Grade K

Numbers and Operations

​NumbersK.NO.1 Know number names and count up to 100 by ones and tens (K.CC.1,2)K.NO.2 Read and write numbers 0 to 20 (K.CC.3)K.NO.3 Count to tell the number of objects and be able to represent as a written numeral (K.CC.3,4,5)K.NO.4 Compare number of objects between groups; compare written numerals between 1 and 10 (K.CC.6,7)Place ValueK.NO.5 Begin to organize objects up to 19 into groups of tens and ones (K.NBT.1)

Grade K

Operations and Algebraic Thinking

​AdditionK.OAT.1 Understand addition as putting together and adding to (K.OA.1,2)K.OAT.2 Represent and solve addition word problems within 10; fluently add within 5 (K.OA.3,4,5)SubtractionK.OAT.3 Understand subtraction as taking apart and taking from (K.OA.1,2)K.OAT.4 Represent and solve subtraction word problems within 10; fluently subtract within 5 (K.OA.3,4,5)

Grade K

measurement

​LengthK.M.1 Describe and compare measurable attributes of objects, such as length or weight (K.MD.1,2)K.M.2 Understand that thermometers are used to measure temperatureTimeK.M.3 Order a sequence of events by time (e.g., before, after, morning, night, seasons)K.M.4 Understand that clocks and calendars are used to measure time

Grade K

Geometry

​ShapesK.GEO.1 Identify, describe, analyze, and compare two- and three-dimensional shapes (regardless of size or orientation) by size, color, and shape; describe relative positions of objects (e.g., above, beside, behind, nearer, farther) (K.G.1,2,3,4)K.GEO.2 Create two- and three-dimensional shapes by building or drawing; compose simple shapes to form larger shapes (K.G.5,6)

Grade K

Data analysis, statistics, anD Probability

​DataK.DSP.1 Classify objects into given categories; count the number of objects in each category and sort the categories by count up to 10 (K.MD.3)

Grade K

Motor Skills

​LocomotorPE.K.MS.1 Performs locomotor skills (e.g., hopping, galloping, running, sliding) while maintaining balance. (S1.E1.K; S1.E3.K)Non-locomotorPE.K.MS.2 Maintains momentary stillness on different body parts. (S1.E7.Ka)PE.K.MS.3 Contrasts the actions of curling and stretching. (S1.E10.K)ManipulativePE.K.MS.4 Throws underhand with opposite foot forward. (S1.E13.K)PE.K.MS.5 Drops a ball and catches it before it bounces twice. (S1.E16.Ka)PE.K.MS.6 Catches a large ball tossed by a skilled thrower. (S1.E16.Kb)PE.K.MS.7 Dribbles a ball with one hand, attempting the second dribble. (S1.E17.K)PE.K.MS.8 Taps a ball using the inside of the foot, sending it forward. (S1.E18.K)PE.K.MS.9 Kicks a stationary ball from a stationary position, displaying 2 of the 5 critical elements of a mature kick. (S1.E21.K)PE.K.MS.10 Volleys a lightweight object (balloon), sending it upward. (S1.E22.K)PE.K.MS.11 Strikes a lightweight object with a paddle or short-handled racket. (S1.E24.K)PE.K.MS.12 Executes a single jump with self-turned rope. (S1.E27.Ka)PE.K.MS.13 Jumps a long rope with teacher-assisted turning. (S1.E27.Kb)

Grade K

Performance Application

​Movement ConceptsPE.K.PA.1 Differentiates between movement in personal self-space and general space. (S2.E1.Ka)PE.K.PA.2 Forms wide, narrow, curled, and twisted body shapes. (S1.E7.Kb)PE.K.PA.3 Rolls sideways in a narrow body shape. (S1.E9.K)PE.K.PA.4 Travels in general space with different speeds (slow, medium, fast). (S2.E3.Ka)PE.K.PA.5 Begins to develop the ability to move in open space without contacting other people or objects.

