First Grade StandardsLanguage ArtsGod is a communicating God; He wants us to know His thoughts.Literary Reading1LR1 Ask and answer questions about key details in a text.1LR2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.1LR3 Describe characters, settings, and major events in a story, using key details.1LR4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1LR5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.1LR6 Identify who is telling the story at various points in a text.1LR7 Use illustrations and details in a story to describe its characters, setting, or events.1LR8 Compare and contrast the adventures and experiences of characters in stories.1LR9 With prompting and support, read prose and poetry of appropriate complexity for grade 1.1LR10 Predict and explain what will happen next in stories1LR11 Identify the cause-effect relationship 1LR12 Read with accuracy (at an appropriate level for age and ability) and self-correct when necessary

Informational Reading1IR1 Ask and answer questions about key details in a text.1IR2 Identify the main topic and retell key details of a text.1IR3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.1IR4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.1IR5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.1IR6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.1IR7 Use the illustrations and details in a text to describe its key ideas.1IR8 Identify the reasons an author gives to support points in a text.1IR9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).1IR10 Read with accuracy (at an appropriate level for age and ability) informational texts and self-correct when necessary

General Reading1GR1 Read a selection of choice for 15-20 minutes each night with a family member and keep a reading log1GR2 At the completion of first grade, students must be able to read all of the Dolch sight words listed for previous grade levels plus the following sight words from the Dolch List: jump, put, warm, fly, could, thank, old, has, ask, going, every, how, an, take, round, after, from, let,

when, think, his, by, once, stop, of, know, may, her, give, again, as, were, some, walk, open, them, him, any, just, had, live, over, then1GR3 Read with sufficient accuracy and fluency to support comprehension. 1GR3a Read grade-level text with purpose and understanding. 1GR3b Read grade-level text orally with accuracy, appropriate rate, and expression.

1GR3c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

1GR4 Read appropriately leveled books to meet the required number of AR points each quarter.

Phonics1P1 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).1P2 Distinguish long from short vowel sounds in spoken single-syllable words.1P3 Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.1P4 Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1P5 Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).1P6 Know and apply grade-level phonics and word analysis skills in decoding words.1P7 Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).1P8 Decode regularly spelled one-syllable words.1P9 Know final -e and common vowel team conventions for representing long vowel sounds.1P10 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.1P11 Decode two-syllable and larger, words following basic patterns by breaking the words into syllables1P12 Read words with inflectional endings in addition to compound word and contractions.1P13 Recognize and read grade-appropriate irregularly spelled words.1P14 Pronounce the appropriate sounds for all consonants and the following consonant digraphs: sh, th, wh, ch, and ck1P15 Write the appropriate letters for each of the above sounds1P16 Pronounce the appropriate sounds for the following vowel digraphs: ee, ea, ai, ay, oa, ow1P17 Relate contractions to their source words1P18 Use context clues to identify unknown words while reading1P19 Integrate phonetic strategies, meaning clues, and language structure when reading

Grammar1G1Demonstrate understanding of the organization and basic features of print:

1G1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

1G2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1G2a Use common, proper, and possessive nouns.1G2b Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1G2c Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).1G2d Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).1G2e Use frequently occurring adjectives.1G2f Use frequently occurring conjunctions (e.g., and, but, or, so, because).1G2g Use determiners (e.g., articles, demonstratives).1G2h Use frequently occurring prepositions (e.g., during, beyond, toward).1G2i Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1G3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1G3a Capitalize dates and names of people.1G3b Use end punctuation for sentences.1G3c Use commas in dates and to separate single words in a series.1G3d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.1G3e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.1G3f Capitalize the pronoun “I”

1G4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

1G4a Use sentence-level context as a clue to the meaning of a word or phrase.1G4b Use frequently occurring affixes as a clue to the meaning of a word.1G4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1G5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

1G5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.1G5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).1G5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).1G5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

1G6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Writing1W1 Write opinion pieces as a response to literature in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.1W4 Write a persuasive text in which they persuade others of an idea including at least one reason for the need for change.1W5 Using the writing process, work with both peers and the teachers to prewrite, draft, revise, proofread, and publish.1W6 Explore the use of digital tools to produce and publish writing1W7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).1W8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.1W9 Use complete sentences in final copies1W10 Write friendly letters and thank you notes1W11 Write narratives with a beginning, middle, and end

Listening and Speaking1LS1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups:

1LS1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).1LS1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.1LS1c Ask questions to clear up any confusion about the topics and texts under discussion.

