Teacher Resources

NATIONAL & STATE EDUCATION STANDARDS FOR GRADES 3-5

National Health Education Standards (NHES)

NHES.7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Next Generation Science Standards

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

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

CDC Educational Health Standards

5. Students will demonstrate the ability to use decision-making skills to enhance health. 

5.5.1 Identify health-related situations that might require a thoughtful decision. 

5.5.2 Analyze when assistance is needed in making a health-related decision.

National Core Arts Standards

Understanding and evaluating how the arts convey meaning.

Anchor Standard #7. Perceive and analyze artistic work.

Anchor Standard #8. Interpret intent and meaning in artistic work.

Anchor Standard #9. Apply criteria to evaluate artistic work and meaning in artistic work.

Using Arts Integration in your Classroom

Kennedy Center for the Arts

Next Generation Science Standards

4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

National Core Arts Standards

Understanding and evaluating how the arts convey meaning.

Anchor Standard #7. Perceive and analyze artistic work.

Anchor Standard #8. Interpret intent and meaning in artistic work.

Anchor Standard #9. Apply criteria to evaluate artistic work and meaning in artistic work.

Using Arts Integration in your Classroom

Kennedy Center for the Arts

National Standards for Financial Literacy – Jump$tart Coalition

Spending and Saving:

  1. Develop a plan for spending and saving
  2. Use a personal financial plan

National Core Arts Standards

Understanding and evaluating how the arts convey meaning

Anchor Standard #7. Perceive and analyze artistic work.

Anchor Standard #8. Interpret intent and meaning in artistic work.

Anchor Standard #9. Apply criteria to evaluate artistic work and meaning in artistic work.

Using Arts Integration in your Classroom

Kennedy Center for the Arts

Alaska Content Standards

SKILLS FOR A HEALTHY LIFE

  1. A student should be able to acquire a core knowledge related to well-being.

SCIENCE

3rd Grade

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

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

4th Grade

4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

ARTS & MEDIA ARTS

RESPOND (RE)

A student should be able to understand and evaluate how the arts convey meaning.

Anchor Standard #7 – Recognize and analyze artistic work

Anchor Standard #8 – Interpret intent and meaning in artistic work

Anchor Standard #9 – Apply criteria to evaluate artistic work

CONNECT (CO)

A student should be able to relate artistic ideas and work with personal meaning and external context.

Anchor Standard #10 – Relate, synthesize and express both knowledge and personal experiences as a way to participate in the arts

Anchor Standard #11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding and relevancy

SCIENCE

4th Grade

4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

5th Grade

5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

GEOGRAPHY

  1. A student should understand and be able to evaluate how humans and physical environments interact.

ARTS & MEDIA ARTS

RESPOND (RE)

A student should be able to understand and evaluate how the arts convey meaning.

Anchor Standard #7 – Recognize and analyze artistic work

Anchor Standard #8 – Interpret intent and meaning in artistic work

Anchor Standard #9 – Apply criteria to evaluate artistic work

CONNECT (CO)

A student should be able to relate artistic ideas and work with personal meaning and external context.

Anchor Standard #10 – Relate, synthesize and express both knowledge and personal experiences as a way to participate in the arts

Anchor Standard #11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding and relevancy

GOVERNMENT & CITIZENSHIP

  1. A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies.

ARTS & MEDIA ARTS

RESPOND (RE)

A student should be able to understand and evaluate how the arts convey meaning.

Anchor Standard #7 – Recognize and analyze artistic work

Anchor Standard #8 – Interpret intent and meaning in artistic work

Anchor Standard #9 – Apply criteria to evaluate artistic work

CONNECT (CO)

A student should be able to relate artistic ideas and work with personal meaning and external context.

Anchor Standard #10 – Relate, synthesize and express both knowledge and personal experiences as a way to participate in the arts

Anchor Standard #11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding and relevancy

Source: https://education.alaska.gov/standards

Alabama Course of Study Standards

3rd Grade

SCIENCE

SCI.AAS.3.15- Identify practices that keep people safe during severe weather.

SOCIAL STUDIES

SS.AAS.3.9- Participate in a classroom discussion about different types of natural disasters and ways to prepare for them.

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

4th Grade

SCIENCE

SCI.AAS.4.17- Predict the best option for human safety in a given weather situation.

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

5th Grade

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

3rd Grade

SOCIAL STUDIES

SS.AAS.3.3- Identify how the environment is affected by humans in the local community, Alabama, and the world.

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

4th Grade

SCIENCE

SCI.AAS.4.4- Identify common sources of energy used every day (e.g., electricity, gas, sun).

SCI.AAS.4.5- Identify common resources as renewable or nonrenewable.

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

5th Grade

SCIENCE

SCI.AAS.5.15- Identify the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps).

SCI.AAS.5.16- Identify a human action that can help the environment.

SCI.AAS.5.17- Identify a way humans can prevent or reverse pollution of the environment.

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

3rd Grade

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

4th Grade

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

5th Grade

MEDIA ARTS

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Source: https://alex.state.al.us/browseSC.php

Arizona Academic Standards

3rd – 5th Grade 

HEALTH

STRAND 5: Use of Decision-Making Skills to Enhance Health

Concept 1: Influences on Health Decision Making

PO 1. Identify circumstances that can help or hinder healthy decision making

Concept 2: Application of Decision-Making Skills to Health

PO 1. Identify health-related situations that might require a thoughtful decision

PO 2. Analyze when assistance is needed when making a health- related decision

3rd Grade

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.3a

Discuss why artistic choices are made in a theatrical work

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.3a

Describe personal reactions and emotions to events presented in a guided theatrical experience (e.g. process drama, story drama, creative drama).

