Third+Grade+Content+Standards





Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge of common word families (e.g., –ite or –ate) and complex word families (e.g., -ould, –ight) to sound out unfamiliar words. 4. Demonstrate a growing stock of sight words. 5. Read text using fluid and automatic decoding skills. 6. Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension.

 Acquisition of Vocabulary

1. Determine the meaning of unknown words using a variety of context clues, including word, sentence and paragraph clues. 2. Use context clues to determine the meaning of homophones, homonyms and homographs. 3. Apply the meaning of the terms synonyms and antonyms. 4. Read accurately high-frequency sight words. 5. Apply knowledge of individual words in unknown compound words to determine their meanings. 6. Use knowledge of contractions and common abbreviations to identify whole words. 7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful and -less to determine meaning of words. 8. Decode and determine the meaning of words by using knowledge of root words and their various inflections. 9. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

 Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). 2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text. 3. Compare and contrast information between texts and across subject areas. 4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate. 5. Make inferences regarding events and possible outcomes from information in text. 6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension. 7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back. 9. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 10. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

 Reading Applications: Informational, Technical and Persuasive Text

1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts. 2. List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers. 3. Identify and list the important central ideas and supporting details of informational text. 4. Draw conclusions from information in maps, charts, graphs and diagrams. 5. Analyze a set of directions for proper sequencing, clarity and completeness.

 Reading Applications: Literary Text

1. Recognize and describe similarities and differences of plot across literary works. 2. Use concrete details from the text to describe characters and setting. 3. Retell the plot sequence. 4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction. 5. Explain how an author’s choice of words appeals to the senses. 6. Identify stated and implied themes. 7. Describe methods authors use to influence readers’ feelings and attitudes (e.g., appeal of characters in a picture book; use of figurative language).

 Writing Processes

1. Generate writing ideas through discussions with others and from printed material. 2. Develop a clear main idea for writing. 3. Develop a purpose and audience for writing. 4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing. 5. Organize writing by providing a simple introduction, body and a clear sense of closure. 6. Use a wide range of simple, compound and complex sentences. 7. Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases. 8. Use language for writing that is different from oral language, mimicking writing style of books when appropriate. 9. Use available technology to compose text. 10. Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair). 11. Add descriptive words and details and delete extraneous information. 12. Rearrange words, sentences and paragraphs to clarify meaning. 13. Use resources and reference materials, including dictionaries, to select more effective vocabulary. 14. Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. 15. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 16. Rewrite and illustrate writing samples for display and for sharing with others.

 Writing Applications

1. Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot. 2. Write responses to novels, stories and poems that demonstrate an understanding of the text and support judgments with specific references to the text. 3. Write formal and informal letters (e.g., thank you notes, letters of request) that include relevant information and date, proper salutation, body, closing and signature. 4. Write informational reports that include the main ideas and significant details from the text. 5. Produce informal writings (e.g., messages, journals, note and, poems) for various purposes.

 Writing Conventions

1. Write legibly in cursive, spacing letters, words and sentences appropriately. 2. Spell multi-syllabic words correctly. 3. Spell all familiar high-frequency words, words with short vowels and common endings correctly. 4. Spell contractions, compounds and homonyms (e.g., hair and hare) correctly. 5. Use correct spelling of words with common suffixes such as –ion, -ment and -ly. 6. Follow common spelling generalizations (e.g., consonant doubling, dropping e and changing y to i). 7. Use resources to check spelling (e.g., a dictionary, spell check). 8. Use end punctuation marks correctly. 9. Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives. 10. Use correct capitalization. 11. Use nouns, verbs and adjectives correctly. 12. Use subjects and verbs that are in agreement. 13. Use irregular plural nouns. 14. Use nouns and pronouns that are in agreement. 15. Use past, present and future verb tenses. 16. Use possessive nouns and pronouns. 17. Use conjunctions.

