Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Standard: (Begins in grade 2)

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word

Standard: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Standard: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Standard: Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

Standard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. f. Blend two to three phonemes into recognizable words. CA Footnote: *Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

Standard: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Standard: Read emergent-reader texts with purpose and understanding.

Standard: With prompting and support, ask and answer questions about key details in a text.

Standard: Actively engage in group reading activities with purpose and understanding. a. Activate prior knowledge related to the information and events in texts. CA b. Use illustrations and context to make predictions about text. CA

Standard: With prompting and support, identify the main topic and retell key details of a text.

Standard: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Standard: With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 additional expectations.) CA

Standard: Identify the front cover, back cover, and title page of a book.

Standard: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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

Standard: With prompting and support, identify the reasons an author gives to support points in a text.

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

Standard: With prompting and support, ask and answer questions about key details in a text.

Standard: Actively engage in group reading activities with purpose and understanding. a. Activate prior knowledge related to the information and events in texts. CA b. Use illustrations and context to make predictions about text. CA

Standard: With prompting and support, retell familiar stories, including key details.

Standard: With prompting and support, identify characters, settings, and major events in a story.

Standard: Ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 for additional expectations.) CA

Standard: Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA

Standard: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Standard: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Standard: (Not applicable to literature)

Standard: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Standard: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

Standard: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. a. Understand and follow one- and two-step oral directions. CA

Standard: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Standard: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Standard: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Standard: Speak audibly and express thoughts, feelings, and ideas clearly.

Standard: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Standard: (Begins in grade 2) CA

Standard: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Standard: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Standard: (Begins in grade 2) CA

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

Standard: With guidance and support from adults, explore 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 books by a favorite author and express opinions about them).

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: Know number names and the count sequence. Standard: Count to 100 by ones and by tens.

Cluster: Know number names and the count sequence. Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Cluster: Know number names and the count sequence. Standard: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Cluster: Count to tell the number of objects. Standard: Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Cluster: Count to tell the number of objects. Standard: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Cluster: Count to tell the number of objects. Standard: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger.

Cluster: Count to tell the number of objects. Standard: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Cluster: Compare numbers. Standard: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Footnote: Includes groups with up to ten objects.

Cluster: Compare numbers. Standard: Compare two numbers between 1 and 10 presented as written numerals.

Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard: Correctly name shapes regardless of their orientations or overall size.

Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Cluster: Analyze, compare, create, and compose shapes. Standard: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

Cluster: Analyze, compare, create, and compose shapes. Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Cluster: Analyze, compare, create, and compose shapes. Standard: Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

Cluster: Describe and compare measurable attributes. Standard: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Cluster: Describe and compare measurable attributes. Standard: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Cluster: Classify objects and count the number of objects in each category. Standard: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Footnote: Limit category counts to be less than or equal to 10.

Cluster: Work with numbers 11-19 to gain foundations for place value. Standard: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Footnote: Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard: Fluently add and subtract within 5.

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 RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 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

Title: K-ESS2 Earth's Systems Performance Expectation: Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] Disciplinary Core Idea(s): ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. 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. Connections to Nature of Science: Science 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 I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. K.CC.4-5: Count to tell the number of objects. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 2.ESS2.A; 3.ESS2.D; 4.ESS2.A

Title: K-ESS2 Earth's Systems Performance Expectation: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] Disciplinary Core Idea(s): ESS2.E: Biogeology Plants and animals can change their environment. ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2) Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence to support a claim. Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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.K.1: With prompting and support, ask and answer questions about key details in a text. W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 4.ESS2.E; 5.ESS2.A

Title: K-ESS3 Earth and Human Activity Performance Expectation: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] Disciplinary Core Idea(s): ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Science & Engineering Practices: Developing and Using Models Use a model to represent relationships in the natural world. Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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 SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7 :Compare numbers. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 5.LS2.A; 5.ESS2.A

Title: K-ESS3 Earth and Human Activity Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] Disciplinary Core Idea(s): ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering Problems Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2) Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the designed world. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology People encounter questions about the natural world every day. 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: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Mathematics MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers. DCI Connections: Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B

