of instructions. Descriptive Statement: Decomposition is the act of breaking down tasks into simpler tasks. For example, students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. In a visual programming environment, students could break down the steps needed to draw a shape. (CA CCSS for Mathematics K.G.5, 1.G.1, 2.G.1) Alternatively, students could decompose the planning of a birthday party into tasks such as: 1) Decide when and where it should be, 2) List friends and family to invite, 3) Send the invitations, 4) Bake a cake, 5) Decorate, etc.

Standard: Develop plans that describe a program's sequence of events, goals, and expected outcomes. Descriptive Statement: Creating a plan for what a program will do clarifies the steps that will be needed to create the program and can be used to check if a program runs as expected. Students create a planning document to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Planning documents could include a story map, a storyboard, or a sequential graphic organizer, to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Students at this level may complete the planning process with help from the teacher. For example, students could create a storyboard or timeline that represents a family's history, leading to their current location of residence. Students could then create a plan for a program that animates the story of family locations. (HSS 2.1.1) (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3)

Standard: Give attribution when using the ideas and creations of others while developing programs. Descriptive Statement: Computing makes it easy to reuse and remix others' creations, and this comes with a level of responsibility. Students credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally if presenting their work to the class, or in writing if sharing work on a class blog or website. Proper attribution at this stage does not require formal citation, such as in a bibliography or works cited document. For example, when creating an animation of the sun, moon, and stars using a blocks-based language, students could draw their own sun and use an image of the moon and stars from a website or a teammate. When students present the model to the class, they can orally give credit to the website or peer for the contributions. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (NGSS.1-ESS1-1) (CA Model School Library Standards 2.3.b, 2.4.2.a)

Standard: Debug errors in an algorithm or program that includes sequences and simple loops. Descriptive Statement: Algorithms or programs may not always work correctly. Students use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. For example, when given images placed in a random order, students could give step-by-step commands to direct a robot, or a student playing a robot, to navigate to the images in the correct sequence. Examples of images include storyboard cards from a familiar story (CA CCSS for ELA/Literacy RL.K.2, RL.1.2, RL.2.2) and locations of the sun at different times of the day (CA NGSS: 1-ESS1-1). Alternatively, students could "program" the teacher or another classmate by giving precise instructions to make a peanut butter and jelly sandwich or navigate around the classroom. When the teacher or classmate doesn't respond as intended, students correct their commands. Additionally, students could receive a partially completed soundboard program that has a variety of animals programmed to play a corresponding sound when the user touches them. Students correct any sounds that don't match the animal (e.g., if the cat moos, students change the moo sound to meow).

Standard: Describe the steps taken and choices made during the iterative process of program development. Descriptive Statement: Program developers make choices and iterate to continually refine their product. At this stage, students explain or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. Students could use coding journals, discussions with a teacher, class presentations, or blogs. For example, students could use a combination of images, verbal reflections, a physical model, and/or written text to show the step-by-step process taken to develop a program such as cutting and pasting coding commands into a journal, using manipulatives that represent different commands and control structures, and taking screenshots of code and adding to a digital journal. This iterative process could be documented via a speech, journal, one on one conference with teacher or peer, small group conference, or blog. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (CA NGSS: K-2-ETS1.2)

Standard: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences. Descriptive Statement: People use computing devices to perform a variety of tasks accurately and quickly. Computing devices interpret and follow the given instructions literally. Students select and operate an appropriate computing device and corresponding program or app for a given task. For example, students could use computing devices to describe what plants and animals (including humans) need to survive. In this case, students could choose to use a keyboard to type explanatory sentences onto graphics. They could also choose to use a touchscreen device with a stylus to annotate an image for a slideshow, or choose to use a camera enabled device to make a video. Student choices may reflect their own needs or the needs of others. (CA NGSS: K-LS1-1; 2-LS4-1) Alternatively, students could choose to use a computing device with audio recording capabilities to recount stories or poems. Students could clarify thoughts, ideas, or feelings via their preference of either using a device with digital drawing tools, or by creating paper and pencil drawing based on their needs and preferences. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5)

Standard: Explain the functions of common hardware and software components of computing systems. Descriptive Statement: A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)

Standard: Describe basic hardware and software problems using accurate terminology. Descriptive Statement: Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)

Standard: Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data. Descriptive Statement: Information from the real world can be stored and processed by a computing device. When stored on a computing device, it is referred to as data. Data can include images, text documents, audio files, and video files. Students store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. For example, students could produce a story using a computing device, storing it locally or remotely (e.g., in the cloud). They could then make a copy of the story for peer revision and editing. When the final copy of the story is complete, students delete any unnecessary files. They search for and retrieve data from a local or remote source, depending on where it was stored. (CA CCSS for ELA/Literacy W.K.6, W.K.5, W1.6, W.1.5, W.2.6, W.2.5) Alternatively, students could record their voices singing an age-appropriate song. They could store the data on a computing device, search for peers' audio files, retrieve their own files, and delete unnecesary takes. (VAPA Music K.2.2, 1.2.2, 2.2.2)

