describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape;

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:

Earth and Space Science

spelling multisyllabic words with multiple sound-spelling patterns;

Child observes, investigates, describes and discusses earth materials, and their properties and uses.

spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

identify economic differences among different regions of the United States;

describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape; and

explain the connection between human capital/labor and income;

Child identifies, observes, and discusses objects in the sky.

spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and

identify and compare the human characteristics of various regions.

describe the relationship between the availability or scarcity of resources and how that impacts cost;

Child observes and describes what happens during changes in the earth and sky.

alphabetize a series of words and use a dictionary or glossary to find words; and

analyze the causes and effects of economic differences among different regions of the United States at selected times.

Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

identify the costs and benefits of planned and unplanned spending decisions;

Child demonstrates an understanding of the importance of caring for our environment and our planet.

develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community;

explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;

use a scale to determine the distance between places on maps and globes;

list reasons to save and explain the benefit of a savings plan, including for college; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

analyze the economic effects of the War of 1812; and

History. The student understands traditional historical points of reference in world history. The student is expected to:

identify and use the compass rose, grid system, and symbols to locate places on maps and globes; and

identify decisions involving income, spending, saving, credit, and charitable giving.

People, Past and Present

use print or digital resources to determine meaning and pronunciation of unknown words;

identify the economic factors that brought about rapid industrialization and urbanization.

Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations;

create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.

Child identifies similarities and differences between himself, classmates, and other people through specific characteristics and cultural influences.

use context within and beyond a sentence to determine the meaning of unfamiliar words;

explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and

identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;

Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:

Child identifies similarities and differences in characteristics of families.

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and

identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

describe the characteristics and the benefits of the U.S. free enterprise system through 1877.

identify ways of earning, spending, saving, and donating money; and

identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of major world religions and their impact on Asia, Africa, and Europe and the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;

Child connects their life to events, time, and routines.

Economic