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.3a

  1. Explain how to evaluate a theatrical work.

TH.RE.9.3c

  1. Identify a specific audience or purpose in a theatrical work.

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.3a

  1. Use personal experiences and knowledge to make connections to community and culture in a theatrical work.

TH.CN.10.3b

  1. Identify connections to community, social issues and other content areas in theatrical work.

Anchor Standard #11 ‐ Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

TH.CN.11.3b

  1. Examine how artists have historically presented the same stories using different art forms, genres, or theatrical conventions.

4th Grade

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.4a

  1. Identify artistic choices made in a theatrical work through participation and observation

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.4a

  1. Compare and contrast multiple personal experiences when participating in or observing a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.4a

With specific criteria, evaluate character in a theatrical work.

TH.RE.9.4b

Explain how technical elements may support a theme or idea in a theatrical work.

TH.RE.9.4c

  1. Explain how a character’s choices impact an audience member’s perspective in a theatrical work.

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.4a

  1. Explain how a theatrical work connects to oneself to a community or culture.

TH.CN.10.4b

  1. Respond to community and social issues and incorporate other content areas in theatrical work.

5th Grade

THEATRE ARTS

Artistic Process – Responding

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.5a

  1. Describe how to make choices based on personal experiences in a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.5a

  1. With specific criteria, evaluate a theatrical work.

TH.RE.9.5c

  1. Recognize how a character’s circumstances impact an audience member’s perspective in a theatrical work. 

THEATRE ARTS

Artistic Process ‐ Connecting 

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.5a

  1. Identify the ways a theatrical work reflects the perspectives of a community or culture. 

TH.CN.10.5b

b. Investigate historical, global and social issues expressed in theatrical work.

3rd Grade

SOCIAL SCIENCE 

3.E2.1 Explain how availability of resources affects decision making in Arizona with respect to water and other natural resources. 

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.3a

Discuss why artistic choices are made in a theatrical work

Anchor Standard #8 ‐Interpret intent and meaning in artistic work

TH.RE.8.3a

Describe personal reactions and emotions to events presented in a guided theatrical experience (e.g. process drama, story drama, creative drama).

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.3a

  1. Explain how to evaluate a theatrical work.

TH.RE.9.3c

  1. Identify a specific audience or purpose in a theatrical work. 

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.3a

  1. Use personal experiences and knowledge to make connections to community and culture in a theatrical work.

TH.CN.10.3b

  1. Identify connections to community, social issues and other content areas in theatrical work.

Anchor Standard #11 ‐ Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

TH.CN.11.3b

  1. Examine how artists have historically presented the same stories using different art forms, genres, or theatrical conventions.

4th Grade

SCIENCE

Earth & Space Standards

4.E1U1.6

Plan and carry out an investigation to explore and explain the interactions between Earth’s major systems and the impact on Earth’s surface materials and processes.

4.E1U2.10

Define problem(s) and design solution(s) to minimize the effects of natural hazards. 

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.4a

  1. Identify artistic choices made in a theatrical work through participation and observation

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.4a

  1. Compare and contrast multiple personal experiences when participating in or observing a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.4a

With specific criteria, evaluate character in a theatrical work.

TH.RE.9.4b

Explain how technical elements may support a theme or idea in a theatrical work.

TH.RE.9.4c

  1. Explain how a character’s choices impact an audience member’s perspective in a theatrical work.

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.4a

  1. Explain how a theatrical work connects to oneself to a community or culture.

TH.CN.10.4b

  1. Respond to community and social issues and incorporate other content areas in theatrical work.

5th Grade 

SCIENCE

Physical Science Standards 

5.P4U1.6

Analyze and interpret data to determine how and where energy is transferred when objects move. 

THEATRE ARTS

Artistic Process ‐ Responding 

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.5a

  1. Describe how to make choices based on personal experiences in a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.5a

  1. With specific criteria, evaluate a theatrical work.

TH.RE.9.5c

  1. Recognize how a character’s circumstances impact an audience member’s perspective in a theatrical work. 

THEATRE ARTS

Artistic Process ‐ Connecting 

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.5a

  1. Identify the ways a theatrical work reflects the perspectives of a community or culture.

TH.CN.10.5b

  1. Investigate historical, global and social issues expressed in theatrical work.

3rd Grade 

SOCIAL SCIENCE

Economics

A financially literate individual understands how to manage income, spending, and investment.

3.E1.2 Identify various forms of earning income in the state of Arizona.

3.E1.3 Identify positive and negative incentives that influence financial decisions people make to save and spend money. 

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.3a

Discuss why artistic choices are made in a theatrical work

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.3a

Describe personal reactions and emotions to events presented in a guided theatrical experience (e.g. process drama, story drama, creative drama).

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.3a

  1. Explain how to evaluate a theatrical work.

TH.RE.9.3c

  1. Identify a specific audience or purpose in a theatrical work. 

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.3a

  1. Use personal experiences and knowledge to make connections to community and culture in a theatrical work.

TH.CN.10.3b

  1. Identify connections to community, social issues and other content areas in theatrical work.

Anchor Standard #11 ‐ Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

TH.CN.11.3b

  1. Examine how artists have historically presented the same stories using different art forms, genres, or theatrical conventions.

4th Grade 

SOCIAL SCIENCE

Economics 

By applying economic reasoning, individuals seek to understand the decisions of people, groups, and societies.

4.E2.1 Examine concepts of scarcity, choice, opportunity cost, and risk. 

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #7 ‐ Perceive and analyze artistic work

TH.RE.7.4a

  1. Identify artistic choices made in a theatrical work through participation and observation

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.4a

  1. Compare and contrast multiple personal experiences when participating in or observing a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.4a

With specific criteria, evaluate character in a theatrical work.

TH.RE.9.4b

Explain how technical elements may support a theme or idea in a theatrical work.