1LS2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.1LS3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.1LS4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.1LS5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.1LS6 Produce complete sentences when appropriate to task and situation.

Spelling1S1 Correctly spell words following the curriculum.1S2 Correctly spell phonetically regular words in final copies1S3 Use dictionary, books, word walls, and human resources to identify standard spellings1S4 Use phonetic spelling for unknown words1S5 Read and write words from weekly spelling lists

Reference and Research Skills1R1 Alphabetize words by their first letter

1R2 Use a picture dictionary to find meanings of unfamiliar words1R3 Make a personal dictionary or word list to use in writing1R4 Use page numbers to locate parts of a book

HandwritingHW1.1 Demonstrate competence in writing the correct form of each uppercase and lowercase letter.HW1.2 Demonstrate competence in pencil grip and paper position.HW1.3 Demonstrate competence in writing from left-to-right and top-to-bottom on the page.HW1.4 Demonstrate competence in writing words legibly in D’Nealian printing, using correct letter formation, appropriate size and spacing.

MathematicsGod cares about numbers. He knows them all; He has recorded many for our information.M1.1. EstimationM1.1a. Use estimation language such as more, less, equal, almost and fewM1.1b. Discuss estimation strategies using visual representations and referent setsM1.1c. Apply estimation strategies in working with quantities, measurement, computation and problem solvingM1.1d. Determine the reasonableness of results

M1.2. Number Sense and NumerationM1.2a. Read, write and order numbers to 100M1.2b Group and count objects by 2’s, 5’s, and 10’s to 120M1.2c. Read and write number words zero to one hundredM1.2d. Use ordinal numbers from “first” through “thirty first”M1.2e. Represent numbers in a variety of ways: using tallies, building models to 100M1.2f. Develop an understanding of place value by grouping concrete objects by ones, tens and hundredsM2.2g.Write the expanded form of 2-digit numbersM1.2h. Identify equal and unequal numerals and setsM1.2i. Apply >, < and = to compare numbersM1.2j. Recognize a missing number in a sequenceM1.2k. Count collections of money using pennies, nickels, dimes, quarters and dollar billsM1.2l. Make fair trades involving combinations of $1, $5, $10, and $20M1.2m. Identify even and odd numbers from 0 to 50

M1.3. Whole Number concepts and computationM1.3a. Understand the operation of addition and subtraction and know the combinations for sums to 20M1.3b. Model the operation of subtraction as taking awayM1.3c. Recall and apply addition and subtraction as taking awayM1.3d. Use appropriate mathematical symbols in addition and subtraction sentences (+, -, =)M1.3e. Relate addition and subtraction to symbolic notation and write equationsM1.3f. Create and solve problems using horizontal and vertical number sentences without regrouping

M1.3g. Find sums and differences using counting strategies such as counting on and counting back using a number lineM1.3h. Add three 1-digit numbersM1.3i. Model 2-digit addition and subtraction with multiples of 10 to 100M1.3j. Add and subtract 2-digit numbers with and without regroupingM1.3k. Understand the property of zero in addition and subtractionM1.3l. Explore the commutative property of addition by using manipulativesM1.3m. Recognize and use dollars and cents symbolsM1.3n. Determine the value of coins up to $1.00 using pennies, nickels, dimes, and quartersM1.3o. Begin to determine which multiple of 10 a given number is nearest (rounding)M1.3p. Use addition and subtraction to find the missing part of a number sentenceM1.3q. Identify and write numbers that are just before, between, and just after a given number.

