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Isonville Elementary Combined Curriculum Document

Practical Living Vocational Studies – Primary –Kindergarten and First Grade

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Guidance Monthly Schedule (PLVS)

August SeptemberEmpathy SafetyEmotions Emergency proceduresListening Emergency assistanceFeelingsEtiquette/mannersMental Illness (4th/5th Only)October NovemberStress management Recycling

Peer PressureConsumer decisionsSaving Money

December JanuaryNeeds and Wants Alcohol

TobaccoIllegal and prescription drugs

February MarchNutrition Stages of DevelopmentHand washing/teeth brushing ResponsibilityDiet/exerciseApril MayCooperation TechnologyCareers DiversityWork Habits DivorceRespect Child AbuseTeam skills HonestyGoal setting



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Big Ideas Kindergarten – 5th Grade

Quarter 1 Quarter 3Tobacco and Alcohol HygieneDiseases NutritionLocomotor and Nonlocomotor (PE Only)

SafetyExpressing FeelingsConflict ResolutionEmergency AssistancePhysical Education (PE Only)

Quarter 2 Quarter 4Consumer Decisions/Economics Career AwarenessPeer Pressure TechnologyNeeds and Wants Goal SettingRecycling ResponsibilityLocomotor/Nonlocomotor (PE Only) DivorceFITT Principles (PE Only) Diversity

Child AbuseHonesty



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Big Idea: Safety (Health Education) First QuarterAcademic Expectations2.3 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.3.2 Students will demonstrate the ability to maintain a healthy lifestyle.4.3 Students individually demonstrate consistent, responsive, and caring behavior.4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.5.1 Students use skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations.5.4 Students use a decision-making process to make informed decisions among-options.

Big Idea: Lifetime Physical Wellness (Physical Education) Academic Expectations2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.34 Students perform physical movement skills effectively in a variety of settings.2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects.3.2 Students demonstrate the ability to maintain a healthy lifestyle.3.7 Students demonstrate the ability to learn on one’s own.4.2 Students use productive team membership skills.

Program of Studies:Understandings

Program of Studies: Skillsand Concepts

Related Core Content forAssessment

Student Target Vocabulary Resources

PL-P-PW-U-3Students will understand that responsibility to others enhances social interactions skills.

PL-P-PW-S-SMEM1Students will demonstrate social interaction skills by:a) using etiquette, politeness, sharing and other positive social interaction skillsb) working and playing collaboratively in large and small groupsc) using appropriate means to express needs, wants and feelingsd) describing characteristics needed to be a responsible friend and family membere) practicing attentive listening skills that build and maintain healthy relationshipsf) identifying the differences between verbal and nonverbal communicationg) identifying social interaction skills that enhance individual health

PL-P-PW-S-SMEM2Students will explain how an

PL-EP-1.1.1Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

DOK 1PL-EP-1.1.2Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self- control, work and play collaboration, caring, reconciling, asking for help, active listening).

DOK 1PL-EP-1.1.9Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health.

DOK 1

I can tell how other people are feeling.

I can tell ways to solve problems with my friends by talking and using stress management techniques.

Empathy

Emotions

Listening

Polite

Etiquette

Identify

Communications

Forgiveness

Stress Management

Social Interaction



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individual’s attitude can affect one’s personal healtha) social health: getting along with others, serving as team membersb) emotional health: expressing feelings, self- concept

PL-P-PW-S-SMEM3Students will define and identify ways to manage stress (e.g., exercise, drawing/writing/talkingabout feelings)

PL-EP-3.1.5Students wil identify the available health and safety agencies in a community that provide services:

Health department Fire department Sanitation Police Ambulance services

I can identify community service workers and agencies in my community

Community Helpers

Community Agencies

Emergency Assistance

PL-P-S-U-1Students will understand that safety practices and procedures help prevent injuries and provide a safe environment.

