Grade 3

Reading Foundations

​Phonics and Word RecognitionLA.3.RF.1  Know the meaning of common prefixes and derivational suffixes; decode words with common Latin suffixes; decode multisyllabic words; read grade-appropriate irregularly spelled words (RF.3.3)FluencyLA.3.RF.2 Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy, appropriate rate, and expression (RF.3.4a-b)LA.3.RF.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.3.4c)LA.3.RF.4 Use silent reading strategies

Reading Literature

​Key Ideas and DetailsLA.3.RL.1 Ask and answer questions, referring explicitly to the text, to demonstrate understanding (RL.3.1)LA.3.RL.2 Retell stories from diverse cultures and explain how the main idea(s) or lesson(s) is(are) conveyed through key details (RL.3.2)LA.3.RL.3 Describe characters (e.g., traits, feelings, motivations) and explain their roles in the sequence of events (RL.3.3)Craft and StructureLA.3.RL.4 Determine the meaning of words and phrases in context, distinguishing literal from nonliteral language (RL.3.4)LA.3.RL.5 Refer to parts of stories, dramas, and poems (e.g., chapter, scene, stanza) when writing or speaking; describe how each part builds on earlier sections (RL.3.5)LA.3.RL.6 Distinguish personal point of view from that of the narrator or characters (RL.3.6)Integration of Knowledge and IdeasLA.3.RL.7 Explain how illustrations relate to the text of the story (RL.3.7)LA.3.RL.8 Compare and contrast the themes, settings, plots, and characters of stories written by the same author (RL.3.9)LA.3.RL.9 Make connections between a text and personal life experiences and other textsLA.3.RL.10 Make connections between a text and personal life experiencesRange of Reading and Level of Text ComplexityLA.3.RL.11 Read and comprehend stories, drama, and poetry of appropriate complexity, independently and proficiently (RL.3.10)LA.3.RL.12 Self-monitor reading strategies and make modifications as neededLA.3.RL.13 Read literature for pleasure, personal growth, and spiritual development

Reading Informational Text

​Key Ideas and DetailsLA.3.RI.1 Ask and answer questions, referring explicitly to the text, to demonstrate understanding (RI.3.1)LA.3.Ri.2 Determine the main idea and key details; explain how key details support the main idea (RI.3.2)LA.3.RI.3 Describe the relationship within a series of historical events, scientific ideas or concepts, or steps in technical procedures, using language that pertains to time, sequence, and cause/effect  (RI.3.3)Craft and StructureLA.3.RI.4 Determine the meaning of content-specific words and phrases in context (RI.3.4)LA.3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information (RI.3.5)LA.3.RI.6 Distinguish personal point of view from that of the author (RI.3.6)Integration of Knowledge and IdeasLA.3.RI.7 Use information from illustrations and the words in a text to demonstrate understanding  (RI.3.7)LA.3.RI.8 Describe the connection between sentences and paragraphs in a text (e.g., comparison, cause/effect, sequence) (RI.3.8)LA.3.RI.9 Compare and contrast the key ideas and details presented in two texts on the same topic (RI.3.9)LA.3.RI.10 Select informational text that affirms the teachings in God’s WordRange of Reading and Level of Text ComplexityLA.3.RI.11 Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity independently and proficiently (RI.3.10)LA.3.RI.12 Self-monitor reading strategies and make modifications as neededLA.3.RI.13 Read informational texts for personal growth and spiritual development

Grade 3

WRITING (includes handwriting)

​Text Types and PurposesLA.3.W.1 Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons, linking words and phrases (e.g., because, therefore, since, for example), and a conclusion (W.3.1)LA.3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information that include: an introduction, supporting details (e.g., facts, definitions), linking words and phrases (e.g., also, another, and, more, but), illustrations when useful, and a conclusion (W.3.2)LA.3.W.3 Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description), sensory details, temporal words and phrases, clear event sequences, a situation, a narrator and/or characters, and a conclusion (W.3.3)LA.3.W.4 Produce writing that honors God and affirms the principles in His WordProduction and Distribution of WritingLA.3.W.5 With support, produce writing in which the development and organization are appropriate to task and purpose (W.3.4)LA.3.W.6 With adult and peer support, develop and strengthen writing by planning, revising, and editing (W.3.5)LA.3.W.7 With support, use technology to produce and publish writing (using grade-appropriate keyboarding skills) as well as to interact and collaborate (W.3.6)LA.3.W.8 Apply common conventions of handwriting (e.g., margins, headings, legible manuscript and cursive writing) and decipher cursive writingResearch to Build and Present KnowledgeLA.3.W.9 Conduct short research projects that build knowledge about a topic (W.3.7)LA.3.W.10 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (W.3.8)Range of WritingLA.3.W.11 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (W.3.10)