 Research

 1. Choose a topic for research from a list of questions, assigned topic or personal area of interest. 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources). 3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic. 4. Identify important information found in the sources and summarize the important findings. 5. Sort relevant information into categories about the topic. 6. Understand the importance of citing sources. 7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.  Communication: Oral and Visual

1. Ask questions for clarification and explanation, and respond to others’ ideas. 2. Identify the main idea, supporting details and purpose of oral presentations and visual media. 3. Identify the difference between facts and opinions in presentations and visual media. 4. Demonstrate an understanding of the rules of the English language. 5. Select language appropriate to purpose and audience. 6. Use clear diction and tone, and adjust volume and tempo to stress important ideas. 7. Adjust speaking content according to the needs of the audience. 8. Deliver informational presentations that: a. present events or ideas in logical sequence and maintain a clear focus; b. demonstrate an understanding of the topic; c. include relevant facts and details from multiple sources to develop topic; d. organize information, including a clear introduction, body and conclusion; e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and f. identify sources. 9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

 Number, Number Sense and Operations

A. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals. (03-04) 2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example: a. Recognize 100 means "10 tens" as well as a single entity (1 hundred) through physical models and trading games. b. Describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 X 1000 plus 2 X 100 plus 5 X 1. c. Model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs. d. Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money. (03)

3. Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, greater than/equal to, less than/equal to. (03)

B. Recognize and generate equivalent representations for whole numbers, fractions and decimals. (03-04) 1. Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard. (03)

7. Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as 3/10 and 3 tenths are red. (03)

C. Represent commonly used fractions and mixed numbers using words and physical models. (03-04) 5. Represent fractions and mixed numbers using words, numerals and physical models. (03)

D. Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them. (03-04) 3. Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, greater than/equal to, less than/equal to. (03)

6. Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than 1/2 ), and equivalent forms found using physical or visual models. (03)

E. Recognize and classify numbers as prime or composite and list factors. (03-04)

F. Count money and make change using both coins and paper bills. (03-04) 4. Count money and make change using coins and paper bills to ten dollars. (03)

G. Model and use commutative and associative properties for addition and multiplication. (03-04) 11. Model and use the commutative and associative properties for addition and multiplication. (03)

H. Use relationships between operations, such as subtraction as the inverse of addition and division as the inverse of multiplication. (03-04) 10. Explain and use relationships between operations, such as: a. relate addition and subtraction as inverse operations; b. relate multiplication and division as inverse operations; c. relate addition to multiplication (repeated addition); d. relate subtraction to division (repeated subtraction). (03)

I. Demonstrate fluency in multiplication facts with factors through 10 and corresponding divisions. (03-04) 13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts. (03)

J. Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness. (03-04) 15. Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates. (03)

K. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division of whole numbers. (03-04) 12. Add and subtract whole numbers with and without regrouping. (03)

14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division. (03)

L. Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. (03-04) 8. Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example: a. Use conventional mathematical symbols to write equations for word problems involving multiplication. b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each. (03)

9. Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model. For example: a. Translate contextual situations involving division into conventional mathematical symbols. b. Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children. (03)

M. Add and subtract commonly used fractions with like denominators and decimals, using models and paper and pencil. (03-04)

Measurement

A. Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature, using: - objects of uniform size; - U.S. customary units; e.g., mile, square inch, cubic inch, second degree Fahrenheit, and other units as appropriate; - metric units; e.g., millimeter, kilometer, square centimeter, kilogram, cubic centimeter, degree Celsius, and other units as appropriate. (03-04) 1. Identify and select appropriate units for measuring: a. length - miles, kilometers and other units of measure as appropriate. b. volume (capacity) - gallons; c. weight - ounces, pounds, grams, or kilograms; d. temperature - degrees (Fahrenheit or Celsius). (03)

4. Read thermometers in both Fahrenheit and Celsius scales. (03)

B. Know that the number of units is inversely related to the size of the unit for any item being measured. (03-04)

C. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates. (03-04) 2. Establish personal or common referents to include additional units; e.g., a gallon container of milk; a postage stamp is about a square inch. (03)

5. Estimate and measure length, weight and volume (capacity), using metric and U.S. customary units, accurate to the nearest 1/2 or 1/4 unit as appropriate. (03)

D. Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature. (03-04) 4. Read thermometers in both Fahrenheit and Celsius scales. (03)

6. Use appropriate measurement tools and techniques to construct a figure or approximate an amount of specified length, weight or volume (capacity); e.g., construct a rectangle with length 2 and 1/2 inches and width 3 inches, fill a measuring cup to the 3/4 cup mark. (03)