TH.RE.9.4c

  1. Explain how a character’s choices impact an audience member’s perspective in a theatrical work.

THEATRE ARTS

Artistic Process ‐ Connecting

Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.4a

  1. Explain how a theatrical work connects to oneself to a community or culture.

TH.CN.10.4b

  1. Respond to community and social issues and incorporate other content areas in theatrical work.

5th Grade

SOCIAL SCIENCE

Economics

A financially literate individual understands how to manage income, spending, and investment.

5.E1.1 Give examples of financial risks that individuals and households face within the context of the time period studied.

THEATRE ARTS

Artistic Process ‐ Responding

Anchor Standard #8 ‐ Interpret intent and meaning in artistic work

TH.RE.8.5a

  1. Describe how to make choices based on personal experiences in a theatrical work.

Anchor Standard #9 ‐ Apply criteria to evaluate artistic work

TH.RE.9.5a

  1. With specific criteria, evaluate a theatrical work.

TH.RE.9.5c

  1. Recognize how a character’s circumstances impact an audience member’s perspective in a theatrical work.

THEATRE ARTS

Artistic Process ‐ Connecting

 Anchor Standard #10 ‐ Synthesize and relate knowledge and personal experiences to make art

TH.CN.10.5a

  1. Identify the ways a theatrical work reflects the perspectives of a community or culture.

TH.CN.10.5b

  1. Investigate historical, global and social issues expressed in theatrical work.

Source: https://www.azed.gov/standards-practices

Arkansas Academic Standards

3rd Grade

SOCIAL STUDIES

Strand: Geography

Content Standard 11: Global Interconnections

G.11.3.2 Describe ways natural and human-made disasters in one place affect people living in other places (e.g., civically, geographically, economically) D2.Geo.12.3-5

4th Grade

SOCIAL STUDIES

Strand: Geography

Content Standard 11: Global Interconnections

G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2.Geo.12.3-5

3rd – 5th Grade

SCIENCE 

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

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. 

THEATRE 

RE.7 Responding

Anchor

Students will perceive and analyze artistic work.

 RE.8 Responding

Anchor

Students will interpret intent and meaning in artistic work.

CN.10 Connecting

Anchor

Students will synthesize and relate knowledge and personal experiences.

HEALTH & SAFETY

Standard

Students will promote physical, social, and emotional health for self and others.

3rd – 5th Grade 

SCIENCE

3.ESS.1 Earth’s nonliving resources have specific properties.

3.ESS.2 Earth’s resources can be used for energy.

3.ESS.3 Some of Earth’s resources are limited.

NGSS 4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

NGSS ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. 

NGSS 5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

NGSS 5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

NGSS ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. 

THEATRE

RE.7 Responding

Anchor

Students will perceive and analyze artistic work. 

RE.8 Responding

Anchor

Students will interpret intent and meaning in artistic work.

CN.10 Connecting

Anchor

Students will synthesize and relate knowledge and personal experiences.

3rd – 5th Grade 

FINANCIAL LITERACY

Performance Indicator 1.4

Assess the role of budgeting in meeting financial goals.

National/ Industry Standards

NSFL.BGS.12.1 NSFL.BGS.12.2 NSFL.BGS.12.3 NSFL.BGS.12.4 NSFL.BGS.12.5 NSFL.BGS.12.6 NSFL.BGS.12.7

Career Ready Practice

CRP2 CRP3 1.4.2 CRP11

1.4.1 Distinguish between wealth and net worth, comparing and contrasting the two.

1.4.2 Use a goal-setting strategy to create personal financial goals:

  • Short- and long-term financial planning

1.4.3 Determine the purpose of and the need for a budget, identifying factors that influence budgeting: ● Charitable Giving ● Saving ● Food ● Clothing ● Transportation ● Personal Expenses ● Insurance ● Household Expenses ● Recreation

1.4.4 Explain the reasons for saving and discuss several methods of saving to reach financial goals.

1.4.5 Create and balance a budget, incorporating financial management strategies. 

THEATRE

RE.7 Responding

Anchor

Students will perceive and analyze artistic work.

RE.8 Responding

Anchor

Students will interpret intent and meaning in artistic work.

CN.10 Connecting

Anchor

Students will synthesize and relate knowledge and personal experiences.

3rd Grade

SOCIAL STUDIES

Strand: Economics

Content Standard 6: Growth and Stability

E.6.3.2 Explain functions of banks (e.g., saving, checking, loans, investments) D2.Eco.9.3-5

4th Grade

SOCIAL STUDIES

Strand: Economics

Content Standard 6: Growth and Stability

E.6.4.2 Describe the role of financial institutions in an economy (e.g., banks, credit unions, investment firms) D2.Eco.9.3-5

Source: https://dese.ade.arkansas.gov/Offices/learning-services/curriculum-support/arkansas-academic-standards

Colorado Academic Standards

3rd – 5th Grade

COMPREHENSIVE HEALTH

Standard 4. Prevention and Risk Management

Identify ways to prevent injuries at home, in school, and in the community.

Demonstrate basic first aid and safety procedures. 

SCIENCE

Standard 3. Earth and Space Science

A variety of weather hazards result from natural process; humans cannot eliminate weather-related hazards but can reduce their impacts.

A variety of hazards result from natural process; humans cannot eliminate natural hazards but can reduce their impacts’ effect.

DRAMA & THEATRE ARTS

Standard 3. Critically Respond

  1. Perceive and analyze artistic work.
  2. Interpret intent and meaning in artistic work.
  3. Apply criteria to evaluate artistic work.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

4th Grade

SCIENCE

Standard 3. Earth and Space Science

Energy and fuels that humans use are derived from natural sources and their use affects the environment in multiple ways.

5th Grade 

SCIENCE

Standard 3. Earth and Space Science

Most of Earth’s water is in the ocean and much of Earth’s freshwater in glaciers or underground.