M1.4. Geometry and Spatial SenseM1.4a. Identify and name plane geometric figures (circle, square, triangle, rectangle, diamond, and oval) according to their propertiesM1.4b. Explore plane figures including trapezoid, parallelogram, quadrilateral, pentagons, hexagons, and rhombusM1.4c. Recognize basic three-dimensional figures (sphere, cube, cylinder, cone and pyramid)M1.4d. Explain similarities and differences of geometric figuresM1.4e. Identify open and closed figuresM1.4f. Recognize symmetryM1.4g. Recognize and create congruent figuresM1.4h. Use correct terminology to identify a positional relationship between objects (before, after, between, near, left, right, inside, outside and close to)M1.4i. Find the perimeter of a plane figure using nonstandard unitsM1.4j. Identify slides, turns, and flips of geometric figuresM14.k. Locate and name objects on a grid, using ordered pairs (coordinates)

M1.5. MeasurementM1.5a. Know the days of the week and months of the year, both in order and out of order (read and interpret the calendar)M1.5b. Identify and write time to the hour and one-half hourM1.5c. Tell time to the one-half hour using digital and analog clocksM1.5d. Determine the length of elapsed time to the hour and half hourM1.5d. Choose an appropriate unit of measurement and use a variety of measurement instrumentsM1.5e. Use customary and nonstandard units of measurement to estimate and measure length, height, capacity, weight, time and temperatureM1.5f. Understand the effect changes in temperature have on a thermometerM1.5g. Explore concepts of length, volume, and perimeter using manipulatives

M1.6. Statistics and probabilityM1.6a. Collect, organize, construct and interpret data including bar graphs and pictographsM1.6b. Use tally marks to record data

M1.6c. Explore the probability of an event occurring through the use of games and manipulatives to predict the likelihood of an outcomeM1.6d. Find and use the range, mode, and median for a set of dataM1.6e Determine which event is more likely, less likely or equally likely to occurM1.6f. Sort data using Venn diagrams

M1.7. FractionsM1.7a. Demonstrate how fractions are an equal part of a wholeM1.7b. Identify and model fractions using manipulatives and picturesM1.7c. Identify fractions of a whole and label (1/4, 1/3, and ½)

M1.8. Patterns and RelationshipsM1.8a. Describe and compare objects by their attributes (color, shape, size)M1.8b. Identify patterns of 2’s, 5’s and 10’sM1.8c. Create and record patterns and identify the pattern unit or sequence

SOCIAL STUDIESGod has directed that written records be kept.Historical UnderstandingsSS1H1 The student will read about and describe the life of historical figures in American history.

SS1H1a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).SS1H1b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage.

SS1H2a The study will include John Henry, Johnny Appleseed, Davy Crockett, and Paul Bunyan.

Geographic UnderstandingsSS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

SS1G3 The student will locate major topographical features of the earth’s surface.SS1G3a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.SS1G3b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.SS1G3c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

Government/Civic UnderstandingsSS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful.

Economic UnderstandingsSS1E1 The student will identify goods that people make and services that people provide for each other. SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.SS1E3 The student will describe how people are both producers and consumers.SS1E4 The student will describe the costs and benefits of personal spending and saving choices.SS1E4a. Understand the importance of giving money back to the service of God.

Civics and Christian ValuesSS1CV1 The student will demonstrate an understanding of good citizenship by practicing the following actions:

SS1CV1a Taking turns, sharing with classmates, identifying examples of rules and the consequences of breaking them, participating in classroom chores, taking care of his/her possessions, and respecting those of others

SS1CV2 The student will understand that Christians are part of God’s family in addition to being an American Citizen.SS1CV3 The student will identify important Christian traits as seen in the Bible such as: honesty, faith, forgiveness, and obedience.SS1CV4 The student will understand the importance of being a disciple of God related in Matthew 28:19, 20

Science The Bible and the findings of science do not conflict.S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S1CS.1a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S1CS.2a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiencesS1CS.2b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.S1CS.2c. Give rough estimates of numerical answers to problems before doing them formally

S1CS.2d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

S1CS.3a. Use ordinary hand tools and instruments to construct, measure, and look at objectsS1CS3.b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.S1CS.3c. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S1CS.4a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.S1CS.4b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.S1CS.4c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.

S1CS5. Students will communicate scientific ideas and activities clearly.S1CS.5a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motionS1CS.5b. Draw pictures (grade level appropriate) that correctly portray features of the thing being describedS1CS.5c. Use simple pictographs and bar graphs to communicate data

The Nature of ScienceS1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.

S1CS.6a. When a science investigation is done the way it was done before, we expect to get a similar result.S1CS.6b. Science involves collecting data and testing hypothesesS1CS.6c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.S1CS.6d. All different kinds of people can be and are scientists.