7. Make estimates for perimeter, area and volume using links, tiles, cubes and other models. (03)

E. Tell time to the nearest minute. (03-04) 3. Tell time to the nearest minute and find elapsed time using a calendar or a clock. (03) Geometry and Spatial Sense

A. Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. (03-04) 1. Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face. (03)

B. Describe and identify points, lines and planes in the environment. (03-04)

C. Describe and identify intersecting, parallel and perpendicular lines or segments in the environment. (03-04)

D. Identify and draw right, obtuse, acute and straight angles. (03-04) 2. Identify and describe the relative size of angles with respect to right angles as follows: a. Use physical models, like straws, to make different sized angles by opening and closing the sides, not by changing the side lengths. b. Identify, classify and draw right, acute, obtuse and straight angles. (03)

E. Use attributes to describe, classify and sketch plane figures and build solid objects. (03-04) 1. Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face. (03)

5. Build a three-dimensional model of an object composed of cubes; e.g., construct a model based on an illustration or actual object. (03)

F. Develop definitions of classes of shapes. (03-04)

G. Find and name locations in coordinate systems. (03-04) 3. Find and name locations on a labeled grid or coordinate system; e.g., a map or graph. (03)

H. Identify and describe line and rotational symmetry in two-dimensional shapes and designs. (03-04) 4. Draw lines of symmetry to verify symmetrical two-dimensional shapes. (03)

I. Describe, identify and model reflections, rotations and translations, using physical materials. (03-04)

J. Describe a motion or series of transformations that show two shapes are congruent. (03-04) Patterns, Functions and Algebra A. Analyze and extend patterns, and describe the rule in words. (03-04) 1. Extend multiplicative and growing patterns, and describe the pattern or rule in words. (03)

2. Analyze and replicate arithmetic sequences with and without a calculator. (03)

B. Use patterns to make predictions, identify relationships, and solve problems. (03-04) 3. Use patterns to make predictions, identify relationships, and solve problems. (03)

C. Write and solve open sentences and explain strategies. (03-04) 5. Write, solve and explain simple mathematical statements, such as 7 + triangle > 8 or triangle + 8 = 10. (03)

6. Express mathematical relationships as equations and inequalities. (03)

D. Represent an unknown quantity as a variable using a symbol, including letters. (03-04)

E. Use variables to create and solve equations representing problem situations. (03-04) 4. Model problem situations using objects, pictures, tables, numbers, letters and other symbols. (03)

F. Construct and use a table of values to solve problems associated with mathematical relationships. (03-04) 7. Create tables to record, organize and analyze data to discover patterns and rules. (03)

G. Describe how a change in one variable affects the value of a related variable. (03-04) 8. Identify and describe quantitative changes, especially those involving addition and subtraction; e.g., the height of water in a glass becoming 1 centimeter lower each week due to evaporation. (03) <span style="color: rgb(204, 153, 255);">Data Analysis and Probability

A. Gather and organize data from surveys and classroom experiments, including data collected over a period of time. (03-04) 1. Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed. (03)

B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions. (03-04) 4. Support a conclusion or prediction orally and in writing, using information in a table or graph. (03)

5. Match a set of data with a graphical representation of the data. (03)

7. Analyze and interpret information represented on a timeline. (03)

C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams. (03-04)

6. Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart. (03)

D. Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each (bicycle picture) = 10 bicycles or the intervals on an axis are multiples of 10. (03-04) 2. Draw and interpret picture graphs in which a symbol or picture represents more than one object. (03)

3. Read, interpret and construct bar graphs with intervals greater than one. (03)

E. Describe data using mode, median and range. (03-04) 8. Identify the mode of a data set and describe the information it gives about a data set. (03)

F. Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes. (03-04) 9. Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes. (03)

G. Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing 2 or 3 members. (03-04) 10. Use physical models, pictures, diagrams and lists to solve problems involving possible arrangements or combinations of two to four objects. (03)

H. Use the set of possible outcomes to describe and predict events. (03-04)

<span style="font-size: 25.5pt; color: rgb(19, 255, 0);">Mathematical Processes

A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check. (03-04)

B. Use an organized approach and appropriate strategies to solve multi-step problems. (03-04)

C. Interpret results in the context of the problem being solved; e.g., the solution must be a whole number of buses when determining the number of buses necessary to transport students. (03-04)

D. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork. (03-04)

E. Link concepts to procedures and to symbolic notation; e.g., model 3 x 4 with a geometric array, represent one-third by dividing an object into three equal parts. (03-04)

F. Recognize relationships among different topics within mathematics; e.g., the length of an object can be represented by a number. (03-04)

G. Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation. (03-04)

H. Recognize basic valid and invalid arguments, and use examples and counter examples, models, number relationships, and logic to support or refute. (03-04)

I. Represent problem situations in a variety of forms (physical model, diagram, in words or symbols), and recognize when some ways of representing a problem may be more helpful than others. (03-04)

J. Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. (03-04)

K. Use mathematical language to explain and justify mathematical ideas, strategies and solutions. (03-04)



<span style="color: rgb(255, 0, 0); font-size: 13.5pt;">Earth and Space Sciences

A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system.

B. Summarize the processes that shape Earth's surface and describe evidence of those processes.

C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

01. Compare distinct properties of rocks (e.g., color, layering and texture).

02. Observe and investigate that rocks are often found in layers.

03. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.

04. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).

05. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth).

06. Investigate that soils are often found in layers and can be different from place to place.

D. Analyze weather and changes that occur over a period of time.

<span style="color: rgb(0, 128, 0); font-size: 13.5pt;">Life Sciences

A. Differentiate between the life cycles of different plants and animals.

01. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).

B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

02. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies).

03. Classify animals according to their characteristics (e.g., body coverings and body structure).

C. Compare changes in an organism's ecosystem/habitat that affect its survival.

04. Use examples to explain that extinct organisms may resemble organisms that are alive today.

05. Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.

06. Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful.

<span style="color: rgb(83, 32, 162); font-size: 13.5pt;">Physical Sciences

A. Compare the characteristics of simple physical and chemical changes.

B. Identify and describe the physical properties of matter in its various states.

C. Describe the forces that directly affect objects and their motion.

01. Describe an objects position by locating it relative to another object or the background.

02. Describe an objects motion by tracing and measuring its position over time.

03. Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism and collision).

04. Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction).

D. Summarize the way changes in temperature can be produced and thermal energy transferred.

E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.

F. Describe the properties of light and sound energy.

<span style="color: rgb(255, 255, 0); font-size: 13.5pt;">Science and Technology <span style="font-size: 13.5pt; color: rgb(128, 0, 0);"> <span style="color: rgb(0, 0, 0); font-size: 13.5pt;"> A. Describe how technology affects human life.

01. Describe how technology can extend human abilities (e.g., to move things and to extend senses).

02. Describe ways that using technology can have helpful and/or harmful results.

03. Investigate ways that the results of technology may affect the individual, family and community.

B. Describe and illustrate the design process.

04. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution).

05. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).

<span style="color: rgb(0, 128, 128); font-size: 13.5pt;">Scientific Inquiry <span style="color: rgb(0, 0, 0); font-size: 13.5pt;">

A. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

01. Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.

B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

02. Discuss observations and measurements made by other people.

03. Read and interpret simple tables and graphs produced by self/others.

05. Record and organize observations (e.g., journals, charts and tables).

C. Develop, design and safely conduct scientific investigations and communicate the results.

04. Identify and apply science safety procedures.

06. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).

<span style="color: rgb(0, 128, 128); font-size: 13.5pt;">Scientific Ways of Knowing <span style="color: rgb(0, 0, 0); font-size: 13.5pt;">

A. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

01. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

C. Explain the importance of keeping records of observations and investigations that are accurate and understandable.

02. Keep records of investigations and observations and do not change the records that are different from someone else's work.

D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

03. Explore through stories how men and women have contributed to the development of science.

04. Identify various careers in science.

05. Discuss how both men and women find science rewarding as a career and in their everyday lives. <span style="font-size: 14.5pt; color: rgb(128, 128, 0);">History A. Construct time lines to demonstrate an understanding of units of time and chronological order.

01. Define and measure time by years, decades and centuries.

02. Place local historical events in sequential order on a time line.

B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.

C. Explain how new developments led to the growth of the United States.

03. Describe changes in the community over time including changes in:  a. Businesses;  b. Architecture;  c. Physical features;  d. Employment;  e. Education;  f. Transportation; g. Technology;  h. Religion; i. Recreation.