Grade 3

Speaking and Listening

​Comprehension and CollaborationLA.3.SL.1 Engage in collaborative discussions in diverse groups, extending others’ ideas and expressing one’s own with clarity: prepare and use required reading material; follow agreed-upon rules (e.g., gaining the floor in respectful ways, listening with care, speaking one at a time; making eye contact); ask questions to check understanding of information while staying on topic (SL.3.1)LA.3.SL.2 Determine main ideas and supporting details of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.3.2)LA.3.SL.3 Ask and answer questions about information from a speaker (SL.3.3)Presentation of Knowledge and IdeasLA.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace (SL.3.4)LA.3.SL.5 Create digital recordings (e.g., stories, poems) that demonstrate fluency, with visuals when appropriate to clarify meaning (SL.3.5)LA.3.SL.6 Speak in complete sentences when appropriate to task and situation (SL.3.6)LA.3.SL.7 Demonstrate reverence to God when speaking and listening

Grade 3

LANGUAGE (includes grammar and spelling)

​Conventions of Standard EnglishLA.3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:  explain function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1)LA.3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:  capitalize appropriate words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as needed to check spellings (L.3.2)Knowledge of LanguageLA.3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: choose words and phrases for effect; recognize differences between conventions of spoken and written standard English (L.3.3)Vocabulary Acquisition and UseLA.3.L.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies:  use sentence-level context; determine the meaning of a new word when a known affix is added to a known word; use a known root word as a clue to the meaning of an unknown word; use print and digital glossaries or beginning dictionaries to determine the meaning of words and phrases (L.3.4)LA.3.L.5 Demonstrate understanding of word relationships and nuances in word meanings: distinguish literal and nonliteral meanings of words and phrases in context; identify real-life connections between words and their use; distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) (L.3.5)LA.3.L.6 Acquire and use conversational and content-specific words and phrases, including those that signal spatial and temporal relationships (L.3.6)

Grade 3

Numbers and Operations

​Place Value3.NO.1  Use place value understanding of up to five-digit whole numbers to round to the nearest 10, 100, and 1,000 (3.NBT.1)Addition / Subtraction3.NO.2  Add and subtract up to four digits with and without regrouping (3.NBT.2)Fractions3.NO.3  Understand, express, and order fractions between zero and one, simple mixed numbers, and whole numbers as fractions (3.NF.1,2)3.NO.4  Understand and create equivalent fractions with denominators 2,3,4,6,8 using fraction models (3.NF.3)

Grade 3

Operations and Algebraic Thinking

​Multiplication / Division3.OAT.1  Understand the meaning and relationship of multiplication and division (3.OA.1,2,6)3.OAT.2  Memorize and fluently multiply and divide using the multiplication facts through 10 (3.OA.3,7); mentally multiply by 10 and 100 (3.NBT.3)3.OAT.3  Represent and determine the unknown whole number in an equation (3.OA.4)3.OAT.4  Apply properties of operations (commutative, associative, distributive) to multiply and divide (3.OA.5)Problem Solving3.OAT.5 Solve two-step word problems using the four basic operations and estimate to check (3.OA.8)3.OAT.6 Begin to understand and apply the standard order of operations (3.OA.8)Patterns3.OAT.7 Identify arithmetic patterns using properties of operations (3.OA.9)

Grade 3

measurement

​Measurement3.M.1 Solve problems involving measurement and estimation of intervals of time (nearest minute), liquid volume (liter), and masses of objects (gram, kilogram) (3.MD.1,2)3.M.2 Read and understand a calendar using day, week, month, and year3.M.3 Explain and measure temperature using Celsius and Fahrenheit scalesGeometric Measurement3.M.4 Understand concepts of area and its measurement by counting unit squares (cm2, m2, in2, ft2); apply multiplication and addition to area (3.MD.5,6,7)3.M.5 Solve real-world and mathematical problems recognizing area and perimeter of plane figures; distinguish between linear and area measurements (3.MD.8)Money3.M.6 Construct various equivalent combinations of money; add and subtract money amounts

Grade 3

Geometry

​Shapes3.GEO.1 Sort and classify shapes to compare and contrast attributes (3.G.1,2)Fractions3.GEO.2 Partition shapes into equal areas and express as a fraction (3.G.2)