Grade k

Physical Fitness

​KnowledgePE.K.PF.1 Identifies active-play opportunities outside physical education class. (S3.E1.K)PE.K.PF.2 Recognizes that when you move fast, your heart beats faster and you breathe faster. (S3.E3.K)ParticipationPE.K.PF.3 Actively participates in physical education class. (S3.E2.K)PE.K.PF.4 Responds to God’s love by using physical gifts to serve others.AssessmentPE.K.PF.5 Participates in health-related fitness activities.NutritionPE.K.PF.6 Recognizes that food provides energy for physical activity. (S3.E6.K)

Grade K

Responsible Behavior

​Personal ResponsibilityPE.K.RB.1 Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)PE.K.RB.2 Acknowledges responsibility for behavior when prompted. (S4.E2.K)PE.K.RB.3 Follows instructions/directions when prompted. (S4.E3.K)PE.K.RB.4 Practices Christ-like principles in interactions with others.PE.K.RB.5 Shares equipment and space with others. (S4.E4.K)PE.K.RB.6 Practices habits attributed to a healthy and well-groomed individual (e.g., hand washing regularly).PE.K.RB.7 Consistently puts forth best effort in every task.Rules and SafetyPE.K.RB.8 Recognizes the established routines for class activities. (S4.E5.K)PE.K.RB.9 Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)

Grade K

Values Health

​HealthPE.1.VH.1 Recognizes that God’s ideal for quality living includes a healthy lifestyle.PE.1.VH.2 Identifies physical activity as a component of good health. (S5.E1.1)PE.1.VH.3 Understands the value of adequate sleep for optimal health to assist in the building of healthy bodies.PE.1.VH.4 With support, recognizes the impact physical health has on mental, emotional, spiritual, and social well-being.ChallengePE.1.VH.5 Tries new physical activities.PE.1.VH.6 Recognizes that challenge in physical activities can lead to success. (S5.E2.1)Self-expression and EnjoymentPE.1.VH.7 Describes positive feelings that result from participating in physical activities. (S5.E3.1a)PE.1.VH.8 Discusses personal reasons (e.g., the “why”) for enjoying physical activities. (S5.E3.1b)PE.1.VH.9 Identifies the positive social interactions that come when engaged with others in physical activity.

Grades K-2

Physical Sciences

​Matter and Its InteractionsS.K-2.PS.1  Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties (e.g., color, texture, hardness,  exibility). (2‐PS1‐1)S.K-2.PS.2  Analyze data obtained from testing different materials to determine which materials have the properties (e.g., strength,  exibility, hardness, texture, absorbency) that are best suited for an intended purpose. (2‐PS1‐2)S.K-2.PS.3  Make observations to construct an evidence‐based account of how an object made of a small set of pieces (e.g., blocks, building bricks, other assorted small objects) can be disassembled and made into a new object. (2‐PS1‐3)S.K-2.PS.4  Construct an argument with evidence that some changes caused by heating or cooling can be reversed (e.g., water, butter) and some cannot (e.g., cooking an egg, freezing a plant leaf, heating paper). (2‐PS1‐4)Motion and Stability: Forces and InteractionsS.K-2.PS.5  Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls (e.g., string attached to an object being pulled, pushing an object, stopping a rolling ball, two objects colliding and pushing on each other) on the motion of an object. (K‐PS2‐1)S.K-2.PS.6  Analyze data to determine if a design solution (e.g., ramp to increase speed of an object, structure that causes an object to turn) works as intended to change the speed or direction of an object with a push or a pull. (K‐PS2‐2)EnergyS.K-2.PS.7  Make observations to determine the effect of sunlight on Earth’s surface (e.g., sand, soil, rocks, water). (K‐PS3‐1)S.K-2.PS.8  Use tools and materials to design and build a structure (e.g., umbrellas, canopies, tents) that will reduce the warming effect of sunlight on an area. (K‐PS3‐2)Waves and Their Applications in Technologies for Information TransferS.K-2.PS.9  Plan and conduct investigations to provide evidence that vibrating materials (e.g., tuning forks, plucking a stretched string) can make sound and that sound can make materials vibrate (e.g., holding a piece of paper near a speaker, holding an object near a vibrating tuning fork). (1‐PS4‐1)S.K-2.PS.10  Make observations (e.g., those made in a completely dark room, pinhole box, video of a cave explorer) to construct an evidence‐based account that objects can be seen only when illuminated (e.g., external light source, object giving off its own light). (1‐PS4‐2)S.K-2.PS.11  Plan and conduct an investigation to determine the effect of placing objects made with different materials (e.g., transparent, translucent, opaque, re ective) in the path of a beam of light. (1‐PS4‐3)S.K-2.PS.12  Use tools and materials to design and build a device (e.g., light source, paper cup and string “telephones,” drum beats pattern) that uses light or sound to solve the problem of communicating over a distance. (1‐PS4‐4)