Societal activities have had major effects on land, ocean, atmosphere and even outer space.

3rd – 5th Grade 

DRAMA & THEATRE ARTS

Standard 3. Critically Respond

  1. Perceive and analyze artistic work.
  2. Interpret intent and meaning in artistic work.
  3. Apply criteria to evaluate artistic work.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 

3rd Grade

SOCIAL STUDIES

Standard 3. Economics

Create a plan to meet a financial goal (PFL).

4th Grade

SOCIAL STUDIES

Standard 3. Economics

Determine the opportunity cost when making a choice (PFL).

5th Grade 

SOCIAL STUDIES

Standard 3. Economics

Examine how individuals use financial institutions to manage personal finances (PFL).

3rd – 5th Grade 

DRAMA & THEATRE ARTS

Standard 3. Critically Respond

  1. Perceive and analyze artistic work.
  2. Interpret intent and meaning in artistic work.
  3. Apply criteria to evaluate artistic work.
  4. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Source: https://www.cde.state.co.us/apps/standards/

Florida Benchmarks for Excellent Student Thinking Standards (BEST)

3rd Grade

Benchmark

TH.3.S.1.2

Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

TH.3.S.1.3

Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

4th Grade

Benchmark

TH.4.S.1.1

Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.2

Discuss the concept of “willing suspension of disbelief” used in theatre to help create the illusion of real life in performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.3

Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience’s response to the production.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

5th Grade

Benchmark

SC.5.E.7.7

Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.

Earth Systems and Patterns

Science

5

Earth and Space Science

Click Here

TH.5.S.1.2

Weigh the use of “fourth wall” and “willing suspension of disbelief” in effectively creating the illusion of real life in specified theatre performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

TH.5.S.1.3

Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

3rd Grade

Benchmark

TH.3.S.1.2

Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

TH.3.S.1.3

Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

4th Grade

Benchmark

SC.4.E.6.3

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

Earth Structures

Science

4

Earth and Space Science

Click Here

SC.4.L.17.4

Recognize ways plants and animals, including humans, can impact the environment.

Interdependence

Science

4

Life Science

Click Here

TH.4.S.1.1

Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.2

Discuss the concept of “willing suspension of disbelief” used in theatre to help create the illusion of real life in performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.3

Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience’s response to the production.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

 5th Grade

Benchmark

SC.5.E.7.1

Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

Earth Systems and Patterns

Science

5

Earth and Space Science

Click Here

SC.5.E.7.2

Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes.

Earth Systems and Patterns

Science

5

Earth and Space Science

Click Here

TH.5.S.1.2

Weigh the use of “fourth wall” and “willing suspension of disbelief” in effectively creating the illusion of real life in specified theatre performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

TH.5.S.1.3

Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

3rd Grade

Benchmark

SS.3.E.1.2

List the characteristics of money.

Beginning Economics

Social Studies

3

Economics

Click Here

SS.3.E.1.3

Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

Beginning Economics

Social Studies

3

Economics

Click Here

4th Grade

Benchmark

SS.4.FL.1.1

People have many different types of jobs from which to choose. Identify different jobs requiring people to have different skills.

Earning Income

Social Studies

4

Financial Literacy

Click Here

SS.4.FL.1.2

People earn an income when they are hired by an employer to work at a job.
Explain why employers are willing to pay people to do their work.

Earning Income

Social Studies

4

Financial Literacy

Click Here

SS.4.FL.2.2

Explain that people make choices about what goods and services they buy because they can’t have everything they want. This requires individuals to prioritize their wants.

Buying Goods and Services

Social Studies

4

Financial Literacy

Click Here

SS.4.FL.2.3

Identify some of the ways that people spend a portion of their income on goods and services in order to increase their personal satisfaction or happiness.

Buying Goods and Services

Social Studies

4

Financial Literacy

Click Here

SS.4.FL.2.7

Planning for spending can help people make informed choices. Develop a budget plan for spending, saving, and managing income.

Buying Goods and Services

Social Studies

4

Financial Literacy

Click Here

SS.4.FL.3.4

Identify savings goals people set as incentives to save. One savings goal might be to buy goods and services in the future.

Saving

Social Studies

4

Financial Literacy

Click Here

TH.3.S.1.2

Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

TH.3.S.1.3

Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

3

Skills, Techniques, and Processes

Click Here

TH.4.S.1.1

Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.2

Discuss the concept of “willing suspension of disbelief” used in theatre to help create the illusion of real life in performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

TH.4.S.1.3

Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience’s response to the production.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

4

Skills, Techniques, and Processes

Click Here

5th Grade

Benchmark

TH.5.S.1.2

Weigh the use of “fourth wall” and “willing suspension of disbelief” in effectively creating the illusion of real life in specified theatre performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

TH.5.S.1.3

Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Theatre

5

Skills, Techniques, and Processes

Click Here

Source: https://www.fldoe.org/academics/standards/

Georgia Standards of Excellence (GSE)

HEALTH

3rd Grade

HE3.5: Students will demonstrate the ability to use decision-making skills to enhance health. Expectations:

HE3.5.a Identify and discuss health-related situations.

4th Grade

HE4.5: Students will demonstrate the ability to use decision-making skills to enhance health. Expectations:

HE4.5.a Explain a situation that may require a thoughtful health-related decision.

HE4.5.b Describe the possible consequences of an unhealthy decision and healthy alternatives when making a health related decision

HE4.5.c Determine when or if help is needed to make a health-related decision.

5th Grade

HE5.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Expectations:

HE5.7.a Practice responsible personal health choices.

HE5.7.b Demonstrate a variety of healthy choices and behaviors to preserve or enhance personal health.

THEATRE ARTS

3rd Grade

TA3.RE.2 Critique various aspects of theatre and other media.