Grade 3

Data analysis, statistics, anD Probability

​Data3.DSP.1 Draw and interpret scaled picture and bar graphs to represent a data set (3.MD.3)3.DSP.2 Measure length using rulers marked with halves and fourths of an inch and the nearest whole centimeter; show data by making a line plot (3.MD.4)

Grades 3-5

Physical Sciences

​Matter and Its InteractionsS.3‑5.PS.1 Develop a model to describe that matter is made of particles too small to be seen (e.g., add air to expand a basketball, compress air in a syringe, dissolve sugar in water, evaporate salt water). (5‑PS1‑1)S.3‑5.PS.2 Measure and graph quantities to provide evidence that the total weight of matter is conserved regardless of the type of change (e.g., phase changes, dissolving, mixing) that occurs when heating, cooling, or mixing substances. (5‑PS1‑2)S.3‑5.PS.3 Make observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility). (5‑PS1‑3)S.3‑5.PS.4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5‑PS1‑4)Motion and Stability: Forces and InteractionsS.3‑5.PS.5 Plan and conduct an investigation to provide evidence of the effects of balanced (e.g., pushing two opposite sides of a box) and unbalanced (e.g., pushing one side of a box) forces on the motion of an object. (3‑PS2‑1)S.3‑5.PS.6 Observe and/or measure an object’s motion to provide evidence that a pattern can be used to predict future motion (e.g., child swinging, ball rolling in a bowl, pendulum). (3‑PS2‑2)S.3‑5.PS.7 Ask questions to determine cause and effect relationships (e.g., distance between objects affects strength of the force, orientation of magnets affect direction of magnetic force) of electric or magnetic interactions between two objects not in contact with each other. (3‑PS2‑3)S.3‑5.PS.8 Define a simple design problem (e.g., constructing a door latch, creating a device to keep two moving objects from touching) that can be solved by applying scientific ideas about magnets. (3‑PS2‑4)S.3‑5.PS.9 Support an argument that the gravitational force exerted by Earth on objects is directed down toward the center of the earth. (5‑PS2‑1)EnergyS.3‑5.PS.10  Use evidence to construct an explanation relating the speed of an object to the energy of that object. (4‑PS3‑1)S.3‑5.PS.11  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4‑PS3‑2)S.3‑5.PS.12  Ask questions and predict outcomes about the changes in energy that occur when objects collide. (4‑PS3‑3)S.3‑5.PS.13  Apply scientific principles to design, test, and refine a device (e.g., electric motor, solar heater) that converts energy from one form to another. (4‑PS3‑4)S.3‑5.PS.14  Use models (e.g., diagrams, flow charts) to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (5‑PS3‑1)Waves and Their Applications in Technologies for Information TransferS.3‑5.PS.15  Develop a model (e.g., diagrams, analogies, physical models) of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (4‑PS4‑1)S.3‑5.PS.16  Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (4‑PS4‑2)S.3‑5.PS.17  Generate and compare multiple solutions (e.g., drum sending codes through sound waves, grid of 1’s and 0’s representing black and white to send information about a picture, Morse code) that use patterns to transfer information. (4‑PS4‑3)

Grades 3-5

Life Sciences

​Molecules to Organisms: Structures and ProcessesS.3‑5.LS.1 Develop models (e.g., drawings, diagrams) to describe that organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. (3‑LS1‑1)S.3‑5.LS.2 Construct an argument that plants and animals have internal and external structures (e.g., thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin) that function to support survival, growth, behavior, and reproduction. (4‑LS1‑1)S.3‑5.LS.3 Use a model to describe systems of information transfer (e.g., nerves, hormones) that animals use to receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. (4‑LS1‑2)S.3‑5.LS.4 Support an argument that plants get the materials they need for growth chiefly from air and water. (5‑LS1‑1)Ecosystems: Interactions, Energy, and DynamicsS.3‑5.LS.5 Construct an argument that some animals form groups that help members survive. (3‑LS2‑1)S.3‑5.LS.6 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (5‑LS2‑1)Heredity: Inheritance and Variation of TraitsS.3‑5.LS.7  Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (3‑LS3‑1)S.3‑5.LS.8  Use evidence to support the explanation that traits can be influenced by the environment (e.g., Galapagos finches, peppered moth). (3‑LS3‑2)Life: Origins, Unity, and DiversityS.3‑5.LS.9 Analyze and interpret data (e.g., type, size, distributions) from fossils to provide evidence of the organisms and the environments (e.g., marine fossils on dry land, tropical plant fossils in Arctic areas, fossils of extinct organisms) in which they lived long ago. (3‑LS4‑1)S.3‑5.LS.10 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns are less likely to be eaten by predators, animals with better camouflage coloration are more likely to survive and to reproduce). (3‑LS4‑2)S.3‑5.LS.11 Construct an argument with evidence (e.g., needs, characteristics) that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (3‑LS4‑3)S.3‑5.LS.12 Make a claim about the merit of a plant or animal adaptation in response to an environmental change (e.g., land characteristics, water distribution, temperature, food, other organisms). (3‑LS4‑4)S.3‑5.LS.13 Construct an argument with evidence to support that God has created within living things a pool of variations that allows organisms to adapt to changes in the environment.S.3‑5.LS.14 Apply scientific principles to construct a personal model that explains origins of life on earth and acknowledges God as the Creator.