Grades K-2

Life Sciences

​Molecules to Organisms: Structures and ProcessesS.K-2.LS.1  Use observations to describe patterns (e.g., animals need to take in food but plants do not, different kinds of food needed by different types of animals, requirement of plants to have light, all living things need water) of what plants and animals (including humans) need to survive. (K‐LS1‐1)S.K-2.LS.2  Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills). (1‐LS1‐1)S.K-2.LS.3  Make observations to determine patterns in behavior of parents and offspring that help offspring survive (e.g., signals that offspring make such as crying, cheeping and the responses of parents such as feeding, comforting, protecting). (1‐LS1‐2)Ecosystems: Interactions, Energy, and DynamicsS.K-2.LS.4  Plan and conduct an investigation to determine if plants need sunlight and water to grow, ensuring that only one variable is tested at a time. (2‐LS2‐1)S.K-2.LS.5  Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (2‐LS2‐2)Heredity: Inheritance and Variation of TraitsS.K-2.LS.6  Make observations to construct an evidence‐based account that young plants and animals are like, but not exactly like, their parents (e.g., leaves from same kind of plant are the same shape but can differ in size, young animals look similar to their parents but are not exactly the same). (1‐LS3‐1)Life: Origins, Unity, and DiversityS.K-2.LS.7  Make observations of plants and animals to compare the diversity of life in different habitats. (2‐LS4‐1)S.K-2.LS.8  Apply scientific principles to begin to construct a personal model that explains how life began on earth and acknowledges God as the Creator.

Grades k-2

Earth and Space SCIENCES

​Earth’s SystemsS.K-2.ES.1  Use and share observations of local weather conditions to describe patterns over time. (K‐ESS2‐1)S.K-2.ES.2  Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. (K‐ESS2‐2)S.K-2.ES.3  Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (2‐ESS2‐1)S.K-2.ES.4  Develop a model to represent the shapes and kinds of land and bodies of water in an area. (2‐ESS2‐2)S.K-2.ES.5  Obtain information to identify where water is found on Earth and that it can be solid or liquid. (2‐ESS2‐3)Earth and Human ActivityS.K-2.ES.6  Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (K‐ESS3‐2)S.K-2.ES.7  Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. (K‐ESS3‐2)S.K-2.ES.8  Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. (K‐ESS3‐3)Earth’s Place in the UniverseS.K-2.ES.9  Use observations of the sun, moon, and stars to describe patterns (e.g., sun and moon appear to track across the sky, stars visible at night) that can be predicted. (1‐ESS1‐1)S.K-2.ES.10  Make observations at different times of year to relate the amount of daylight to the time of year. (1‐ESS1‐2)S.K-2.ES.11  Use information from several sources to provide evidence that Earth events (e.g., volcanic explosions, earthquakes, rock erosion) can occur quickly or slowly. (2‐ESS1‐1)

Grades K-2

Health Sciences

​Health Promotion and Disease PreventionS.K-2.HS.1  Read texts and use media to determine the dimensions of health (e.g., nutrition, exercise) and patterns of behavior (e.g., eating healthy foods, daily exercise) that impact personal health.S.K-2.HS.2  Demonstrate ways to prevent communicable diseases and reduce accidental injuries.S.K-2.HS.3  Role play how to tell a trusted adult if threatened or harmed.Health ResourcesS.K-2.HS.4  Conduct an investigation to identify health professionals and other adults who can help to promote health.Healthy Lifestyle ChoicesS.K-2.HS.5  Construct an argument that media influences personal decisions relating to healthy choices.S.K-2.HS.6  Use a model to differentiate between situations when a health‐related decision can be made individually or when assistance is needed.S.K-2.HS.7  Identify a short‐term personal health goal and implement a plan to attain that goal.S.K-2.HS.8  Ask questions and obtain information about God’s plan for healthy living.

