| ELA | 3 | Reading Informational Text | 1 | Key Ideas and Details | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| ELA | 3 | Reading Informational Text | 4 | Craft and Structure | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| Health Education | 3 | | 3.SDP.1 | Safety and Disease Prevention | Explain and practice procedures to follow in case of emergency which may include fire . . . for school, home, and community settings. Describe how to react and promptly report to a trusted adult or emergency services. |
| Health Education | 3 | | Strand 3 | Safety and Disease Prevention | Students will practice procedures and methods that contribute to safety. |
| ELA | 4 | Reading Informational Text | 7 | Integration of Knowledge and Ideas | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| Health Education | 4 | | 4.SDP.2 | Safety and Disease Prevention | Develop a personal safety plan to follow in case of emergency, which may include fire . . . for school, home, and community settings. |
| Health Education | 4 | | Strand 3 | Safety and Disease Prevention | Students will apply information and develop personal plans to take responsibility for personal safety and disease prevention. |
| Science | 4 | Earth Science | ESS1.C | Organisms Functioning in their Environment | Engage in argument from evidence based on patterns in rock layers and fossils found in those layers to support an explanation that environments have changed over time. Emphasize the relationship between fossils and past environments. Examples could include tropical plant fossils. . . |
| Health Education | 5 | | Strand 3 | Safety and Disease Prevention | Students will learn to respond effectively to environments and practice decision-making skills for safety and disease prevention. |
| Health Education | 5 | | Strand 3 | Safety and Disease Prevention | Explain strategies on how to help others and demonstrate how to help or contact the appropriate emergency resources (for example, first aid, CPR, poison control, 911, mental health crisis lines, animal control, non-emergency lines) for different situations. |
| Science | 5 | Physical Science | PS1. A | Properties and Changes of Matter | Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. Examples could include adding air to expand a balloon, compressing air in a syringe, adding food coloring to water, or dissolving salt in water and evaporating the water. The use of the terms atoms and molecules will be taught in Grades 6 through 8. |
| Science | 5 | Physical Science | PS1.A | Properties and Changes of Matter | Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. |
| ELA | 6 | Reading Informational Text | 4 | Craft and Structure | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| ELA | 6 | Reading Informational Text | 7 | Integration of Knowledge and Ideas | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