  1. Identify artistic choices through participation and observation.
  2. Interpret what is seen, felt, and heard in a theatre or performance experience.
  3. Compare and contrast theatre experiences.
  4. Identify the use of technical theatre elements.

TAES3.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

  1. Describes the roles and responsibilities of the audience

TA3.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as audience.

4th Grade

TA4.RE.2 Critique various aspects of theatre and other media.

  1. Identify artistic choices through participation and observation.
  2. Interpret what is seen, felt, and heard in a theatre experience.
  3. Compare and contrast theatre experiences.
  4. Identify the use of technical theatre elements.

TAES4.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

  1. Assumes the roles and responsibilities of the audience
  2. Applies theatre etiquette

TA4.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as audience.

5th Grade

TA5.RE.2 Critique various aspects of theatre and other media.

  1. Generate a response to theatre experiences that is interpretive, evaluative, or reflective.
  2. Use appropriate supporting evidence to justify a critique of a theatre experience.
  3. Respond to, critique, and evaluate theatre and performance through a variety of media.
  4. Assess and critique the use of technical theatre elements.

TAES5.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

  1. Attends theatre as an audience member
  2. Demonstrates appropriate audience etiquette

TA5.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as audience.

SCIENCE

3rd Grade

Life Science

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

  1. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.
  2. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

4th Grade

Earth Science

S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle. a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

SOCIAL STUDIES

Economic Understanding

3rd Grade

SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice.

4th Grade

SS4E2 Identify the elements of a personal budget (income, expenditures, and saving) and explain why personal spending and saving decisions are important.

5th Grade

SS5E4 Identify the elements of a personal budget (income, expenditures, and saving) and explain why personal spending and saving decisions are important.

Source: https://www.georgiastandards.org/Georgia-Standards

Illinois Priority Learning Standards

3rd – 5th Grade

SCIENCE

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

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

The Illinois Fine Arts Learning Standards and “The Arts” section of the Illinois Early Learning and Development Standards provide objectives for important and meaningful arts learning and development for students.

Responding

Anchor 7: Perceive and analyze artistic work.

Anchor 8: Construct meaningful interpretations of artistic work.

Anchor 9: Apply criteria to evaluate artistic work.

Connecting

Anchor 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

3rd – 5th Grade

SCIENCE

4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

The Illinois Fine Arts Learning Standards and “The Arts” section of the Illinois Early Learning and Development Standards provide objectives for important and meaningful arts learning and development for students.

Responding

Anchor 7: Perceive and analyze artistic work.

Anchor 8: Construct meaningful interpretations of artistic work.

Anchor 9: Apply criteria to evaluate artistic work.

Connecting

Anchor 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

3rd – 5th Grade

ECONOMICS & PERSONAL FINANCE

IL EARLY LEARNING & DEVELOPMENT STANDARDS: Explore roles in the economic system and workforce Benchmarks: 15.A.ECa – Describe some common jobs and what is needed to perform those jobs; 15.A.ECb – Discuss why people work

Exchange and Markets SS.EC. 2.3: Generate examples of the goods and services that governments provide.

Financial Literacy SS.EC.FL.3.4: Analyze how spending choices are influenced by price as well as many other factors (e.g. advertising, peer pressure, options).

National and Global Economy SS.EC.3.5: Determine the ways in which the government pays for the goods and services it provides.

Financial Literacy SS.EC.FL.3.3: Describe the role of banks and other financial institutions in an economy.

Exchange and Markets SS.EC. 2.4: Describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).

Exchange and Markets SS.EC.1.5: Analyze why and how individuals, businesses, and nations around the world specialize trade.  

The Illinois Fine Arts Learning Standards and “The Arts” section of the Illinois Early Learning and Development Standards provide objectives for important and meaningful arts learning and development for students.

Responding

Anchor 7: Perceive and analyze artistic work.

Anchor 8: Construct meaningful interpretations of artistic work.

Anchor 9: Apply criteria to evaluate artistic work.

Connecting

Anchor 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

Source: https://www.isbe.net/pages/learning-standards.aspx

Louisiana Student Standards 

3rd Grade

HEALTH

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Benchmark 1-E-5: Identify when it is important to seek health care.

GLEs:

1-E-5.1 Recognize when and how to seek help from a trusted adult.

1-E-5.2 Demonstrate the ability to access important phone numbers to get help in emergencies.

1-E-5.3 Illustrate through role play the ability to seek help when sick or hurt.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Benchmark 5-E-1: Illustrate the outcomes of a health-related decision.

GLEs:

5-E-1.1 Identify health-related situations that require a thoughtful decision.

5-E-1.2 Recognize when assistance is needed when making health-related decisions.

5-E-1.3 List options in dealing with health-related issues or problems.

SCIENCE

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

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

4th Grade

HEALTH

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Benchmark 4-E-4: Demonstrate how to ask for assistance to enhance personal health.

GLEs:

4-E-4.1 Identify situations where personal health assistance may be required.

4-E-4.2 Demonstrate how to seek personal health assistance from a trusted adult.

SCIENCE

4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

5th Grade

HEALTH

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Benchmark 5-E-1: Identify how others can influence decision-making.

GLEs:

5-E-1.1 Analyze elements of effective decision-making model.

5-E-1.2 Identify circumstances that can help or hinder healthy decision-making. 

