Nevaeh Stier-Braaksma

Teacher Academy

Iowa Core Standards

27 September 2018

Reading Standards for Literature K‑ 5

Kindergarteners:
Craft and Structure

5. Recognize common types of texts (e.g., storybooks, poems). (RL.K.5) (DOK 1)

Reading Standards for Literature K‑ 5

Grade 1 students:
Craft and Structure

5. Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types. (RL.1.5) (DOK 2,3)

Mathematics | Grade 1
Measurement and Data
1.MD

Tell and write time. (1.MD.B)

1. Tell and write time in hours and half-hours using analog and digital clocks.
(1.MD.B.3) (DOK 1)

Mathematics | Grade 2
Measurement and Data
2.MD

1. Tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m. (2.MD.C.7) (DOK 1)
 IA.1.Describe the relationship among standard units of time: minutes, hours,
days, weeks, months and years. (2.MD.C.IA.1) (DOK 2,3)

Third Grade Science

3-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a
weather-related hazard.*

Fourth Grade Science

4-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived
from natural resources and their uses affect the environment.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural
Earth processes on humans.*

Social Studies: Comparing 5th and 6th Grade

5th Grade: Rights and Responsibilities
Behavior (Behavioral Sciences)

Apply Civic Virtues and Democratic SS.5.10. Describe how the Declaration of
Principles (Civics/Government) Independence and the Constitution impact
the decisions of government, society, and/or
communities. (21st century skills)

Interpret Processes, Rules and Laws
(Civics/Government)
SS.5.11. Explain the processes people use to
change rules and laws in the classroom,
school, government, and/or society. (21st
century skills)
SS.5.12. Describe how laws, rules and
processes have changed over time in order
to restrict, protect, or extend rights. (21st
century skills)

Critique Exchange and Markets SS.5.13. Describe how goods and services
(Economics) are produced and distributed domestically
and globally.
Evaluate the National Economy SS.5.14. Explain how various levels of
(Economics) government use taxes to pay for the goods
and services they provide.

Assess the Global Economy (Economics) SS.5.15. Explain how trade impacts
relationships between countries.

Create a Saving and Spending Plan SS.5.16. Demonstrate ways to monitor how
(Financial Literacy) money is spent and saved. (21st century
skills)

Measure Risk Management Tools SS.5.17. Give examples of financial risks

(Financial Literacy) that individuals and households face. (21st
century skills)
SS.5.18. Investigate ways that personal
information is fraudulently obtained. (21st
century skills)

Create Geographic Representations SS.5.19. Create geographic representations

(Geography) to illustrate how cultural and
environmental characteristics of a region
impacted a historical event.

Analyze Human Population Movements SS.5.20. Analyze how rules and laws
and Patterns encourage or restrict human population
movements to and within the United States
of America.

6th Grade Social Studies

World Religion and Cultures
Examine Factors that Led to Continuity SS.6.13. Identify what makes up a culture
and Change in Human and Group and examine how people acquire their
Behavior (Behavioral Sciences) cultural beliefs and value systems

Recognize the Interaction Between SS.6.14. Explain how groups form in our
Individuals and Various Groups society, and how groups, as well as the
(Behavioral Sciences) individuals within those groups, can
influence each other.

Assess the Global Economy (Economics) Economy (Economics)

SS.6.15. Distinguish how varying economic
systems impact a nation and its citizens.

Create Geographic Representations SS.6.16. Utilize and construct geographic

(Geography) representations to explain and analyze
regional, environmental, and cultural
characteristics.

Evaluate Human Environment Interaction SS.6.17. Analyze and explain the cultural,
(Geography) physical, and environmental characteristics
of places and regions and how this affects
the life of the people who live there.

Analyze Human Population Movements SS.6.18. Explain how changes in

and Patterns (Geography) transportation, communication, and
technology influence the movement of
people, goods, and ideas in various
countries.

Analyze Global Interconnections SS.6.19. Explain how global changes in

(Geography) population distribution patterns affect
changes in land use in particular countries
or regions.

Analyze Change, Continuity, and Context SS.6.20. Analyze connections among

(History) historical events and developments in
various geographic and cultural contexts.

Part 2:

2-LS4 Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

2-LS4-1. Make observations of plants and animals to compare the diversity of life in
different habitats.

3-LS4 Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms
and the environments in which they lived long ago.
1) The concept that the 2nd grade is suppose to comprehend is that plants and animals

lifestyles and living styles change when they are presented in different habitats.

- The concept that the 3rd grade is suppose to comprehend is for them to provide

scientific research and detail process about organisms and the environment that

they were said to live in a long time ago.

2) The concept of the lower level has expanded to the higher level because in the

lower level all that you had to understand is make observations about the plants and

animals lives in different habitats. In the higher level they expand on that concept

by making the kids have scientific proof by analyzing data from fossils of certain

plants and animals which gives evidence about their environments from a long time

ago. In the lower level of teaching they just had to make educated guesses about

plants and animals in different habitats and in the higher they now have to have real

proof about the animals and plants living in these environments.