Grades K-2

Engineering, Technology, and Applications of Science

​Engineering DesignS.K-2.ET.1  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. (K‐2‐ETS1‐1)S.K-2.ET.2  Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object functions to solve a given problem. (K‐2‐ETS1‐2)S.K-2.ET.3  Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K‐2‐ETS1‐3)

Grades K-4

1. CULTURE

​CultureSS.K-4.C.1 Define culture as referring to the behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people. (KE 1.1)• Ask and find answers to questions related to culture in the contexts of school, community, state, and region. (PE 1.1)SS.K-4.C.2 Identify concepts such as: similarities, differences, beliefs, values, cohesion, and diversity. (KE 1.2)SS.K-4.C.3 Tell how cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. (KE 1.3)• Explore and describe similarities and differences in the ways various cultural groups meet similar needs and concerns. (PE 1.2)SS.K-4.C.4 Demonstrate respect for people with different religious beliefs, different ages, backgrounds, and ethnicity.SS.K-4.C.5 Explain how culture may change in response to changing needs and concerns. (KE 1.4)• Give examples of how information and experiences may be interpreted differently by people from different cultural groups. (PE 1.3)SS.K-4.C.6 Relate how individuals learn the elements of their culture through interactions with other members of the culture group. (KE 1.5)• Describe the value of both cultural unity and diversity within and across groups. (PE 1.4)SS.K-4.C.7 Recall how peoples from different cultures develop different values and ways of interpreting experience. (KE1.6)• Demonstrate how holding different values and beliefs can contribute or pose obstacles to understanding between people and groups. (PE 1.5)SS.K-4.C.8 Identify the influence of Seventh-day Adventist heritage on culture.

Grades K-4

2. TIME, CONTINUITY, AND CHANGE

​Time Continuity, and ChangeSS.K-4.TCC.1 Explain that the study of the past is the story of communities, nations, and the world. (KE 2.1)• Ask and find answers to questions related to the past in school, community, state, and regional contexts. (PE 2.1)SS.K-4.TCC.2 Define key concepts such as: past, present, future, similarity, difference, and change. (KE 2.2)• Use a variety of resources to learn about the past. (PE 2.2)SS.K-4.TCC.3 Understand that we can learn our personal past and the past of communities, nations, and the world by means of stories, biographies, interviews, and original sources such as documents, letters, photographs, and artifacts. (KE 2.3)• Identify the examples of both continuity and change, as depicted in stories, photographs, and documents. (PE 2.3)SS.K-4.TCC.4 Name key people, events, and places associated with the history of the community, nation, and world. (KE 2.4)• Describe how people in the past lived, and research their values and beliefs. (PE 2.6)SS.K-4.TCC.5 Identify the accomplishments of Seventh-day Adventists in history.SS.K-4.TCC.6 Identify the first Seventh-day Adventist missionaries.SS.K-4.TCC.7 Identify key symbols and traditions that are carried from the past into the present by diverse cultures in the United States and the world. (KE 2.5)• Describe examples of cause and effect relationships. (PE 2.4)SS.K-4.TCC.8 Explain that people view and interpret historical events differently because of the times in which they live, their experiences, and the point of view they hold. (KE 2.6)• Compare and contrast differing stories or accounts about the past events, people (including church pioneers), places, or situations, and offer possible reasons for the differences. (PE 2.5)SS.K-4.TCC.9 Trace how the origins of the Seventh-day Adventist church are threaded throughout history.SS.K-4.TCC.10 Show that historical events occurred in times that differed from our own but often have lasting consequences for the present and future. (KE 2.7)• Use sources to learn about the past in order to inform decisions about actions on issues of importance today. (PE 2.7)• Use historical methods of inquiry and literacy skills to research and present findings. (PE 2.8)SS.K-4.TCC.11 Read and retell Bible and church history stories that portray how God works through people to help make the community a better place.