ARTS

TH-CA-M1

Explain how elements of theatre and principles of communication are used in works created for the stage and other dramatic media

TH-CA-M2

Analyze descriptions, dialogues, and actions to explain character traits, personality, motivations, emotional perceptions, and ethical choices

TH-CA-M3

Interpret and discuss the theme or social/political message conveyed in a dramatic work

TH-CA-M4

Use appropriate criteria and expanded theatre arts vocabulary to critique scripts, performances and productions

TH-CA-M5 Describe relationships among theatre arts, other arts, and disciplines outside the arts

4th Grade

SCIENCE

4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

5th Grade

SCIENCE

5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

ARTS

TH-CA-M1

Explain how elements of theatre and principles of communication are used in works created for the stage and other dramatic media

TH-CA-M2

Analyze descriptions, dialogues, and actions to explain character traits, personality, motivations, emotional perceptions, and ethical choices

TH-CA-M3

Interpret and discuss the theme or social/political message conveyed in a dramatic work

TH-CA-M4

Use appropriate criteria and expanded theatre arts vocabulary to critique scripts, performances and productions

TH-CA-M5 Describe relationships among theatre arts, other arts, and disciplines outside the arts

3rd Grade

ECONOMICS

Standard 7: Personal Finance

Students develop an understanding of earning income, saving, and spending money in order to acquire economic decision-making skills.

3.7.1 Identify various ways that people earn income and how earning income contributes to the economic well-being of their community and state

3.7.2 List different ways people save their income and explain the advantages and disadvantages of each

3.7.3 Explain the benefits of comparative shopping when making economic decisions

4th Grade

ECONOMICS

Standard 9 – Fundamental Economic Concepts

Students demonstrate knowledge of economic concepts.

4.9.1 Develop a logical argument to support the choice of a particular want after all needs are met

4.9.2 Identify examples of human, natural, and capital resources and explain how these resources are used to produce goods and provide services

4.9.3 Define the terms profit and risk and explain how they relate to each other

4.9.4 Investigate the relationship between supply, demand, and price

4.9.5 Describe how government pays for goods and services through taxes and fees

4.9.6 Summarize the roles of households, businesses, jobs, banks, and governments in the economy

4.9.7 Explain why individuals and businesses engage in barter and trade

4.9.8 Differentiate between money (currency), checks, debit cards, and credit cards and identify advantages and disadvantages of each type of monetary exchange

4.9.9 Define budget, income, and expense and explain the benefits of making and following a budget

4.9.10 Analyze the benefits of increasing skills

ARTS

TH-CA-M1

Explain how elements of theatre and principles of communication are used in works created for the stage and other dramatic media

TH-CA-M2

Analyze descriptions, dialogues, and actions to explain character traits, personality, motivations, emotional perceptions, and ethical choices

TH-CA-M3

Interpret and discuss the theme or social/political message conveyed in a dramatic work

TH-CA-M4

Use appropriate criteria and expanded theatre arts vocabulary to critique scripts, performances and productions

TH-CA-M5 Describe relationships among theatre arts, other arts, and disciplines outside the arts

Source: https://www.louisianabelieves.com/resources/library/academic-standards

Michigan Academic Standards

3rd – 5th Grade

SCIENCE

NGSS 3-ESS3-1: Earth and Human Activity
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

NGSS ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

NGSS 4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

NGSS ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

3rd Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Analyze and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends. ART.T.IV.3.2 Identify the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) ART.T.V.3.1 Share how varied multimedia forms illustrate performances in one family’s life. ART.T.V.3.2 Recognize that the arts are an expression and record of human life. 

4th Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.4.1 Compare and contrast different presentations from the same time period or cultural context.

ART.T.IV.4.2 Discuss the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.4.1 Compare and contrast performances in a variety of multimedia forms.

ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.

5th Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.5.1 Understand that a variety of art forms are infused in theatre and come from different cultures.

ART.T.IV.5.2 Understand the significance of theatre and its relationship to history and cultures. ART.T.IV.5.2 Develop criteria to evaluate the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.5.1 Create performances in varied multimedia forms.

ART.T.V.5.2 Compare and contrast how varied art forms are an expression of everyday life.

3rd – 5th Grade 

SCIENCE

Earth science

3.ESS.1 Earth’s nonliving resources have specific properties.

3.ESS.2 Earth’s resources can be used for energy.

3.ESS.3 Some of Earth’s resources are limited.

NGSS 4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

NGSS ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

NGSS 5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

NGSS 5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

NGSS ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

 3rd Grade

 Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Analyze and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends. ART.T.IV.3.2 Identify the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) ART.T.V.3.1 Share how varied multimedia forms illustrate performances in one family’s life. ART.T.V.3.2 Recognize that the arts are an expression and record of human life.

4th Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.4.1 Compare and contrast different presentations from the same time period or cultural context.

ART.T.IV.4.2 Discuss the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.4.1 Compare and contrast performances in a variety of multimedia forms.

ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.

5th Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.5.1 Understand that a variety of art forms are infused in theatre and come from different cultures.

ART.T.IV.5.2 Understand the significance of theatre and its relationship to history and cultures. ART.T.IV.5.2 Develop criteria to evaluate the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.5.1 Create performances in varied multimedia forms.

ART.T.V.5.2 Compare and contrast how varied art forms are an expression of everyday life.

3rd Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Analyze and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends. ART.T.IV.3.2 Identify the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) ART.T.V.3.1 Share how varied multimedia forms illustrate performances in one family’s life. ART.T.V.3.2 Recognize that the arts are an expression and record of human life.

4th Grade 

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.4.1 Compare and contrast different presentations from the same time period or cultural context.

ART.T.IV.4.2 Discuss the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.4.1 Compare and contrast performances in a variety of multimedia forms.

ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.

5th Grade

Michigan Visual Arts, Music, Dance, and Theater

ANALYZE IN CONTEXT

Standard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.IV.5.1 Understand that a variety of art forms are infused in theatre and come from different cultures.

ART.T.IV.5.2 Understand the significance of theatre and its relationship to history and cultures. ART.T.IV.5.2 Develop criteria to evaluate the similarities and differences between live and recorded theatrical events.

ANALYZE AND MAKE CONNECTIONS

Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.5.1 Create performances in varied multimedia forms.

ART.T.V.5.2 Compare and contrast how varied art forms are an expression of everyday life.