A. Compare practices and products of North American cultural groups.

01. Compare some of the cultural practices and products of various groups of people who have lived in the local community including: a. Artistic expression; b. Religion; c. Language; d. Food.

02. Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States and countries of the world.

B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

03. Describe settlement patterns of various cultural groups within the local community.

<span style="font-size: 14.5pt; color: rgb(22, 197, 39);">Geography

A. Use map elements or coordinates to locate physical and human features of North America.

01. Use political maps, physical maps and aerial photographs to ask and answer questions about the local community.

02. Use a compass rose and cardinal directions to describe the relative location of places.

03. Read and interpret maps by using the map title, map key, direction indicator and symbols to answer questions about the local community.

04. Use a number/letter grid system to locate physical and human features on a map.

05. Identify the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes.

B. Identify the physical and human characteristics of places and regions in North America.

06. Identify and describe the landforms and climate, vegetation, population and economic characteristics of the local community.

C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences.

07. Identify ways that physical characteristics of the environment (i.e., landforms, bodies of water, climate and vegetation) affect and have been modified by the local community.

D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

08. Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place.

<span style="font-size: 14.5pt; color: rgb(83, 32, 162);">Economics

A. Explain the opportunity costs involved in the allocation of scarce productive resources.

01. Define opportunity cost and give an example of the opportunity cost of a personal decision.

B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

02. Identify people who purchase goods and services as consumers and people who make goods or provide services as producers.

03. Categorize economic activities as examples of production or consumption.

04. Explain the advantages and disadvantages of specialization and the division of labor to produce items.

C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

05. Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings.

06. Explain how the local community is an example of a market where buyers and sellers exchange goods and services.

07. Identify examples of economic competition in the local community.

<span style="font-size: 14.5pt; color: rgb(0, 0, 255);">Government

A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

01. Explain the major functions of local government including: a. Promoting order and security; b. Making laws; c. Settling disputes; d. Providing public services; e. Protecting the rights of individuals.

02. Explain the structure of local governments and identify local leaders (e.g., township trustees, county commissioners, city council members or mayor).

03. Identify the location of local government buildings and explain the functions of government that are carried out there.

04. Identify goods and services provided by local government, why people need them and the source of funding (taxation).

05. Define power and authority.

06. Explain why the use of power without legitimate authority is unjust (e.g., bullying, stealing).

B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

<span style="font-size: 14.5pt; color: rgb(64, 64, 64);">Citizenship Rights and Responsibilities

A. Explain how citizens take part in civic life in order to promote the common good.

01. Describe how people help to make the community a better place in which to live including: a. Working to preserve the environment; b. Helping the homeless; c. Restoring houses in low-income areas; d. Supporting education; e. Planning community events; f. Starting a business.

02. Demonstrate effective citizenship traits including: a. Civility; b. Respect for the rights and dignity of each person; c. Volunteerism; d. Compromise; e. Compassion; f. Persistence in achieving goals; g. Civic-mindedness.

B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.

03. Describe the responsibilities of citizenship with emphasis on: a. Voting; b. Obeying laws; c. Respecting the rights of others; d. Being informed about current issues; e. Paying taxes.

<span style="font-size: 14.5pt; color: rgb(0, 151, 255);">Social Studies Skills and Methods

A. Obtain information from a variety of primary and secondary sources using the component parts of the source.

01. Obtain information about local issues from a variety of sources including: a. Maps; b. Photos; c. Oral histories; d. Newspapers; e. Letters; f. Artifacts; g. Documents.

02. Locate information using various parts of a source including: a. The table of contents; b. Title page; c. Illustrations; d. Keyword searches.

B. Use a variety of sources to organize information and draw inferences.

03. Identify possible cause and effect relationships.

04. Read and interpret pictographs, bar graphs and charts.

C. Communicate social studies information using graphs or tables.

05. Communicate information using pictographs and bar graphs.

D. Use problem-solving skills to make decisions individually and in groups.

06. Use a problem-solving/decision-making process which includes: a. Identifying a problem; b. Gathering information; c. Listing and considering options; d. Considering advantages and disadvantages of options; e. Choosing and implementing a solution.