PL-P-S-S-1Students will explain and practice safety rules/procedures for crossing streets, riding in cars/buses, loading/unloading buses, and using playground equipment

PL-P-S-S-2Students will identify and explain how to help prevent injuries at home and at school (e.g., seat belts, helmets, knee pads)

PL-P-S-S-3Students will explain and demonstrate school and home safety procedures (e.g., tornado, fire, earthquake drills)

PL-P-S-S-4Students will demonstrate awareness of how to avoid danger (e.g., fires, strangers)

PL-EP-1.3 .1Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers) while at school, home and play.

I can list safety rules for home, school and play for a safe environment.

Safety

Play

Home

School

PL-P-S-U-2Students will understand

PL-P-S-S-5Students will identify

PL-EP-1.3.2Students will identify proper

I can identify situations when to call 911.

Emergency Assistance Fire Police



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that community resources are available to assist in hazardous situations.

procedures and practices for obtaining emergency assistance and information (e.g., fire department, police department, poison control, ambulance service, when to call 911)

PL-P-S-S-6Students will identify the available health and safety agencies in a community and the services they provide (e.g., health department, fire department, police, ambulanceservices)

procedures to access emergency assistance (calling 911).

DOK 1

I can call 911. Ambulance

PL-P-LPW-U-1Students will understand that physical activity provides opportunities for social interaction, challenges, and fun.

PL-P-LPW-S-1Students will identify likes and dislikes connected with participating in sports and physical activities (e.g., enjoyment, challenge,maintaining fitness, teamwork)

PL-EP-2.2.1Students will identify physical and social benefits that result from regular and appropriate participation in physical activities: physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements) social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression)

DOK 1

I can describe why regular physical activity will help my body.

I can describe changes in my body during and after physical activity.

Physical Activity

Changes Heart RateRapid Breathing

PL-P-LPW-U-2Students will understand that participation in regular physical activity has physical, mental, and social benefits.

PL-P-LPW-S-2Students will identify benefits gained from regular participation in physical activities and describe activities that will promote a physically active lifestyle

I can tell a friend why we would have fun participating in a physical activity.

EnjoymentRespect-Self and others.

PL-P-LPW-S-3Students will identify the physiological and psychological changes in the body during physical activity

PL-P-LPW-S-4Students will participate in daily physical activity during and after school

I can tell why practicing PracticePL-P-LPW-U-3 PL-P-LPW-S-5 PL-EP-2.2.2 something will improveStudents will understand Students will explain the Students will explain the my performance in thatthat practice is a basic importance of practice for importance of practice for game or sport.component for improving improving performance in improving performance in gamessport skills. games and sports for individuals and sports.

PL-P-LPW-U-4Students will understand

PL-P-LPW-S-6Students will when

PL-EP-2.2.4Students will identify basic rules I can tell why rules are



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that rules impact effective participation in physical activities.

PL-P-LPW-U-5Students will understand that personal and social behavior that shows respect to self and others impacts enjoyment and safety in physical activity settings.

participating in a variety of physical activities and games:a) explain why rules are used (e.g., safety, fairness)b) differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying)c) practice cooperation strategies with partners and small groups

for participating in simple games and activities needed to make games fair.

PL-EP-2.2. 5Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable.

important for physical activities.

I can explain the rules of play.

Rules

Rules

Sportsmanship

PL-P-LPW-S-7Students will demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities

PL-P-LPW-S-8Students will identify and explain how spectator behaviorsinfluence the safety and enjoyment of sports and games

PL-P-PW-U-4Students will understand that media and use of technology (e.g., television, computers, MP3 Players, electronic/arcade games) can influence personal health.

PL-P-PW-S-FCH1Students will describe ways technology and media influence:a) familyb) feelings and thoughtsc) physical, social, and emotional health

PL-EP-1.1.6Students will describe how an individual’s behavior and choices of diet, exercise and rest affect the body.