Source: https://www.michigan.gov/mde/0,4615,7-140-28753—,00.html

Minnesota K-12 Academic Standards in Health Education

National Health Education Standards (NHES)

BENCHMARK

NHES.7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Minnesota K-12 Academic Standards in the Arts

Grade

Strand

Standard

Arts

Code

Benchmark

K-3

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations or performances using the artistic foundations.

Theater

0.4.1.4.1

1. Compare and contrast the characteristics of a variety of theater performances.

Grades 4/51. Artistic Foundations2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.Media Arts4.1.2.2.11. Describe a variety of tools, materials and techniques used with software and hardware for creation in media arts.
Grades 4/51. Artistic Foundations2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.Media Arts4.1.2.2.22. Describe how photo-, video- and sound-editing are used to create original products for expressive intent.
Grades 4/51. Artistic Foundations3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.Theater4.1.3.4.22. Describe how theater communicates meaning.
Grades 4/54. Artistic Process: Respond or Critique1. Respond to or critique a variety of creations and performances using the artistic foundations.Theater4.4.1.4.11. Justify personal interpretations and reactions to a variety of works in theater.
Grades 4/54. Artistic Process: Respond or Critique1. Respond to or critique a variety of creations and performances using the artistic foundations.Visual Arts4.4.1.5.11. Justify personal interpretations and reactions to works of visual art.

Minnesota K-12 Academic Standards in Science

Grade

Strand

Sub strand

Standard   “Understand that …

Code

Benchmark

4

3. Earth Science

2.  Interdependence within the Earth system

3. Water circulates through the Earth’s crust, oceans and atmosphere in what is known as the water cycle.

4.3.2.3.1

Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.

4

3. Earth Science

4. Human Interaction with Earth Systems

1. In order to maintain and improve their existence, humans interact with and influence Earth systems.

4.3.4.1.1

Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.

5

4. Life Science

2. Interdependence Among Living Systems

1. Natural systems have many parts that interact to maintain the living system

5.4.2.1.2

Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.  For example: Investigate how road salt runoff affects plants, insects and other parts of an ecosystem. Another example: Investigate how an invasive species changes an ecosystem.

5

4. Life Science

4. Human Interactions with Living Systems

1. Humans change environments in ways that can be either beneficial or harmful to themselves and other organisms.

5.4.4.1.1

Give examples of beneficial and harmful human interaction with natural systems.  For example: Recreation, pollution, wildlife management.

Minnesota K-12 Academic Standards in the Arts

Grade

Strand

Standard

Arts

Code

Benchmark

K-3

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations or performances using the artistic foundations.

Theater

0.4.1.4.1

1. Compare and contrast the characteristics of a variety of theater performances.

Grades 4/5

1. Artistic Foundations

2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.

Media Arts

4.1.2.2.1

1. Describe a variety of tools, materials and techniques used with software and hardware for creation in media arts.

Grades 4/5

1. Artistic Foundations

2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.

Media Arts

4.1.2.2.2

2. Describe how photo-, video- and sound-editing are used to create original products for expressive intent.

Grades 4/5

1. Artistic Foundations

3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.

Theater

4.1.3.4.2

2. Describe how theater communicates meaning.

Grades 4/5

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations and performances using the artistic foundations.

Theater

4.4.1.4.1

1. Justify personal interpretations and reactions to a variety of works in theater.

Grades 4/5

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations and performances using the artistic foundations.

Visual Arts

4.4.1.5.1

1. Justify personal interpretations and reactions to works of visual art.

Minnesota K-12 Academic Standards in the Arts

Grade

Strand

Standard

Arts

Code

Benchmark

K-3

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations or performances using the artistic foundations.

Theater

0.4.1.4.1

1. Compare and contrast the characteristics of a variety of theater performances.

Grades 4/5

1. Artistic Foundations

2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.

Media Arts

4.1.2.2.1

1. Describe a variety of tools, materials and techniques used with software and hardware for creation in media arts.

Grades 4/5

1. Artistic Foundations

2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.

Media Arts

4.1.2.2.2

2. Describe how photo-, video- and sound-editing are used to create original products for expressive intent.

Grades 4/5

1. Artistic Foundations

3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.

Theater

4.1.3.4.2

2. Describe how theater communicates meaning.

Grades 4/5

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations and performances using the artistic foundations.

Theater

4.4.1.4.1

1. Justify personal interpretations and reactions to a variety of works in theater.

Grades 4/5

4. Artistic Process: Respond or Critique

1. Respond to or critique a variety of creations and performances using the artistic foundations.

Visual Arts

4.4.1.5.1

1. Justify personal interpretations and reactions to works of visual art.

National Standards for Financial Literacy – Jump$tart Coalition

BENCHMARK

Spending and Saving:

  1. Develop a plan for spending and saving
  2. Use a personal financial plan

Source: https://education.mn.gov/MDE/dse/stds/

Nevada Academic Content (NVAC) Standards

3rd – 5th Grade

HEALTH

STANDARD

Include information on potential: -hazards -poisons -injuries -violence Explain universal safety precautions.

STRAND

Injury/Violence Prevention and Safety

1.5.8 Explain personal safety procedures when confronted with violence or other hazards.

STANDARD

Classroom topics should promote the students’ acceptance of personal responsibility for health and encourage the practice of healthy behaviors.

STRAND

Injury/Violence Prevention and Safety 

7.5.5 Describe basic first aid procedures and responses to common emergencies.

SCIENCE

NGSS 3-ESS3-1: Earth and Human Activity
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

NGSS ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

NGSS 4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

NGSS ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

3rd Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.3.1 Identify and describe how messages are created by components in media artworks. MA:Re7.3.2 Identify and describe how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.3.1 Determine the purposes and meanings of media artworks while describing their context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.3.1 Identify basic criteria for evaluating media artworks, considering possible improvements and context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.3.1 Use personal and external resources (for example, interests, information, models) to create media artworks.