Standard: Collect and present data in various visual formats. Descriptive Statement: Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)

Standard: Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions. Descriptive Statement: Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)

Standard: Compare how people lived and worked before and after the adoption of new computing technologies. Descriptive Statement: Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)

Standard: Work respectfully and responsibly with others when communicating electronically. Descriptive Statement: Electronic communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of electronic communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Responsible electronic communication includes limiting access to personably identifiable information. Students learn and use appropriate behavior when communicating electronically (often called "netiquette"). For example, students could share their work on a classroom blog or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify themselves to others. (CA CCSS for ELA/Literacy W.K.6, W.1.6, W.21.6) Alternatively, students could provide feedback to others on their work in a kind and respectful manner. They could learn how written words can be easily misinterpreted and may seem negative when the intention may be to express confusion, give ideas, or prompt further discussion. They could also learn to identify harmful behavior on collaborative spaces and intervening to find the proper authority to help. (CA CCSS for ELA/Literacy W.K.5, W.1.5, W.2.5) (HSS 1.1.2)

Standard: Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately. Descriptive Statement: People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)

Standard: Model and describe how people connect to other people, places, information and ideas through a network. Descriptive Statement: Information is passed between multiple points (nodes) on a network. The Internet is a network that enables people to connect with other people worldwide through many different points of connection. Students model ways that people communicate, find information, or acquire ideas through a network. Students use a network, such as the internet, to access information from multiple locations or devices. For example, students could utilize a cloud-based platform to access shared documents or note-taking applications for group research projects, and then create a model (e.g., flowchart) to illustrate how this network aids collaboration. (CA CCSS for ELA/Literacy W.K.7, W.1.7, W.2.7) Alternatively, students could design devices that use light or sound to aid communication across distances (e.g., light source to send signals, paper cup and string "telephones," and a pattern of drum beats) and then describe how networks build connections. (CA NGSS: 1-PS4-4)

Standard: Explain why people use passwords. Descriptive Statement: Passwords protect information from unwanted use by others. When creating passwords, people often use patterns of familiar numbers and text to more easily remember their passwords. However, this may make the passwords weaker. Knowledge about the importance of passwords is an essential first step in learning about cybersecurity. Students explain that strong passwords are needed to protect devices and information from unwanted use. For example, students could play a game of guessing a three-character code. In one version of the game, the characters are only numbers. In the second version, characters are numbers or letters. Students describe why it would take longer to guess the correct code in the second case. Alternatively, students could engage in a collaborative discussion regarding passwords and their importance. Students may follow-up the discussion by exploring strong password components (combination of letters, numbers, and characters), creating their own passwords, and writing opinion pieces indicating reasons their passwords are strong. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL 2.1, W.1.1, W.2.1)

Standard: Create patterns to communicate a message. Descriptive Statement: Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect devices and information from unauthorized access. Messages can be protected by using secret languages or codes. Patterns help to ensure that the intended recipient can decode the message. Students create a pattern that can be decoded and translated into a message. For example, students could use a table to associate each text character with a number. Then, they could select a combination of text characters and use mathematical functions (e.g., simple arithmetic operations) to transform the numbers associated with the characters into a secret message. Using inverse functions, a peer could translate the secret message back into its original form. (CA CCSS for Mathematics 2.OA.A.1, 2.OA.B.2) Alternatively, students could use icons or invented symbols to represent patterns of beat, rhythm, or pitch to decode a musical phrase. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)

Standard: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Standard: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

Standard: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Standard: Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

Standard: Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Standard: Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Standard: Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

Standard: Offer opinions and provide good reasons (e.g., My favorite book is X because X) referring to the text or to relevant background knowledge.

Standard: Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

Standard: Retell texts and recount experiences, using increasingly detailed complete sentences and key words.

Standard: Retell text and recount experiences, using key words.

Standard: Retell texts and recount experiences, using complete sentences and key words.

Standard: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., The dog was as big as a house) to create an effect, precision, and shades of meaning while speaking and writing.

Standard: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word scrumptious to describe a favorite food, using the word thorax to refer to insect anatomy) while speaking and writing.

Standard: Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., prance versus walk) while speaking and writing.

Standard: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Collaborate with teacher and peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X), and open responses in order to gain and/or hold the floor, elaborate on an idea, provide different opinions, and so on.

Standard: Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor.

Standard: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X), as well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so on.

Standard: No standard for grade 1

Standard: No standard for grade 1.

Standard: No standard for grade 1.

Standard: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

Standard: Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

Standard: Demonstrate active listening to read-alouds and oral presentations by asking and answering questions, with oral sentence frames and occasional prompting and support.