S1CS7. Students will understand important features of the process of scientific inquiry.Students will apply the following to inquiry learning practices:

S1CS.7a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.S1CS.7b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.S1CS.7c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

S1CS.7d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

Earth ScienceS1E1. Students will observe, measure, and communicate weather data to see the patterns God created in weather and climate.

S1E.1a. Identify different types of weather and the characteristics of each typeS1E.1b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.S1E.1c. Correlate weather data (temperature, precipitation, sky conditions, and weather events)to seasonal changes.

Sample Tasks:Use simple weather instruments and observations to collect and chart weather data in a periodic journal throughout the year: Look for patterns. Thermometer-Temperature, Wind vane- wind, Rain gauge- precipitation, Sky conditions—sunny, cloudy, etc., Weather events such as thunderstorms, tornados, and hurricanes, Read or listen to stories about the weather and relate the stories to observations. Use what you know about weather patterns and how the weather changes through the year and during different seasons to compile an illustrated booklet relating changes in temperature and rainfall to seasonal changes. Blow bubbles or make a pinwheel to observe the wind’s direction and strength. Make a weather booklet with pictures or drawings of different clouds, precipitation, and weather events. Watch for rainbows. Record when and where you saw them on a class list. Note what was happening in the weather when you saw it. Read a story about rainbows to find out more about them. Use the stories you write for the booklet to tell about how weather affects what people wear and what games they play. Draw pictures of what to wear during different kinds of weather or match pictures of the weather with articles of clothing. (For example, wear a coat, hat and gloves when it is very cold.) Scientists measure all forms of precipitation in a rain gauge. They measure sleet and snow by letting it melt and then measuring it in a rain gauge. Invite a weather person (meteorologist) to talk to the class about measuring precipitation. Keep a container or rain gauge in the school yard and measure the precipitation. Keep a record to look for wettest months and driest months. Make a class graph of precipitation. Relate how plants and animals common to Georgia are affected by seasonal changes by drawing plants and animals through the year and showing how they are different in different seasons. (For example, some birds migrate, and some trees lose their leaves.) Suggested resource: http://www.weather.comS1E2. Students will observe and record changes in water as it relates to weather.

S1E.2a. Recognize changes in water when it freezes (ice) and when it melts (water).S1E.2b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).S1E.2c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.S1E.2d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.

Sample Tasks: Put some water in a sealable plastic bag. Do not fill the bag completely. Measure the weight of the water before, after freezing, and after melting. (Use a scale and measure using common manipulatives such as paper clips, blocks, or counters.) Compare the measurement to demonstrate the amount of water is the same. Draw how the water changes. Put a rain gauge or container outside to collect precipitation. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). Choose two similar containers. Mark the outside of the containers with tape or a marker. Put a measured amount of water in an open container and the same amount of water in a closed container. Observe and keep a record of measurements in chart form of the amount of water in the containers over time (evaporation). Compare changes in amounts to find out how much water evaporated. Ask questions about puddles of water after a rain and observe periodically. Draw what happens over time. Create an investigation to measure a puddle. Tell what you would do, what measurement tools you would choose, how often you would measure, and what you would learn. (Reference: Puddle Questions by Joan Westly, 1994, Creative Publications).

Physical ScienceS1P1. Students will investigate light and sound.

S1P.1a. Recognize sources of light and understand that God separated light from the dark during Creation referencing Genesis 1:3-5.S1P.1b. Explain how shadows are made.S1P.1c. Investigate how vibrations produce sound.S1P.1d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or softS1P.1e. Identify emergency sounds and sounds that help us stay safe. Sample Tasks: Use musical instruments to feel how vibrations produce sounds when the instruments are plucked, tapped, or when you blow into them or over them. Make a tape of different school sounds. Play the tape and ask classmates to sort the sounds as loud or soft and pleasant or harsh. Make a list of sounds you like and sounds you do not like. Get two pieces of string about the length of your arm. Tie each piece of string to a different side of the bottom of a coat hanger. Put the strings up to your ears so that it touches the area right in front of your ears. Have someone tap the hanger with a spoon and listen. Move the strings away from your ears and listen as someone taps on the hanger. Explain how the sounds differ. Sit quietly for five minutes. List or draw all of the sounds you hear. Discuss the difference between sound that is pleasant and a sound that bothers you (noise). Ask other people including adults what sounds they like and what sounds are noises to them to see if noise is the same to all people. Pluck a rubber band and listen for the sound it makes. Carefully stretch the rubber band to listen to the changes in sound. Pour different amounts of water in some glasses. Tap the sides of the glass and listen to the different sounds. Put the glasses in order from high sounds to low sounds. Draw a picture of the glasses and the amounts of water. Make a list of loud sounds and soft sounds. Circle the ones that are not pleasant because they are too loud. Drop items in a box and listen to the sounds.