DOK 1PL-EP-1.1.8Students will identify behavior choices (tobacco, alcohol) that result in negative consequences.

DOK 1

I can choose how to eat healthy and exercise so I can have a healthy body.

I can tell why alcohol and tobacco are bad for your body.

Diet

Exercise

Alcohol

Tobacco

PL-P-PW-U-5Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’s health.

PL-P-PW-S-ATOD1Students will identify the differences between the use/misuse of alcohol, tobacco and other drugs and the effects they have on the body



DOK 1



Diet

Exercise

Alcohol

Tobacco



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PL-P-PW-U-6Students will understand that positive health habits can help prevent injuries and the spreading of diseases to self and others.

PL-P-PW-S-CNCDP1Students will identify and practice personal health habits (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection), which affect self and others in the prevention and spread of disease.

PL-EP-1.1.7Students will identify strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues) that promote good health and prevent diseases.

DOK 1

I can explain why good hygiene is important, (washing hands, using tissues, brushing teeth) to prevent disease.

I can tell ways to I can take care of my body to promote good health, (diet, exercise, rest, immunizations, etc.).

Hygiene

Disease

PL-P-PW-S-CNCDP2Students will describe the reasons for regular visits tohealth care providers



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Big Idea: Consumer Decisions Second QuarterAcademic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.5.4 Students use a decision-making process to make informed decisions among options.

Big Idea: Financial Literacy Academic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.5.4 Students use a decision-making process to make informed decisions among options.

Big Idea: Psychomotor Skills (Physical Education) Academic Expectations2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.34 Students perform physical movements skills effectively in a variety of settings.2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.4.1 Students effectively use interpersonal skills





VS-P-CD-U-1Students will understand that basic economic concepts are important for consumer decision-making.

VS-P-CD-S-1Students will develop an understanding of how consumer decisions are influenced by economic and social factors by:a) recognizing that consumers are people whose wants are satisfied by using goods and servicesb) recognizing that producers are people who make goods and provide servicesc) describing the steps in making consumer decisionsd) identifying the difference between wants and needs (e.g., food, clothing, and shelter) and the relationship to consumer decisionse) describing major factors (e.g., price, quality, features) to consider when making consumer decisionsf) defining barter, giving examples of bartering (e.g., trading baseball cards with each other), and explaining how money makes it easier for people to get things they wantg) recognizing the relationship between supply

PL-EP-3.1.2Students will identify major factors (price, quality, features) to consider when making consumer decisions.

DOK 1

I can explain the difference between a need and a want.

I can identify the difference between goods and services.

I can look at products and tell why it is a good buy.

Consumer

Price

Needs

Wants

Goods

Services



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and



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demand and the dependence one has on others to provide for wants and needsh) identifying the ways friends may influence your decisions when making purchasesi) recognizing how media and advertising affect consumer decisions

VS-P-CD-U-2Students will understand that consumer decisions are influenced by economic and social factors.

VS-P-CD-S-1Students will develop an understanding of how consumer decisions are influenced by economic and social factors by:a) recognizing that consumers are people whose wants are satisfied by using goods and servicesb) recognizing that producers are people who make goods and provide servicesc) describing the steps in making consumer decisionsd) identifying the difference between wants and needs (e.g., food, clothing, and shelter) and the relationship to consumer decisionse) describing major factors (e.g., price, quality, features) to consider when making consumer decisionsf) defining barter, giving examples of bartering (e.g., trading baseball cards with each other), and explaining how money makes it easier for people to get things they wantg) recognizing the relationship between supply and demand and the dependence one has on others to provide for wants and needsh) identifying the ways friends may influence your decisions when making purchasesi) recognizing howmedia and advertising affect consumer decisions

PL-EP-3.1.1Students will identify the difference between wants and needs as it relates to consumer decisions.

PL-EP-3.1.3Students will identify ways consumer’s buying practices are influenced by peer pressure.