Title: K-ESS3 Earth and Human Activity Performance Expectation: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] Disciplinary Core Idea(s): ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. 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. (secondary to K-ESS3-3) Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. DCI Connections: Connections to other DCIs in kindergarten: K.ETS1.A Articulation across grade-levels: 2.ETS1.B; 4.ESS3.A; 5.ESS3.C

Title: K-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. 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. 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 and human designed world can be observed and used as evidence. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. 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.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 2.LS2.A; 3.LS2.C; 3.LS4.B; 5.LS1.C; 5.LS2.A

Title: K-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] Disciplinary Core Idea(s): PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) Science & Engineering Practices: Planning and Carrying Out Investigations With guidance, plan and conduct an investigation in collaboration with peers. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods 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.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics MP.2: Reason abstractly and quantitatively. K.MD.1-2: Describe and compare measurable attributes. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; 4.PS3.A

Title: K-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] Disciplinary Core Idea(s): PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. 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. Such problems may have many acceptable solutions. (secondary to K-PS2-2) 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: 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 RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. DCI Connections: Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A

Title: K-PS3 Energy Performance Expectation: Make observations to determine the effect of sunlight on Earth's surface. [Clarification Statement: Examples of Earth's surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] Disciplinary Core Idea(s): PS3.B: Conservation of Energy and Energy Transfer Sunlight warms Earth's surface. Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Scientists use different ways to study the world. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections: Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.PS4.B; 3.ESS2.D

Title: K-PS3 Energy Performance Expectation: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] Disciplinary Core Idea(s): PS3.B: Conservation of Energy and Energy Transfer Sunlight warms Earth's surface. Science & Engineering Practices: Constructing Explanations and Designing Solutions Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections: Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 1.PS4.B; 2.ETS1.B; 4.ETS1.A

Standard: Students understand that being a good citizen involves acting in certain ways.

Overarching Standard: HSS-K.1 Students understand that being a good citizen involves acting in certain ways. Standard: Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

Overarching Standard: HSS-K.1 Students understand that being a good citizen involves acting in certain ways. Standard: Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.

Overarching Standard: HSS-K.1 Students understand that being a good citizen involves acting in certain ways. Standard: Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters' actions.

Standard: Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.

Standard: Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.

Standard: Students compare and contrast the locations of people, places, and environments and describe their characteristics.

Overarching Standard: HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. Standard: Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.

Overarching Standard: HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. Standard: Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

Overarching Standard: HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. Standard: Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).

Overarching Standard: HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. Standard: Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.

Overarching Standard: HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. Standard: Demonstrate familiarity with the school's layout, environs, and the jobs people do there.

Standard: Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.

Standard: Students understand that history relates to events, people, and places of other times.

Overarching Standard: HSS-K.6 Students understand that history relates to events, people, and places of other times. Standard: Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington's and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).

Overarching Standard: HSS-K.6 Students understand that history relates to events, people, and places of other times. Standard: Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.

Overarching Standard: HSS-K.6 Students understand that history relates to events, people, and places of other times. Standard: Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

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. Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance). b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of 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. Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience. b. Observe a work of art. Describe and then express through movement something of interest about the artwork, and ask questions for discussion concerning the artwork.

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): Describe or demonstrate the movements in a dance that was watched or performed.

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 dance that has a beginning, middle, and end. b. Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

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): Apply suggestions for changing movement through guided improvisational experiences.

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. Make still and moving body shapes that show lines (e.g., straight, bent, and curved), change levels, and vary in size (large/small). Join with others to make a formation and work with others to change its dimension. Find and return to a place in space. b. Demonstrate tempo contrasts with movements that match the tempo of the stimuli. c. Identify and apply different dynamics to movements.

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 same side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes. b. Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space. c. Move body parts in relation to other body parts and repeat and recall movements 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 and with others in a designated space. b. Select a prop to use as part of a dance.

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. b. Demonstrate or describe observed or performed dance movements.

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): Observe movement and describe it 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): Find a movement that was noticed in a dance. Demonstrate the movement that was noticed and explain why it attracted attention.

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. Respond in movement to a variety of sensory stimuli (e.g., music/sound, visual, tactile). b. Find a different way to do several basic locomotor and non-locomotor movements.

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. Recognize an emotion expressed in dance movement that is watched or performed. b. Observe a dance work. Identify and imitate a movement from the dance, and ask a question about the dance.

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): Show a dance movement experienced at home or elsewhere.