Have a partner drop one of the items in the box while you have you back turned or your eyes shut. See if you can recognize the item by the sound it made. Discuss the importance of emergency sounds such as fire alarms, smoke detectors, and sirens and important sounds such as the loudspeaker, an alarm clock, or your teacher and parents. Make a poster of people and things that make sounds illustrating why it is important to listen for sounds to stay safe. Play a game with your classmates. Have everyone close his or her eyes. The teacher taps someone to say hello while everyone listens. Everyone opens their eyes and tries to identify the person. The person who gets it right gets to tap the next person who says hello. Hold a ticking clock over a table. See how many classmates can hear the ticking. Set the clock on the table and check to see who can hear the ticking. Have classmates lay their ear on the table that the clock is on. Discuss how the sounds are different. Listen to sounds through sealed bags of air, water, or sand/soil. Explain the differences.

S1P2. Students will demonstrate effects of magnets on other magnets and other objects making some things move without touching them. Students will understand this is not magic, but part of God’s creation.

S1P.2a. Demonstrate how magnets attract and repel.S1P.2b. Identify common objects that are attracted to a magnetS1P.2c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force. Sample Tasks: Put two magnets close to each other to observe how they react. Try putting the magnets near each other in various ways. Explain what you observe. If the magnets pull close to each other, they are attracted. If they push apart, they repel. Put a magnet over a cup of paper clips. Record what happens. Observe, predict, and record objects that can be attracted to a magnet. Record your findings in a chart. Identify materials or objects (air, water, wood, paper, your hand, etc.) that do not block the magnetic force. Explain why you think the magnet’s force would or would not be blocked by the material. Observe and list common uses for magnets at home and at school. Sketch some of the ways people use magnets. Explore how magnets can be used to make some things move without being touched. Create stick puppets by attaching magnets to craft sticks or other classroom objects. Move the stick figures by using another magnet underneath a desk, table, or shoebox. Use your stick puppet to tell others what you know about magnets.

Life ScienceS1L1. Students will investigate the characteristics and basic needs of plants and animals created by God.

S1L.1a. Identify the basic needs of a plant. (air, water, light, nutrients)S1L.1b. Identify the basic needs of an animal. (air, water, food, shelter)S1L.1c. Identify the parts of a plant—root, stem, leaf, and flower.S1L.1d. Compare and describe various animals—appearance, motion, growth, basic needs. Sample Tasks: Plant a seed and see if you can meet its basic needs to keep it alive. Write a letter to a friend telling what you needed to do to meet the basic

needs of your plant. Sketch and/or use a picture of a plant and label its parts. Explain what each part does. Investigate plants and their needs by comparing the health of plants under different conditions. Make a list of ways to determine if a plant is healthy and how to determine if a plant is not healthy, such as changes in its leaves, roots, stem, or flowers. Draw, measure, and record changes over time of plants in light, in dark, in a closed container, in the open air, in cold, in warmth, with water, and without water. Measure the plants periodically to note any changes. You can measure the height, number of leaves, etc… Sketch differences in appearance such as color, wilting, fallen leaves, etc. to determine if the plant is healthy or not healthy. Keep a plant journal or bulletin board display for your measurements, drawings and conclusions. Write an illustrated story about how to take care of a pet. Make sure you tell about how the basic needs of the pet are met. Make observations about how animals meet their needs and write stories about what you observe. Watch an animal* and keep a journal with sketches of where it lives, how it moves, what it eats, and how it gets water. Read and/or listen to stories about other animals, such as animals that live in a zoo, to find out how they eat, how they move, how they get water, and what they eat. Compare a fairy tale story about an animal and a science story about an animal. Tell how they are similar and how they are different. Animals to use for observation: spiders, birds, insects such as ants, fish, and classroom pets at school, personal pets such as dogs, cats, hamsters.