Grades K-4

3. PEOPLE, PLACES, AND ENVIRONMENTS

​People, Places, and EnvironmentsSS.K-4.PPE.1 Explain that the theme of people, places, and environments involves the study of location, place, and the interactions of people with their surroundings. (KE 3.1)SS.K-4.PPE.2 Define concepts such as: location, direction, distance, and scale. (KE 3.2)SS.K-4.PPE.3 Utilize tools such as maps, globes, and geospatial technologies in investigating relationships among people, places, and environments. (KE 3.9)• Gather and interpret information from various representations of Earth, such as maps, globes, geospatial technologies, and other geographic tools to inform the study of people, places, and environments, both past and present. (PE 3.3)SS.K-4.PPE.4 Correlate physical and human characteristics of the school, community, state, and region and the interactions of people in these places with the environment. (KE 3.3)SS.K-4.PPE.5 Describe the Christian’s responsibility for the environment.SS.K-4.PPE.6 Identify the factors influencing various community, state, and regional patterns of human settlement such as the availability of land, water, and places for people to live. (KE 3.4)SS.K-4.PPE.7 Explore cultural patterns and their interactions within and across places, by means such as migration and settlement, changes in customs or ideas and in the ways people make a living. (KE 3.6)SS.K-4.PPE.8 Analyze factors that contribute to similarities and differences among peoples locally and in places across the world including ethnicity, language, and religious beliefs. (KE 3.8)• Ask and find answers to geographic questions related to the school, community, state, region, and world. (PE 3.1)SS.K-4.PPE.9 Compare physical changes in the community, state, and region, such as seasons, climate, and their effects on plants and animals. (KE 3.5)SS.K-4.PPE.10 Examine the effects of sin on the environment.SS.K-4.PPE.11 Compare and contrast benefits and problems resulting from the discovery and use of resources. (KE 3.7)• Investigate relationships among people, places, and environments in the school, community, state, region, and world through the use of atlases, data bases, charts, graphs, maps, and geospatial technologies. (PE 3.2)SS.K-4.PPE.12 Discuss the Christian’s responsibility for the Earth’s environment and its resources.

Grades K-4

4. INDIVIDUAL DEVELOPMENT AND IDENTITY

​Individual Development and IdentitySS.K-4.IDI.1 Discuss how the study of individual development and identity helps us know who we are and how we change. (KE 4.1)SS.K-4.IDI.2 Identify the qualities that make individuals unique and equip them for their place in God’s overall plan.SS.K-4.IDI.3 Define concepts such as: growth, change, learning, self, family, and groups. (KE 4.2)• Describe your personal characteristics including your interests, capabilities, and perceptions. (PE 4.2)SS.K-4.IDI.4 Explain how individuals have characteristics that are both distinct from and similar to those of others. (KE 4.3)SS.K-4.IDI.5 Compare the Biblical account of the beginning of civilization to that of the evolutionary viewpoint.SS.K-4.IDI.6 Describe how individuals bring specific abilities, interests, and talents in working with others to make decisions and solve problems. (KE 4.4)SS.K-4.IDI.7 Develop a respect for others including senior citizens and individuals with disabilities.• Ask and find answers to questions about how individual identity forms and changes. (PE 4.1)SS.K-4.IDI.8 Examine how individuals change over time. (KE 4.5)SS.K-4.IDI.9 Evaluate how physical, intellectual, and emotional growth affects individual identity, growth, and interactions with others. (KE 4.6)SS.K-4.IDI.10 Achieve a balance in work and leisure which encompasses physical, mental, emotional, social, and spiritual activities.SS.K-4.IDI.11 Explore factors that contribute to personal identify such as physical attributes, gender, race, and culture. (PE 4.3)SS.K-4.IDI.12 Evaluate how individuals can express their own identify and work productively with others. (PE 4.4)SS.K-4.IDI.13 Discuss how people’s interactions with their social and physical surroundings influence individual identity and growth. (KE 4.7)SS.K-4.IDI.14 Outline how individual choices are influenced by personal and social factors. (KE 4.8)SS.K-4.IDI.15 Identify people, groups, and institutions that contribute to development. (PE 4.5)SS.K-4.IDI.16 Embrace and cultivate a personal relationship with Christ.

Grades K-4

5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

​Individuals, Groups, and InstitutionsSS.K-4.IGI.1 Describe how this theme shows that people belong to groups and institutions that influence them and by which they are influenced. (KE 5.1)SS.K-4.IGI.2 Define concepts such as community, culture, role, competition, cooperation, rules, and norms. (KE 5.2)• Ask and find answers to questions about individual, group, and institutional influences. (PE 5.1)• Gather information about groups through such tools as surveys and interviews. (PE 5.7)SS.K-4.IGI.3 Tell how the Seventh-day Adventist church positively impacts neighborhoods.SS.K-4.IGI.4 Identify characteristics that distinguish individuals. (KE 5.3)SS.K-4.IGI.5 Elaborate on how individuals, groups, and institutions share common elements and also have unique characteristics. (KE 5.4)• Describe interactions between and among individuals, groups, and institutions. (PE 5.2)• Identify and describe examples of tensions between and among individuals, groups, and institutions. (PE 5.3)• Explore how membership in more than one group is natural but may cause internal conflicts or cooperation. (PE 5.4)SS.K-4.IGI.6 Assess the impact of families, schools, religious institutions, government agencies, financial institutions, and civic groups on their lives. (KE 5.5)SS.K-4.IGI.7 Examine how the rules and norms of groups to which they belong impact their lives. (KE 5.6)• Provide examples of the role of institutions in furthering both continuity and change. (PE 5.5)• Show how groups and institutions work to meet individual needs and promote or fail to promote the common good. (PE 5.6)SS.K-4.IGI.8 Participate in age appropriate outreach and service projects.