DOK 1

I can tell how peer pressure influences my wants.

Peer Pressure

Wants

Needs



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VS-P-CD-S-2Students will investigate media advertisements and newspaper stories that influence consumer decisions

VS-P-CD-S-3Students will explore and usetechnology to access information as a consumer

VS-P-CD-U-3Students will understand that consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment.

VS-P-CD-S-4Students will describe how consumer actions(e.g., reusing, reducing, recycling) influencethe use of resources and impact theenvironment by:a) describing some community activities that promote healthy environments

PL- EP-3.1.4Students will identify consumer actions (reusing, reducing, recycling) that impact the environment.

DOK 1PL-EP-3.1.5Students will identify the available health and safety agencies in a community that provide services: Health department Fire department Sanitation Police Ambulance services

I can tell how to reduce, reuse and recycle items.

I can identify community service workers and agencies in my community.

Reduce Reuse Recycle

Community Helpers

Community Agencies

Emergency Assistance

VS-P-FL-U-1Students will understand that financial decisions impact the achievement of short andlong-term goals.

VS-P-FL-S-1Students will identify goals pertaining to money that might affect individuals and families

I can tell why setting a goal will help me save money.

Goals

Saving

VS-P-FL-U-2Students will understand that saving money is a component of financial decision-making.

VS-P-FL-S-2Students will investigate different ways to save money (e.g., piggy bank, local bank, savings bonds)

PL-EP-3.2.1Students will describe different ways to save money (e.g., piggy bank, local bank, savings bonds).

DOK 1

I can explain different ways to save money.

Save

Money

PL-P-PS-U-1Students will understand that spatial awareness, motor skills and movement patterns are needed to perform a variety of physical activities.

PL-P-PS-U-2Students will understand that movement concepts, principles and strategies apply to the learning and

PL-P-PS-S-1Students will demonstrate fundamental motor skills (e.g., locomotor, non-locomotor, object manipulation) and movement concepts (e.g., body control, space awareness)

PL-P-PS-S-2Students will demonstrate fundamental motor skill aspects of performance

PL-EP-2.1.1Students will apply fundamental motor skills:Locomotor: Walking Running Skipping Hopping Galloping Sliding Leaping Jumping

I can perform locomotor and non-locomotor movement.

Locomotor Walking Running Skipping Hopping Galloping Sliding Leaping Jumping

Non-Locomotor



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performance of physical activities PL-P-PS-S-3

Students will utilize fundamental motor skills and movement concepts to create movement sequences

PL-P-PS-S-4Students will demonstrate the contrast between slow and fast movements while traveling

Nonlocomotor: Turning Twisting Bending Stretching Swinging Swaying Balancing

Fundamental manipulative skills:Hitting Kicking Throwing Catching Striking Dribbling

PL-EP-2.1.2Students will identify the fundamental movement concepts: Body awareness - what the body is doingSpace awareness - where the body movesTime - how quickly the body movesEffort - how the body moves Relationship - relationships that occur while the body moves

Turning Twisting Bending Stretching Swinging Swaying Balancing

PL-P-PS-S-5Students will demonstrate relationships (e.g., over, under, front and back, side-by-side, leading and following) with other people and objects

PL-P-PS-S-6Students will define the role personal and general space has in movement

PL-P-PS-S-7Students will work in group settings without physically interfering with others

PL-P-PS-S-8Students will develop basic manipulative skills (e.g., throwing, catching, kicking,striking)

PL-P-LPW-U-6Students will understand that regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life.

PL-P-LPW-S-9Students will explore and identify a variety of physical activities that enhance the health related fitness components

PL-EP-2.2.3Students will identify the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio- respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

I can describe activities appropriate for building muscle strength, (jumping rope, jogging, etc.)