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 dance that starts and stops on cue. b. Engage in dance experiences moving alone or with a partner.

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): Respond to suggestions for changing movement through guided improvisational experiences.

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. Identify and demonstrate directions for moving the body in general space (e.g., forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space. b. Identify speed of movement as fast or slow. Move to varied rhythmic sounds at different tempi. c. Move with opposing dynamics.

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 basic full body locomotor, non-locomotor movement, and body patterning with spatial relationships. b. Move in general space and start and stop on cue while maintaining personal space. c. Identify and move body parts and repeat movements 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 designated area or space. b. Use a prop as part of a dance.

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. Identify a movement in a dance by repeating it. b. Demonstrate an observed or performed dance movement.

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): Observe a movement and share impressions.

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): Find a movement in a dance that was fun to watch. Repeat it and explain why it is fun to watch and do.

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 and interests in making media artworks. b. Share memorable 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. With guidance, share ideas in relating media artworks and everyday life, such as daily activities. b. With guidance, interact safely and appropriately with media arts tools, environments, and rules.

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): Discover and share ideas for media artworks using play and/or experimentation.

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, use ideas to form plans 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. Form and capture media arts content for expression and meaning in media arts productions. b. Make changes to the content, form, or presentation of media artworks and share results.

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): With guidance, combine arts forms and media content, such as dance and video, to form media artworks.

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. Identify and demonstrate basic skills, such as handling tools, making choices, and cooperating, in creating media artworks. b. Identify and demonstrate creative skills, such as performing, 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 the audience and share roles 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. Recognize and share components and messages in media artworks. b. Recognize and share 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, share observations regarding a variety of media artworks.

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): Share appealing qualities and possible changes in media artworks.

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 in making media artworks. b. With guidance, share 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. With guidance, relate media artworks and everyday life. b. With guidance, interact safely and appropriately with media arts tools and environments.

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): Share ideas for media artworks through guided exploration of tools, methods, and imagining.

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, form ideas into plans 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. Make and capture media arts content, freely and in guided practice, in media arts productions. b. Attempt and share expressive effects, freely and in guided practice, in creating media

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): With guidance, combine different forms and content, such as image and sound, to form media artworks.

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. Use identified skills, such as manipulating tools, making choices, and sharing, in creating media artworks. b. Use identified creative skills, such as imagining, freely and in guided practice, 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 the situation and participate in presenting media artworks to an audience.

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. With guidance, explore and discuss components and messages in a variety of media artworks. b. With guidance, explore media artworks and discuss 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, share reactions to media artworks.

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): With guidance, examine and share appealing qualities in media artworks.

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 guidance share 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 guidance share 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 guidance, explore and experience music concepts (such as beat and melodic contour). b. With guidance, generate musical ideas (such as movements or motives).

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 guidance, demonstrate and choose favorite musical ideas. b. With guidance, organize personal musical ideas using iconic notation and/or recording technology.

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 guidance, apply personal, peer, and teacher feedback in refining 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 guidance, demonstrate a final version of personal musical ideas to peers.

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 guidance, demonstrate and state personal interest in 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 guidance, explore and demonstrate awareness of music contrasts such as high/low, loud/soft, same/different in a variety of music selected for performance.

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 guidance, demonstrate awareness of 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 guidance, apply personal, teacher, and peer feedback to refine performances. b. With guidance, use suggested strategies in rehearsal to improve the expressive qualities 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 guidance, perform music with expression. b. With guidance, demonstrate performance decorum appropriate for the audience.

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 guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

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 guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

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 guidance, demonstrate awareness of 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 guidance, apply personal and expressive preferences in the evaluation of music.

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 substantial guidance explore 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 substantial guidance explore 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 substantial guidance, explore and experience a variety of music.

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 substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). b. With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology.

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 substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining 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 substantial guidance, share revised personal musical ideas with peers.

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 substantial guidance, demonstrate and state personal interest in 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 substantial guidance, explore and demonstrate awareness of musical contrasts such as high/low, loud/soft, fast/slow.

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 substantial guidance, explore music's expressive qualities (such as voice quality, dynamics, and tempo).

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 substantial guidance, practice and demonstrate what they like about their own performances. b. With substantial guidance, apply personal, peer, and teacher feedback to refine performances.