Bible B1.1 CreationB1.1a. Know God created everything in existenceB1.1b. Know the number of days and what was created on each dayB1.1c. Know Adam and Eve were created to maintain God’s creationB1.1d. Understand the fall of mankind and its consequences

B1.2 Cain & AbelB1.2a. Know Adam and Eve’s family was the first familyB1.2b. Understand the meaning and importance of worshipB1.2c. Know the meaning and consequences of sin and judgmentB1.2d. Understand the importance of make wise choices

B1.3 Noah and the FloodB1.3a. Learn Noah was given a request by God and his obedienceB1.3b. Know God’s promise to Noah and the symbol of the rainbowB1.3c. Understand the building of the Tower of Babel and its consequencesB1.3d. Know we are commanded by God to accept others and their differences

B1.4 Abraham & IsaacB1.4a. Know God made two promises to AbrahamB1.4b. Explain how Abraham demonstrated his trust to GodB1.4c. Understand God has a special plan for all of us

B1.5 Jacob & EsauB1.5a. Know the meaning of “birthright” and how Jacob stole it from EsauB1.5b. Discuss Jacob’s dream and return home

B1.6 JosephB1.6a. Know that Joseph had a gift of understanding dreamsB1.6b. Knows Joseph was mistreated by his brothersB1.6c. Learn how Joseph was sent to prisonB1.6d. Understands Joseph’s role in Egypt and how he forgave his brothers

B1.7 MosesB1.7a. Know the story of the birth of MosesB1.7b. Know the ten plagues B1.7c. Understand the meaning of the burning bushB1.7d. Know how the Israelites crossed the Red Sea

B1.8 The Ten CommandmentsB1.8a. Know God provided for the physical and spiritual needs of the Israelites in the desertB1.8b. Know the 10 CommandmentsB1.8c. Know the significance of the golden calf

B1.9 Joshua & CalebB1.9a. Learn the responsibilities of Joshua and CalebB1.9b. Know the events surrounding the battle of Jericho

B1.10 GideonB1.10a. Know the character of GideonB1.10b. Know Gideon was called to be brave and lead God’s army

B1.11 RuthB1.11a. Know Ruth was a loyal servant B1.11b. Understand how Ruth served others and how this is pleasing to God when we are His servants

B1.12 The PsalmsB1.12a. Know David wrote the PsalmsB1.12b. Learn Psalm 23

B1.13 ThanksgivingB1.13a. Know that by giving thanks we are glorifying God

B1.14 Elijah & the WidowB1.14a. Know how Elijah obeyed GodB1.14b. Know the importance of truth and speaking it boldly

B1.15 Josiah

B1.15a. Know Josiah was a kingB1.15b. Understand the importance of reading God’s Word

B1.16 ChristmasB1.16a. Know the story of the birth of JesusB1.16b. Know Jesus was presented in the Temple

B1.17 The Boyhood of JesusB1.17a. Know that Joseph as obedient to GodB1.17b. Understand Jesus always made wise choices

B1.18 God’s Written WordB1.18a. Know God speaks to us through His WordB1.18b. Understand the importance of memorizing Scripture

B1.19 Following JesusB1.19a. Understand the meaning of being fishers of menB1.19b. Know the church began to grow as Jesus preached

B1.20 Loving OthersB1.20a. Know the story of the Samaritan woman at the wellB1.20b. Understand Jesus always forgivesB1.20c. Know it is our responsibility to share God’s love with everyone

B1.21 SharingB1.21a. Know that Jesus fed 5000 with loaves and fish for only a fewB1.21b. Understand God provides everything we need

B1.22 Caring for OthersB1.22a. Know Jesus healed a paralyzed man B1.22b. Understand how faith is builtB1.22c. Understand we are to have compassion for everyone

B1.23 GivingB1.23a. Understand the need and importance of tithingB1.23b. Know & understand what it means to be a good steward