Cardiovascular

FITT Principles Frequency Intensity Type Time



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Big Idea: Personal Wellness (Health Education) Primary Academic Expectations2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.3.2 Students demonstrate the ability to maintain a healthy lifestyle.4.1 Students effectively use interpersonal skills.4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life

situations.5.4 Students use a decision-making process to make informed decisions among options.

Big Idea: Nutrition (Health Education)Academic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.3.2 Students will demonstrate the ability to maintain a healthy lifestyle.3.5 Students will demonstrate self-control and self-discipline.5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life

situations.5.4 Students use decision-making process to make informed decisions among options.

Third Quarter

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment


PL-P-PW-U-1Students will understand that individualshave a responsibility tomaintain a healthy lifestyle.

PL-P-PW-S-PPH1Students will demonstrate awareness of the concept of responsibility to oneself and others



DOK 1


Diet

Exercise

PL-P-PW-S-PPH2Students will identify relationships between personal health behaviors and individual well-being


Alcohol

Tobacco

PL-P-PW-S-PPH3Students will describe how the family, physical and social environments influence personal health

PL-P-PW-S-PPH4Students will recognize indicators of mental/emotional,social, and physical health during childhood

PL-P-PW-U-2Students will understand

PL-P-PW-S-PPH5Students will explain why

PL-EP-1.1.3Students will identify ways that

I can tell how I grow and change.

Growing ChangingMe



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that changes are normal and each individual is unique in the growth and development process.

growth and development are unique to each individual.

PL-P-PW-S-PPH6Students will describe how diet,exercise, and rest affect the body.

growth and development are unique to each person.

PL-P-PW-U-5Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’s health.

PL-P-PW-S-ATOD1Students will identify the differences between the use/misuse of alcohol, tobacco and other drugs and the effects they have on the body



DOK 1



Diet

Exercise

Alcohol

Tobacco

PL-P-PW-U-6Students will understand that positive health habits can help prevent injuries and the spreading of diseases to self and others.

PL-P-PW-S-CNCDP1Students will identify and practice personal health habits (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection), which affect self and others in the prevention and spread of disease.

PL-P-PW-S-CNCDP2Students will describe the reasons for regular visits tohealth care providers

PL-EP-1.1.7Students will identify strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues) that promote good health and prevent diseases.

DOK 1

I can explain why good hygiene is important, (washing hands, using tissues, brushing teeth) to prevent disease.

I can tell ways to I can take care of my body to promote good health, (diet, exercise, rest, immunizations, etc.).

Hygiene

Disease

PL-P-N-U-1Students will understand that proper nutrition is essential to growth and development.

PL-P-N-S-1Students will explain why foods are needed by the body (growth, energy)

PL-P-N-S-3Students will investigate the roleof the digestive system in nutrition

PL-EP-1.2.1Students will identify nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.

I can explain how healthy foods help me grow and develop.

Foods

Healthy

Grow

Develop

PL-P-N-U-2Students will understand that nutrients provide energy for daily living.

PL-P-N-S-2Students will identify the six nutrients

PL-EP-1.2.1Students will identify nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthybodies.

I can identify nutrients that my body needs.

Proteins

Carbohydrates

Fats



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PL-P-N-U-3Students will understand that resources are available to assist in making nutritionalchoices.

PL-P-N-S-4Students will describe the reasons why an individual needs to eat breakfast

PL-EP-1.2.2Students will describe the overall purpose of the Dietary Guidelines for Americans.

DOK 1

I can identify the basic food groups.

Dietary Guidelines

Nutrition

HealthyPL-P-N-S-5Students will identify the food groups and the recommended number of daily servings to be eaten from each group

PL-P-N-S-6Students will apply the decision-making process in making healthful food choices



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Big Idea: Career Awareness, Exploration, Planning Academic Expectations2.36 Students use strategies for choosing and preparing for a career.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.5.4 Students use a decision-making process to make informed decision among options

Big Idea: Employability Skills Academic Expectations2.36 Students use strategies for choosing and preparing for a career.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.3.6 Students demonstrate the ability to make decisions based on ethical values.4.1 Students effectively use interpersonal skills.4.2 Students use productive team membership skills.

