• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community

English Language Arts - Standard 1
1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
Students:

• gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams
• select information appropriate to the purpose of their investigation and relate ideas from one text to another
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

• gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams
• select information appropriate to the purpose of their investigation and relate ideas from one text to another
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

• use concrete materials to model numbers and number relationships for whole numbers and common fractions, including decimal fractions.
• relate counting to grouping and to place-value.

Science
Standard 4 – The Living Environment
1. Living things are both similar to and different from each other and nonliving things.
Students:

• describe the characteristics of and variations between living and nonliving things.
  

• understand the attributes of area, length, capacity, weight, volume, time, temperature, and angle.

• use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.

• gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams
• select information appropriate to the purpose of their investigation and relate ideas from one text to another
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

• describe patterns of daily, monthly, and seasonal changes in their environment.

• draw maps and diagrams that serve as representations of places, physical features, and objects

• add, subtract, multiply, and divide whole numbers.
• know single digit addition, subtraction, multiplication, and division facts.

• understand the attributes of area, length, capacity, weight, volume, time, temperature, and angle.
• estimate and find measures such as length, perimeter, area, and volume using both nonstandard and standard units.

• study about how people live, work, and utilize natural resources

• describe the characteristics of and variations between living and nonliving things.

• recognize how traditions and practices were passed from one generation to the next
• distinguish between near and distant past and interpret simple timelines.

• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

• add, subtract, multiply, and divide whole numbers.
• develop strategies for selecting the appropriate computational and operational method in problem solving situations.

• construct tables, charts, and graphs to display and analyze real-world data.

• describe how plants and animals, including humans, depend upon each other and the nonliving environment

Social Studies
STANDARD 3 - Geography
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the
world in spatial terms, places and regions, physical settings (including natural resources), human systems,
environment and society, and the use of geography. (Adapted from The National Geography Standards,
1994: Geography for Life)
Students:

• study about how people live, work, and utilize natural resources
• locate places within the local community, State, and Nation. (Adpated from National Geography Standards, 1994
• identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)
• investigate how people depend on and modify the physical environment.

• describe the characteristics of and variations between living and nonliving things.
• describe the life processes common to all living things.
  

4. The continuity of life is sustained through reproduction and development.
Students:

• describe the major stages in the life cycles of selected plants and animals.

• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

• •use concrete materials to model numbers and number relationships for whole numbers and common fractions.

• use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.
  

Science
Standard 4 - Physical Setting
1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Students:

• describe patterns of daily, monthly, and seasonal changes in their environment.

California Native Americans

(This lesson may be adapted to the regions and Native American groups in New York by using the graphic of New York found in the Idea Machine button in Kid Pix Deluxe 4. Once the button has been clicked, open the Maps folder and choose United States. A map of New York can be found here.)

• study about how people live, work, and utilize natural resources
• draw maps and diagrams that serve as representations of places, physical features, and objects
• •locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)
• identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)
• investigate how people depend on and modify the physical environment.
  

• draw maps and diagrams that serve as representations of places, physical features, and objects

• describe the relationships among air, water, and land on Earth.

• understand the attributes of area, length, capacity, weight, volume, time, temperature, and angle.
• estimate and find measures such as length, perimeter, area, and volume using both nonstandard and standard units.

• explore and express relationships using variables and open sentences.

Social Studies
STANDARD 3 - Geography
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

• draw maps and diagrams that serve as representations of places, physical features, and objects
• identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)

• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

• study about how people live, work, and utilize natural resources
• draw maps and diagrams that serve as representations of places, physical features, and objects
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)
• identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)

• explain daily, monthly, and seasonal changes on earth.

• use the coordinate plane to explore geometric ideas.
• represent numerical relationships in one- and two dimensional graphs.

• understand the attributes of area, length, capacity, weight, volume, time, temperature, and angle.
• estimate and find measures such as length, perimeter, area, and volume using both nonstandard and standard units.

Social Studies
STANDARD 2 – World History
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Students:

• know some important historic events and developments of past civilizations

Social Studies
STANDARD 3 - Geography
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
Students:

• map information about people, places, and environments
  

Social Studies
STANDARD 2 – World History
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Students:

• know some important historic events and developments of past civilizations

Social Studies
STANDARD 3 - Geography
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:

• map information about people, places, and environments

Science
Standard 4- Physical Setting
6. Plants and animals depend on each other and their physical environment.
Students:

• describe the flow of energy and matter through food chains and food webs.

Science
Standard 4 – Physical Setting
2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Students:

• explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
• describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Mathematics
Standard 3
4. Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
Students:

• visualize, represent, and transform two- and three dimensional shapes.
• use maps and scale drawings to represent real objects or places.
• use appropriate tools to construct and verify geometric relationships.
• develop procedures for basic geometric constructions.

Mathematics
Standard 3
5. Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
Students:

• use statistical methods and measures of central tendencies to display, describe, and compare data.
• explore and produce graphic representations of data using calculators/computers.
• develop critical judgment for the reasonableness of measurement.