Standard: Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.

Standard: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.

Standard: Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.

Standard: Describe the language writers or speakers use to present or support an idea (e.g., the author's choice of vocabulary to portray characters, places, or real people) with prompting and light support.

Standard: Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.

Standard: Describe the language writers or speakers use to present or support an idea (e.g., the adjectives used to describe people and places), with prompting and moderate support.

Standard: Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.

Standard: Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.

Standard: Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.

Standard: Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

Standard: Plan and deliver very brief oral presentations

Standard: Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author's chair, recounting an experience, describing an animal, and the like).

Standard: Apply understanding of how different text types are organized predictably to express ideas (e.g., how a story is organized versus an informative/ explanatory text versus an opinion text) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

Standard: Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending texts and composing basic texts with substantial support (e.g., using drawings, through joint construction with a peer or teacher) to comprehending texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Standard: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

Standard: Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

Standard: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Standard: Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

Standard: Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and independently.

Standard: Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and sometimes independently.

Standard: Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and with increasing independence.

Standard: Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

Standard: Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.

Standard: Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and with increasing independence.

Standard: Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/ sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and independently.

Standard: Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and sometimes independently.

Standard: Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and with increasing independence.

Standard: Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.

Standard: Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.

Standard: Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.

Standard: Combine clauses in a wide variety of ways (e.g., rearranging complete, simple-to-form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. ? The boy was hungry so he ate a sandwich) in shared language activities guided by the teacher and independently.

Standard: Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.

Standard: Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked), in shared language activities guided by the teacher and with increasing independence.

Standard: Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She's a doctor. She's amazing. She saved the animals. ? She's the amazing doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and independently.

Standard: Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple ? I like blue, red, and purple) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.

Standard: Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She's a doctor. She saved the animals. ? She's the doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and with increasing independence.

Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Standard: Students assess and maintain a level of physical fitness to improve health and performance.

Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills).

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the right and left sides of the body and movement from right to left and left to right.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify people/objects that are within personal space and within boundaries.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate the underhand movement (throw) pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate the overhand movement (throw) pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate the two-handed overhead (throw) pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Catch, showing proper form, a gently thrown ball.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Catch a self-tossed ball.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Catch a self-bounced ball.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Kick a rolled ball from a stationary position.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Kick a stationary ball, using a smooth, continuous running approach.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Strike a balloon upward continuously, using arms, hands, and feet.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Strike a balloon upward continuously, using a large, short-handled paddle.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Dribble a ball in a forward direction, using the inside of the foot.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Dribble a ball continuously with one hand.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Demonstrate and explain how to reduce the impact force while catching an object.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the placement of the nonkicking foot when kicking with a smooth, running approach.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the location of the contact point to strike an object upward.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Determine and analyze how much force is needed to move the ball forward while dribbling with the hand and with the foot.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify examples of underhand and overhand movement patterns.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain that in the underhand throw, the position of the ?ngers at the moment of release can in?uence the direction a tossed object and a thrown object travel.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain that the nonthrowing arm and hand provide balance and can in?uence the direction a tossed object and a thrown object travel.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain that the point of release in?uences the direction of a tossed object and of a thrown object.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe the proper hand and ?nger position for catching a ball.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Create or imitate movement in response to rhythms and musics.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the base of support of balanced objects.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Land on both feet after taking off on one foot and on both feet.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Jump a swinging rope held by others.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Distinguish between a jog and a run, a hop and a jump, and a gallop and a slide and explain the key differences and similarities in those movements.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate in physical activities that are enjoyable and challenging.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the importance of drinking water during and after physical activity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain that nutritious food provides energy for alertness and mental concentration.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Recognize that the heart is the most important muscle in the body and is approximately the size of a ?st.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain that increasing the heart rate during physical activity strengthens the heart muscle.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify physical activities that cause the heart to beat faster.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Describe the role of blood in transporting oxygen from the lungs.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Demonstrate, for increasing periods of time, a "v" sit position, a push-up position with arms extended, and a squat position.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Move from a sitting to a standing position and from a lying to a sitting position without using arms to brace oneself while on the ?oor.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Travel hand-over-hand along a horizontal ladder or hang from an overhead bar.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Stretch arms, shoulders, back, and legs without hyper?exing or hyperextending the joints.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain that the proper body position while stretching and strengthening will help prevent injury.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Diagram how ?exible muscles allow more range of motion in physical activity.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify the body components (e.g., bones, muscles, organs, fat, and other tissues).

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Identify and use two indicators of increased capacity for vigorous physical activity to measure a change in activity levels.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Participate willingly in new physical activities.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Demonstrate the characteristics of sharing and cooperation in physical activity.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Invite others to use equipment or apparatus before repeating a turn.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Identify and demonstrate the attributes of an effective partner in physical activity.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Identify and demonstrate effective practices for working with a group wothout interfering with others.