Big Idea: Communication/Technology Academic Expectations1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.

Fourth Quarter





VS-P-CAEP-U-1Students will understand that people need to work to meetbasic needs.

VS-P-CAEP-S-1Students will communicate the concepts of work and career

PL-EP-4.1.1Students will identify reasons why people work (food, clothing,shelter).

I can tell why people work.

Careers/Jobs

Basic Needs

Food Clothing Shelter

VS-P-CAEP-S-2Students will examine and group careers found in the community

VS-P-CAEP-S-3Students will identify that people need to work (e.g., chores, jobs, employment) to meet basic needs (e.g., food, clothing, shelter)

PL-EP-4.1.2Students will identify jobs (e.g., teacher, police officer) relating to Kentucky’s Career Clusters and describe these jobs/careers.

I can describe different careers in the community.

VS-P-CAEP-S-4Students will describe the different job opportunities areavailable in the community

VS-P-CAEP-U-2Students will understand that the connection between work and learning can influence one’s future job/career.

VS-P-CAEP-S-5Students will explain different jobs/careers that use what they learn in school (e.g., mathematics, reading/writing, science, social studies) impacts future jobs/careers

PL-EP-4.1.3Students will identify how academic classes (e.g., reading and writing) relate to various jobs.

DOK 1

I can tell why learning to read, write and count at school will help me get a job.

Jobs

Math

Reading

Writing



17

VS-P-ES-U-1Students will understand that interpersonal skills are needed to be a responsible friend, family and team member.

VS-P-ES-S-1Students will identify how interpersonal skills are needed to be a responsible friend, family and team member by:a) identifying ways to cooperate at both home and schoolb) learning the importance of working with others in groupsc) demonstrating how to work cooperatively by contributing ideas, suggestionsand efforts

PL-EP-4.2.2Students will describe team skills (e.g., cooperation, communication) used to compete tasks more efficiently at home, school and work.

DOK 1

I can explain why it is important to be a team player at school and home.

Team Player

Cooperate

Communicate

VS-P-ES-U-2Students will understand that attitudes and work habits contribute to success at home, school and work.

VS-P-ES-S-2Students will describe how attitudes and work habits contribute to success at home, school and work by:a) describing study skills needed in the schoolb) describing how attitude can impact an individual’s performance at schoolc) learning how to follow routines (e.g., rules, schedules, directions) with minimal supervision

VS-P-ES-S-3Students will describe the importance of working hard and efficiently (e.g., taking pride in one’s work, being on task)VS-P-ES-S-4Students will examine potential job/careers in the community

PL-EP-4.2.1Students will identify how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school and work.

DOK 1

I can explain why good work habits at school and home are important for me now and in the future.

Work Habits

Completing tasks Attendance Follow directions

VS-P-CT-U-1Students will understand that technology in school and the workplace can enhance learning and provide access to information and resources.

VS-P-CT-S-1Students will explore how technology is used in different jobs/careers

VS-P-CT-S-2Students will investigate how technology in school and at work enhances learning and

PL-EP-4.3.1Students will identify technology tools (e.g., electronic games, phones, computers) that are used in homes and schools.

DOK 1

I can identify technology used at home and school.

Technology Computers Phones Electronic Games



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provide access to information and resources by:a) identifying technology tools (e.g., electronic games, phones, computers) that areused in homes and schools

VS-P-CT-U-2 VS-P-CT-S-3 I can tell why Communication Written Verbal

Students will understand that Students will identify ways communication iscommunication skills are written communication skills are important at home and atessential for jobs/careers. used at school and in the school.

workplace

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Microsoft Word - PLVS - Primary - Kindergarten and First ... · Web viewI can tell how peer pressure influences my wants. Peer Pressure Wants. Needs. ... Microsoft Word - PLVS -