B1.24 Being ThankfulB1.24a. Know Jesus healed the lepersB1.24b. Understand the importance of thankful living and showing mercy and grace to everyone

B1.25 Trusting GodB1.25a. Understand we are to trust God at all timesB1.25b. Know God will always protect us

B1.26 Believing God

B1.26a. Know the story of Mary & MarthaB1.26b. Understand Jesus rose Lazarus from his death

B1.27 Accepting ForgivenessB1.27a. Understand Peter’s leadership

B1.28 EasterB1.28a. Know Jesus entered Jerusalem and the significance of the palmsB1.28b. Know the meaning and elements of the Last SupperB1.28c. Understand the arrest, crucifixion, and burial of JesusB1.28d. Know the importance of Jesus rising again

B1.28 Being a LeaderB1.29a. Know how the church continued to grow after Jesus’ ascensionB1.29b. Know the character of Steven and is faith and courage

B1.30 Witnessing to OthersB1.30a. Know the significance of Philip and the EthiopianB1.30b. Understand we are called to share the Good News

B1.31 Pleasing GodB1.31a. Know Saul became a Christian and God changed his name to PaulB1.31b. Understand the roles of early Christians as they served the church

B1.32 Serving God & OthersB1.32a. Know Paul and Barnabas were faithful servants and listened to GodB1.32b. Understand we are to be faithful servants to God

B1.33 Knowing GodB1.33a. Understand God is greatB1.33b. Know Jesus is our SaviorB1.33c. Know the meaning of salvation and our heavenly reward

Health HE1.1 Safety RulesHE1.1a. Understand that God’s Word tells us to be careful about what they see and hearHE1.1b. Understand what to do to stay safe during a stormHE1.1c. Understand good water safety rules HE1.1d. Understand appropriate procedures to follow in reporting emergency situations

HE1.2 Personal CareHE1.2a. Understand it is important for the student to learn good habitsHE1.2b. Know how to keep their skin cleanHE1.2c. Understand that good posture allows our bodies to function at their bestHE1.2d. Learn that good manners will please the Lord and have a good testimony to others

HE1.3 Disease PreventionHE1.3a. Understand dirt contains germs that can make them sickHE1.3b. Know when skin is broken, germs may enterHE1.3c. List what helps keep dirt and germs out of the bodyHE1.3d. Understand what protects their bodies from germsHE1.3e. List ways to prevent germs from spreading

HE1.4 Health and NutritionHE1.4a. Know that God made them and he designed our bodies to growHE1.4b. Understand that God expects them to take care of their bodies so that they can serve Him each dayHE1.4c. Enjoy learning more about caring for their body and staying healthyHE1.4d. Understand that God provides many healthy foods to eat

HE1.4e. Know that breakfast is the most important meal of the dayHE1.4f. Examine the importance of eating nutritious foods for good health

HE1.5 Our BodiesHE1.5a Know the different parts of the internal body and how they workHE1.5b Know that the heart is a muscleHE1.5c Know the function of the lungsHE1.5d Learn about muscles and the importance of exerciseHE1.5e Know and learn proper dental health careHE1.5f Learn about the different parts of the teethHE1.5g Learn the importance of the five senses

Art VA1.1 LinesThe student will:VA1.1a. Create a design using thick and thin linesVA1.1b. Create a drawing that shows movement by using curvy linesVA1.1c. Create an image that looks exciting by using diagonal and zigzag linesVA1.1d. Discuss outlining of shapes to form a line

VA1.2 ShapeThe student will:VA1.2a. Create a design using geometric shapes and free-form shapesVA1.2b. Create a family portrait using different-sized body shapes

VA1.3 ColorThe student will: VA1.3a. Create a fruit collage using appropriate colors to make the fruit recognizableVA1.3b. Create a self-portrait that uses color to show emotionVA1.3c. Create secondary colors by mixing primary colors

VA1.4 Space and Form

The student will:VA1.4a. Create a landscape drawing with a horizontal lineVA1.4b. Create a clay form of themselvesVA1.4c. Explore 3-D art and identify 2-D vs. 3-DVA1.4d Recognize positive and negative space

VA1.5 TextureThe student will: VA1.5a. Create a collage with textured materialsVA1.5b. Create a texture rubbing using crayonVA1.5c. Create textures on a sculptural form by drawing lines and pressing texture into clayVA1.5d. Create a basket by weaving yarn