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 substantial guidance, perform music with expression. b. With substantial guidance, demonstrate performance decorum appropriate for the audience.

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 substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

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 substantial guidance, explore musical contrasts in music.

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 substantial guidance, explore music's expressive qualities (such as dynamics and tempo).

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 substantial guidance, talk about personal and expressive preferences in music.

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): With prompting and supports, identify similarities between characters and oneself in dramatic play or a guided drama 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. With prompting and supports, identify skills and knowledge from other areas in dramatic play or a guided drama experience. b. With prompting and supports, use 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. With prompting and supports, identify stories that are different from one another in dramatic play or a guided drama experience. b. With prompting and supports, tell a story in dramatic play or 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. With prompting and supports, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience.b. n/ac. With prompting and supports, use non-representational materials to create props, puppets, and costume pieces for dramatic play or 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. With prompting and supports, interact with peers and contribute to dramatic play or a guided drama experience. b. With prompting and supports, express original ideas in dramatic play or 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. With prompting and supports, ask and answer questions during dramatic play or 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. With prompting and supports identify characters and setting in dramatic play or 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, understand that voice and sound are fundamental to dramatic play and guided drama experiences. b. With prompting and supports, explore and experiment with various technical theatre elements in dramatic play or 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 voice and sound in dramatic play or 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): With prompting and supports, express an emotional response to characters in dramatic play or 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. With prompting and supports, identify preferences in dramatic play, a guided drama experience or age-appropriate theatre performance.b. With prompting and supports, name and describe settings in dramatic play or a guided drama experience.c. With prompting and supports describe how personal emotions and choices compare to the emotions and choices of characters in dramatic play or 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. With prompting and supports, discuss and make decisions with others in dramatic play or a guided drama experience.

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): With prompting and supports, identify similarities between a story and personal experience in dramatic play or a guided drama 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. With prompting and supports, use skills and knowledge from other areas in dramatic play or a guided drama experience. b. With prompting and supports, use 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. With prompting and supports, identify stories that are similar to one another in dramatic play or a guided drama experience. b. With prompting and supports, tell a story in dramatic play or 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. With prompting and supports, transition between imagination and reality in dramatic play or a guided drama experience.b. n/ac. With prompting and supports, use non-representational materials to create props, puppets, and costume pieces for dramatic play or 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. With prompting and supports, contribute through gestures and words to dramatic play or a guided drama experience. b. With prompting and supports, express original ideas in dramatic play or 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. With prompting and supports, answer questions during dramatic play or 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. With prompting and supports identify characters in dramatic play or 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, understand that imagination is fundamental to dramatic play and guided drama experiences. b. With prompting and supports, explore and experiment with various technical theatre elements in dramatic play or 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, engage in dramatic play or 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): With prompting and supports, recall an emotional response in dramatic play or 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. With prompting and supports, explore preferences in dramatic play, guided drama experience or age-appropriate theatre performance.b. With prompting and supports, name and describe characters in dramatic play or a guided drama experience.c. With prompting and supports describe how personal emotions and choices compare to the emotions and choices of characters in dramatic play or 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. With prompting and supports, discuss and make decisions about dramatic play or 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): Create art that tells a story about a life experience.

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): Identify a purpose of an artwork.

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 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): Engage collaboratively in creative artmaking in response to an artistic problem.

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): Through experimentation, build skills in various media and approaches to artmaking.

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): Identify safe and non-toxic art materials, tools, and equipment.

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): Create art that represents natural and constructed environments.

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): Explain the process of making art while creating.

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): Select art objects for personal portfolio and display, explaining why they were chosen.

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): Explain the purpose of a portfolio or collection.

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): Explain what an art museum is and distinguish how an art museum is different from other buildings.

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): Identify uses of art within one's personal environment.

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): Describe what an image represents.

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 identifying subject matter and describing relevant details.

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): Explain reasons for selecting a preferred artwork.

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): Explore the world using descriptive and expressive words and artmaking.

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): Recognize that people make art.

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 in self-directed or collaborative exploration with a variety of 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): Engage in self-directed, creative artmaking.

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): Use a variety of art-making tools.

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): Share art materials with others.

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): Create and tell about art that communicates a story about a familiar place or object.