Grades 3-5

Earth and Space SCIENCES

​Earth’s SystemsS.3‑5.ES.1 Represent data (e.g., average temperature, precipitation, wind direction) in tables and graphical displays to describe typical weather conditions expected during a particular season. (3‑ESS2‑1)S.3‑5.ES.2 Obtain and combine information to describe climates in different regions of the world. (3‑ESS2‑2)S.3‑5.ES.3 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation (e.g., angle of slope in downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing water, cycles of heating and cooling, volume of water flow). (4‑ESS2‑1)S.3‑5.ES.4 Analyze and interpret data from maps, including topographic maps, to describe patterns of Earth’s features. (4‑ESS2‑2)S.3‑5.ES.5 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (e.g., influence of ocean on ecosystems, landform shape, climate; influence of the atmosphere on landforms and ecosystems; influence of mountain ranges on winds and clouds). (5‑ESS2‑1)S.3‑5.ES.6 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (5‑ESS2‑2)Earth and Human ActivityS.3‑5.ES.7 Make a claim about the merit of a design solution that reduces the impacts of a weather‑related hazard (e.g., barriers to prevent flooding, wind resistant roofs, lightning rods). (3‑ESS3‑1)S.3‑5.ES.8 Obtain and combine information to describe that energy and fuels are derived from natural resources (e.g., wind energy, water behind dams, sunlight, fossil fuels, fissile materials) and their uses affect the environment (e.g., loss of habitat due to dams, surface mining, air pollution). (4‑ESS3‑1)S.3‑5.ES.9 Generate and compare multiple solutions (e.g., earthquake resistant building, monitoring volcanic activity) to reduce the impacts of natural Earth processes on humans. (4‑ESS3‑2)S.3‑5.ES.10 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5‑ESS3‑1)Earth’s Place in the UniverseS.3‑5.ES.11 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (4‑ESS1‑1)S.3‑5.ES.12 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. (5‑ESS1‑1)S.3‑5.ES.13 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5‑ESS1‑2)

Grades 3-5

Health Sciences

​Health Promotion and Disease PreventionS.3‑5.HS.1 Make observations to construct an evidence‑based link between healthy behaviors and personal health.S.3‑5.HS.2 Construct an argument that spiritual, emotional, intellectual, physical, and social health are interrelated and dependent on one another.S.3‑5.HS.3 Analyze patterns of accidental injuries in different locations; develop a specific action plan designed to reduce accidents; evaluate the success of the plan.S.3‑5.HS.4 Develop a model that demonstrates effective verbal and nonverbal communication skills to enhance health and reduce health risks.S.3‑5.HS.5 Use scientific evidence to develop a family health plan designed to strengthen and enhance personal health.Health ResourcesS.3‑5.HS.6 Analyze and communicate the reliability of health information, products, and local services.Healthy Lifestyle ChoicesS.3‑5.HS.7 Construct a model that illustrates the various influences that impact personal health.S.3‑5.HS.8 Conduct an investigation to evaluate the accuracy/influence of the media on health.S.3‑5.HS.9 Construct a model that demonstrates the ability to use decision‑making skills to enhance health.S.3‑5.HS.10 Select a personal health goal, evaluate health resources to develop and implement a plan aimed at achieving the goal, and monitor progress toward the goal.S.3‑5.HS.11 Gather, synthesize, and present information from the Bible about God’s plan for healthy living.

Grades 3-5

Engineering, Technology, and Applications of Science

​Engineering DesignS.3‑5.ET.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.  (3‑5‑ETS1‑1)S.3‑5.ET.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.  (3‑5‑ETS1‑2)S.3‑5.ET.3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.  (3‑5‑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.