Grades K-4

6. POWER, AUTHORITY, AND GOVERNANCE

​Power, Authority, and GovernanceSS.K-4.PAG.1 Justify how rules and laws can serve to support order and protect individual rights. (KE 6.1)SS.K-4.PAG.2 Identify the basic elements of government in the United States: executive, legislative, and judicial authority. (KE 6.4)SS.K-4.PAG.3 Describe the structure and organization of the Seventh-day Adventist church.• Ask and find answers to questions about power, authority, and governance in the school, community, and state. (PE 6.1)SS.K-4.PAG.4 Give examples of people who have the authority to make and enforce rules.SS.K-4.PAG.5 Identify fundamental ideas that are the foundation of American constitutional democracy, including those of the U. S. Constitution, the rule of law, separation of powers, checks and balances, minority rights, and the separation of church and state. (KE 6.2)SS.K-4.PAG.6 Show how the Ten Commandments relate to governmental laws.SS.K-4.PAG.7 Describe fundamental values of democracy: the common good, liberty, justice, equality, and individual dignity. (KE 6.3)• Examine issues involving the rights and responsibilities of individuals and groups in relation to the broader society. (PE 6.2)• Examine issues involving the richness of unity and diversity as well as conflicts related to unity and diversity. (PE 6.3)SS.K-4.PAG.8 Exhibit tolerance and respect for individuals with different beliefs and viewpoints.SS.K-4.PAG.9 Explain the ways in which governments meet the needs and wants of citizens. (KE 6.5)• Analyze conditions and actions related to power, authority, and governance that contribute to conflict and cooperation among groups and nations or detract from cooperation. (PE 6.4)SS.K-4.PAG.10 Identify how God has ultimate control and protection over human affairs, and discuss the ways He has led in the past.

Grades K-4

7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION

​Production, Distribution, and ConsumptionSS.K-4.PDC.1 Demonstrate how people and communities deal with scarcity of resources. (KE 7.1)SS.K-4.PDC.2 Explain uses of God’s gift of natural resources for meeting human needs.SS.K-4.PDC.3 Distinguish the difference between needs and wants. (KE 7.2)• Analyze the differences between wants and needs. (PE 7.2)• Examine and evaluate different methods for allocating scarce goods and services in the school and community. (PE 7.4)SS.K-4.PDC.4 Investigate what people and communities gain and give up when they make a decision. (KE 7.3)SS.K-4.PDC.5 Practice responsible stewardship which includes returning tithe and gifts to God, saving money, helping others, and planning for future purchases.SS.K-4.PDC.6 Explain how economic incentives affect people’s behavior. (KE 7.4)• Evaluate how the decisions that people make are influenced by the trade-offs of different options. (PE 7.3)SS.K-4.PDC.7 Identify the characteristics and functions of money and its uses. (KE 7.5)• Assess how consumers will react to rising and falling prices for goods and services. (PE 7.5)SS.K-4.PDC.8 Identify various organizations such as banks and businesses that help people achieve their individual economic goals. (KE 7.6)SS.K-4.PDC.9 Examine the efforts of the Seventh-day Adventist church to alleviate social problems.SS.K-4.PDC.10 Describe the characteristics of a market economy. (KE 7.7)SS.K-4.PDC.11 Compare and contrast the goods and services produced in the market and those produced by the government. (KE 7.8)• Investigate production, distribution, and consumption of goods and services in the school and community. (PE 7.1)