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): Share and talk about personal artwork.

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): Identify reasons for saving, and displaying objects, artifacts, and artwork.

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): Identify places where art may be displayed or saved.

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 where art is displayed both inside and outside of school.

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): Recognize art in one's environment.

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): Distinguish between images and real objects.

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 identifying and describing subject matter.

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): Select a preferred artwork and share.

Standard: Explain why medicines are used.

Standard: Explain that medicines can be helpful or harmful.

Standard: Recognize that medicines should be taken only under the supervision of a trusted adult.

Standard: Recognize that some household products are harmful if ingested or inhaled.

Standard: Recognize that tobacco smoke is harmful to health and should be avoided.

Standard: Explain that living things grow and mature.

Standard: Describe their own physical characteristics.

Standard: Name ways in which people are similar and ways in which they are different.

Standard: Identify trusted adults who promote healthy growth and development (e.g., physicians, nurses, dentists, and optometrists).

Standard: Name body parts and their functions.

Standard: Name and describe the five senses.

Standard: Identify a variety of emotions.

Standard: Describe the characteristics of families.

Standard: Identify trusted adults at home and at school.

Standard: Describe characteristics that make each individual unique.

Standard: Describe and practice situations when it is appropriate to use "Please," "Thank you," "Excuse me," and "I'm sorry."

Standard: Identify ways family and friends help promote well-being.

Standard: Identify trusted adults at home and at school who can help with mental and emotional health concerns.

Standard: Show how to express personal needs and wants appropriately.

Standard: Cooperate and share with others.

Standard: Make a plan to help family members at home.

Standard: Express emotions appropriately.

Standard: Describe positive ways to show care, consideration, and concern for others.

Standard: Encourage others when they engage in safe and healthy behaviors.

Standard: Name a variety of healthy foods and explain why they are necessary for good health.

Standard: Identify a variety of healthy snacks.

Standard: Describe the benefits of being physically active.

Standard: Recognize the importance of a healthy breakfast.

Standard: Recognize that not all products advertised or sold are good for them.

Standard: Explain how to ask family members for healthy food options.

Standard: Describe ways to participate regularly in active play and enjoyable physical activities.

Standard: Select nutritious snacks.

Standard: Plan a nutritious breakfast.

Standard: Choose healthy foods in a variety of settings.

Standard: Identify effective dental and personal hygiene practices.

Standard: Describe sun-safety practices.

Standard: Explain why the transmission of germs may be harmful to health.

Standard: Identify practices that are good for the environment, such as turning off lights and water, recycling, and picking up trash.

Standard: Identify health care workers who can help promote healthy practices.

Standard: Demonstrate how to ask for assistance with a health-related problem.

Standard: Show effective dental and personal hygiene practices.

Standard: Demonstrate ways to prevent the transmission of germs (e.g., washing hands, using tissues).

Standard: Identify safety rules for the home, the school, and the community.

Standard: Identify people who are strangers and how to avoid contact with strangers.

Standard: Demonstrate how to ask trusted adults for help.

Standard: Define and explain the dangers of weapons.[1] Footnote: [1] See Education Code (EC) Section 49330 and the Glossary for the legal definition of a weapon.

Standard: Explain the importance of telling a trusted adult if you see or hear about someone having a weapon.[2] Footnote: [2] EC Section 49330.

Standard: Identify emergency situations.

Standard: Explain ways to stay safe when riding in a bus or other vehicle.

Standard: Distinguish between appropriate and inappropriate touching.

Standard: Explain that everyone has the right to tell others not to touch his or her body.

Standard: Describe school rules about getting along with others.

Standard: Recognize the characteristics of bullying.

Standard: Identify ways to stay safe when crossing streets, riding a bicycle, or playing.

Standard: Recognize that anything may be poisonous or cause harm if used unsafely.

Standard: Identify trusted adults who can help in emergency situations.

Standard: Demonstrate how to ask a trusted adult for help or call 9-1-1.

Standard: Show how to answer the phone in a safe way.

Standard: Identify situations when it is necessary to seek adult help or call 9-1-1.

Standard: Role-play what to do if a stranger at home, in a car, or on the street approaches you.

Standard: Follow rules for safe play and safety routines.

Standard: Show how to cross the street safely.