VA1.6 Pattern/BalanceThe student will: VA1.6a. Create a drawing showing patternsVA1.6b. Create a design with even balanceVA1.6c. Create an art piece showing symmetry

VA1.7 Cultural/HistoryThe student will: VA1.7a. Identify different kinds of artistsVA1.7b. Recognize various artists

Accessing Information/Reference/Computer Skills

AC.1a. Utilize the media center and available technology as sources of information and pleasure to enhance core subject areas.AC.1b.Utilize computer lab by engaging in computer activities that will teach basic mouse skills and navigation, as well as basic keyboarding.

Music1 - Duration (Rhythm/Beat)1.GM.1.a respond to a steady beat through singing, moving and playing instruments1.GM.1.b identify steady beat and absence of steady beat in listening examples1.GM.1.c identify and respond to contrasts in tempo (slow-fast)1.GM.1.d demonstrate an awareness of long-short sounds2 – Pitch (Melody/Harmony)

1.GM.2.a perform with increasing accuracy in pitch by singing developmentally appropriate songs within a limited range

1.GM.2.b associate movement and graphic representations of sound with high and low pitches

1.GM.2.c demonstrate a growing understanding of melodic direction (up, down, same) through various performance techniques

1.GM.2.c explore simple high-low or upward-downward patterns on melodic instruments3 - Form1.GM.3.a identify repeating and contrasting sections in melodies, rhythms, texts and sections

of music1.GM.3.b listen to and sing songs with VCVC form (ex. Hymns, carols)4 - Timbre1.GM.4.b identify selected classroom and/or folk instruments by sight and/or sound1.GM.4.c demonstrate an awareness of selected orchestral instruments

1.GM.4.d recognize aurally and label voices (men's, women's, children's) with and without accompaniment

1.GM.4.e produce a developmentally appropriate vocal tone quality (head voice) when singing with a group or alone

5 - Expressive Qualities1.GM.5.a identify and respond to contrasts of loud-soft in music

1.GM.5.b integrate musical elements, such as melody, rhythm, form, timbre, expression, style and movement, when performing

1.GM.5.c demonstrate growth in knowledge of music vocabulary appropriate to grade level6 - Notation

1.GM.6.a identify pre-notation symbols, such as line notation and stick notationIdentify music notes, rests, bar lines, treble clef...

7 - Style (Cultural/Time and Place)1.GM.7.a participate in song stories, singing games and musical dramatizations

1.GM.7.b participate in musical activities representative of a variety of cultures and time periods

1.GM.7.c respond to music in a variety of styles through listening, moving, creating, singing and playing instruments

1.GM.7.d participates in songs which teach Bible stories and concepts.8 - Creative Skills1.GM.8.a create accompaniments through use of body percussion and/or classroom instruments1.GM.8.b select and add simple vocal and percussive sounds to songs, poems and stories1.GM.8.c create new texts for familiar songs1.GM.8.d explore moving creatively to music9 - Music Appreciation1.GM.9.a sings along in a group with increasing confidence1.GM.9.b demonstrates appropriate audience manners1.GM.9.c shows appropriate appreciation and encouragement to other young musicians

Physical EducationPE1.1. FitnessThe student will:PE1.1a. Participate in developmentally appropriate health related fitness activities ( endurance, strength, flexibility)

PE1.2. Movement CompetenciesThe student will:PE1.2a. Demonstrate progress toward mature form of basic locomotor and non-locomotor movements with or without equipmentPE1.2b. Demonstrate static and dynamic balancesPE1.2c. Demonstrate ability to catch a self tossed ball

PE1.2d. Explore a variety of ways to transfer weightPE1.2e. Explore striking objects using hands, feet and implementsPE1.2f. Explore jumping and landing without losing balance

PE1.3. Movement Concepts and PrinciplesThe student will:PE1.3a. Identify personal and general spacePE1.3b. Explore relationships of self to equipment and others

PE1.4. Personal and Social ResponsibilityThe student will:PE1.4a. Demonstrate acceptable behaviors in a physical setting with reinforcement Indicators of achievement for all objectives will be based on participation in activities. Level of achievement will vary according to grade level.