Grades K-4

8. SCIENCE, TECHNOLOGY, AND SOCIETY

​Science, Technology, and SocietySS.K-4.STS.1 Describe how science involves the study of the natural world and how technology refers to the tools we use to accomplish tasks. (KE 8.1)• Identify the points of view expressed in information sources regarding science and technology. (PE 8.6)SS.K-4.STS.2 Cite examples of how society often turns to science and technology to solve problems. (KE 8.2)• Use diverse types of media technology to research and share information. (PE 8.2)SS.K-4.STS.3 Design a project using technology to serve the church and community.SS.K-4.STS.4 Illustrate how media and technology are a part of every aspect of our lives. (KE 8.3)• Ask and find answers to questions about the ways in which science and technology affect our lives. (PE 8.1)SS.K-4.STS.5 Discuss the ways in which scientific findings and various forms of technology influence our daily lives. (KE 8.4)• Identify examples of science and technology in daily life. (PE 8.3)SS.K-4.STS.6 Demonstrate how science leads to new technology in areas such as communication and transportation resulting in change over time. (KE 8.5)• Research and evaluate various scientific and technological proposals for addressing real-life issues and problems. (PE 8.7)SS.K-4.STS.7 Compare and contrast examples of how science and technology can have both positive and negative impacts on individuals, society, and the globe. (KE 8.6)• Identify examples of the use of science and technology in society as well as the consequences of their use. (PE 8.4)• Research a scientific topic or type of technology developed in a particular time or place, and determine its impact on people’s lives. (PE 8.5)

Grades K-4

9. GLOBAL CONNECTIONS

​Global ConnectionsSS.K-4.GC.1 Discuss how global connections may be of various types including cultural exchange, trade, political, economic, or travel. (KE 9.1)• Ask and find answers to questions about the connections we have to other people and places around the globe. (PE 9.1)• Identify examples of global connections in the individual’s community, state, or region. (PE 9.2)• Use maps and databases to look for global patterns, trends, and connections. (PE 9.3)SS.K-4.GC.2 Explain how global connections affect the daily life of individuals and those around them. (KE 9.2)• Describe examples in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding. (PE 9.4)SS.K-4.GC.3 Demonstrate an understanding of current world missions of the Seventh-day Adventist church.SS.K-4.GC.4 Compare and contrast how some global issues have persisted over time while others are more contemporary or emerging. (KE 9.3)• Identify and examine issues and problems that impact people in different parts of the world and move beyond local borders to affect other parts of the world. (PE 9.7)• Identify and examine how wants and needs of people in one part of the world may conflict with the wants and needs of people in other parts of the world. (PE 9.8)SS.K-4.GC.5 Point out how all cultures have similar needs but meet those needs in different ways that may influence or be influenced by global connections. (KE 9.4)• Give examples of conflict and cooperation among individuals, groups, and nations in different parts of the world. (PE 9.5)SS.K-4.GC.6 Evaluate how the pace of global change has quickened in recent times. (KE 9.5)• Examine the ways in which technology affects global connections. (PE 9.6)SS.K-4.GC.7 Discuss and analyze the unique message and mission of the Seventh-day Adventist church.

Grades K-4

10. CIVIC IDEALS AND PRACTICES

​Civic Ideals and PracticesSS.K-4.CIP.1 Explain that the theme of civic ideals and practices helps us know how we can influence the way people live and act together. (KE 10.1)• Ask and find answers to questions about how to plan for action with others to improve life in the school, community, and beyond. (PE 10.1)SS.K-4.CIP.2 Define concepts and ideas such as individual dignity, fairness, freedom, common good, rule of law, civic life, rights, and responsibilities. (KE 10.2)• Locate, access, organize, and apply information from multiple sources reflecting multiple points of view. (PE 10.3)SS.K-4.CIP.3 Describe how key practices in a democratic society include civic participation based on studying community issues, planning, decision-making, voting, and cooperating to promote civic ideals. (KE 10.3)• Identify and exercise the rights and responsibilities of citizens. (PE 10.2)SS.K-4.CIP.4 Discuss how democratic ideals and practices are represented in contemporary and historical sources, quotations, and stories. (KE 10.4)• Analyze how specific policies or citizen behaviors reflect ideals and practices consistent or inconsistent with democratic ideals. (PE 10.4)• Examine the influence of citizens and officials on policy decisions. (PE 10.7)SS.K-4.CIP.5 Discuss the importance of gathering information as the basis for informed civic action. (KE 10.5)• Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position. (PE 10.5)• Develop a position on a school or local issue, and defend it with evidence. (PE 10.6)SS.K-4.CIP.6 Discuss the importance of religious freedom throughout the world.