Standard: Show how to tell a trusted adult when you or a friend find a weapon.[3] Footnote: [3] EC Section 49330.

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: Draw, dictate, and write to compose longer literary texts (e.g., story) and informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and independently using appropriate text organization.

Standard: Draw, dictate, and write to compose very short literary texts (e.g., story) and informational texts (e.g., a description of a dog), using familiar vocabulary collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Standard: Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Standard: Supporting opinions 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 texts and recount experiences using a select set of 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 language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat's fur was as white as snow) while speaking and composing.

Standard: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.

Standard: Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.

Standard: Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include a greater amount of writing (e.g., a very short story), using technology, where appropriate, for publishing, graphics, and the like.

Standard: Collaborate with the teacher and peers on joint composing projects of short informational and literary texts that include minimal writing (labeling with a few words), using technology, where appropriate, for publishing, graphics, and the like.

Standard: Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include some writing (e.g., short sentences), using technology, where appropriate, for publishing, graphics, and the like.

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

Standard: Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses.

Standard: Offer opinions 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.

Standard: No standard for kindergarten.

Standard: No standard for kindergarten.

Standard: No standard for kindergarten.

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., insect metamorphosis), and text elements (e.g., major events, characters, setting) 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., parts of a plant), 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 butterflies eat), and text elements (e.g., setting, characters) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.

Standard: Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places), with prompting and light support.

Standard: Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced), with prompting and substantial support.

Standard: Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character), with prompting and moderate support.

Standard: Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.

Standard: Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.

Standard: Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.

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 presentation on a variety of topics (e.g., show and tell, describing a picture).

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).

Standard: Apply understanding of how different text types are organized predictably (e.g., a narrative text versus an informative text versus an opinion text) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, 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 and composing 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 composing texts in shared language activities guided by the teacher, collaboratively with peers, 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., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, 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 time, then) to comprehending texts and composing 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., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.

Standard: Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities 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 with increasing independence.

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

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 with increasing independence.

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 independently.

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 so on, 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 so on, 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) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on, 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: Modifying to add details 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 sentences to form compound sentences) to make connections between and 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 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 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: No standard for kindergarten.

Standard: No standard for kindergarten.

Standard: No standard for kindergarten.

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: Travel within a large group, without bumping into others or falling, while using locomotor skills.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Travel forward and sideways while changing direction quickly in response to a signal.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate contrasts between slow and fast speeds while using locomotor skills.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety of combinations.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backward, and sideways.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify and independently use personal space, general space, and boundaries and discuss why they are important.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Travel in straight, curved, and zigzag pathways.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Jump over a stationary rope several times in succession, using forward-and-back and side-to-side movement patterns.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Perform a continuous log roll.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Strike a stationary ball or balloon with the hands, arms, and feet.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Kick a stationary object, using a simple kicking pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Bounce a ball continuously, using two hands.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the role of the eyes when striking objects with the hands, arms, and feet.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the point of contact for kicking a ball in a straight line.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe the position of the fingers in the follow-through phase of bouncing a ball continuously.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Perform locomotor and nonlocomotor movements to a steady beat.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Clap in time to a simple, rhythmic beat.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Create shapes by using nonlocomotor movements.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Balance on one, two, three, four, and ?ve body parts.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Balance while walking forward and sideways on a narrow, elevated surface.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and 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 and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, ?ngers, legs, knees, ankles, feet, and toes.

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

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 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: Describe the role of water as an essential nutrient for the body.

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 physical activity.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate three to four days each week 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: Identify the location of the heart and explain that it is a muscle.

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

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify the location of the lungs and explain the role of the lungs in the collection of oxygen.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Hang from overhead bars for increasing periods of time.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Climb a ladder, jungle gym, or apparatus.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain that strong muscles help the body to climb, hang, push, and pull.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Describe the role of muscles in moving the bones.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Stretch shoulders, legs, arms, and back without bouncing.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify the body part involved when stretching.

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: Explain that the body is composed of bones, organs, fat, and other tissues.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Identify indicators of increased capacity to participate in vigorous 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 the feelings that result from participation 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: Participate willingly in 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: Demonstrate the characteristics of sharing in a 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: Describe how positive social interaction can make physical activity with others more fun.

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 as a leader and a follower during physical activities.