MA:Cn10.3.2 Identify and show how media artworks form meanings, situations, and/or culture (for example: popular media.)

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.3.1 Identify how media artworks and ideas relate to everyday and cultural life and can influence values and online behavior.

MA:Cn11.3.2 Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.

4th Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

5th Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

3rd – 5th Grade

SCIENCE

Earth science

3.ESS.1 Earth’s nonliving resources have specific properties.

3.ESS.2 Earth’s resources can be used for energy.

3.ESS.3 Some of Earth’s resources are limited.

NGSS 4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

NGSS ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

NGSS 5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

NGSS 5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

NGSS ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

3rd Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.3.1 Identify and describe how messages are created by components in media artworks. MA:Re7.3.2 Identify and describe how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.3.1 Determine the purposes and meanings of media artworks while describing their context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.3.1 Identify basic criteria for evaluating media artworks, considering possible improvements and context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.3.1 Use personal and external resources (for example, interests, information, models) to create media artworks.

MA:Cn10.3.2 Identify and show how media artworks form meanings, situations, and/or culture (for example: popular media.)

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.3.1 Identify how media artworks and ideas relate to everyday and cultural life and can influence values and online behavior.

MA:Cn11.3.2 Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.

4th Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

5th Grade

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

3rd Grade

SOCIAL STUDIES

Movement Around Our World

Financial decision making (FL)

SS.3.26. Distinguish between needs and wants.

Savings and spending (FL)

SS.3.27. Describe the difference between saving and spending. 

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.3.1 Identify and describe how messages are created by components in media artworks. MA:Re7.3.2 Identify and describe how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.3.1 Determine the purposes and meanings of media artworks while describing their context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.3.1 Identify basic criteria for evaluating media artworks, considering possible improvements and context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.3.1 Use personal and external resources (for example, interests, information, models) to create media artworks.

MA:Cn10.3.2 Identify and show how media artworks form meanings, situations, and/or culture (for example: popular media.)

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.3.1 Identify how media artworks and ideas relate to everyday and cultural life and can influence values and online behavior.

MA:Cn11.3.2 Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.

4th Grade

SOCIAL STUDIES

Nevada – Past and Present 

Savings and spending (FL)

SS.4.30. Explain the benefits of saving and methods of saving, including but not limited to: financial institutions and saving at home.

Credit and debt (FL)

SS.4.31. Identify methods of payment for goods and services. 

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

5th Grade

SOCIAL STUDIES

The U.S.: Creating a New Nation

Financial decision making (FL)

SS.5.36. Describe the importance of setting financial goals. 

MEDIA ARTS

STRAND

Responding: Understanding and evaluating how the arts convey meaning.

ANCHOR

  1. Perceive and analyze work.

OBJECTIVE

MA:Re7.4.1 Identify, describe, and explain how messages are created by components in media artworks. MA:Re7.4.2 Identify, describe, and, with guidance, explain how various forms, methods, and styles in media artworks manage audience experience.

ANCHOR

  1. Interpret intent and meaning in artistic work.

OBJECTIVE

MA:Re8.4.1 Describe and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

ANCHOR

  1. Apply criteria to evaluate artistic work.

OBJECTIVE

MA:Re9.4.1 Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

STRAND

Connecting: Relating artistic ideas and work with personal meaning and external context.

ANCHOR

  1. Apply and relate knowledge and personal experiences to key art.

OBJECTIVE

MA:Cn10.4.1 Examine and use personal and external resources (for example, interests, research, cultural understanding) to create media artworks.

MA:Cn10.4.2 Examine and show how media artworks form meanings, situations, or cultural experiences (for example, online spaces).

ANCHOR

  1. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OBJECTIVE

MA:Cn11.4.1 Explain verbally and/ or in media artworks how media artworks and ideas relate to everyday and cultural life (for example, fantasy and reality, technology use).

Source: https://doe.nv.gov/Nevada_Academic_Content_Standards/

Ohio Learning Standards

3rd – 5th Grade

SCIENCE

NGSS 3-ESS3-1: Earth and Human Activity
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

NGSS ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

NGSS 4-ESS3-2: Earth and Human Activity

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

NGSS ESS3.B: Natural Hazards

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

FINE ARTS: DRAMA

Perceiving / Knowing (PE)

1PE Identify the plot and retell the sequence of events in a story, play or theatre experience.

2PE Identify character types and relationships between characters including thoughts, feelings and information about them.

3PE Explain how the cultural and physical setting of a dramatic and theatrical work affects characterization.

Responding (RE)

1RE Describe the visual, aural and kinetic elements present in stories and plays from various cultures.

2RE Identify universal characters and themes in stories and plays from various time periods and cultures.

3RE Compare and contrast the elements (e.g., plot, character, theme, and setting) of various narratives.

4RE Share personal opinions about a play or theatre experience and respectfully consider the opinions of others.

5RE Develop personal criteria to use for discussion, performance and evaluation of one’s own theatrical experiences.

3rd – 5th Grade

SCIENCE

Earth science

3.ESS.1 Earth’s nonliving resources have specific properties.

3.ESS.2 Earth’s resources can be used for energy.

3.ESS.3 Some of Earth’s resources are limited.

NGSS 4-ESS3-1: Earth and Human Activity

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

NGSS ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

NGSS 5-ESS3-1: Earth and Human Activity

Information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

NGSS 5-ESS2-2: Earth’s Systems

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

NGSS ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

FINE ARTS: DRAMA

Perceiving / Knowing (PE)

1PE Identify the plot and retell the sequence of events in a story, play or theatre experience.

2PE Identify character types and relationships between characters including thoughts, feelings and information about them.

3PE Explain how the cultural and physical setting of a dramatic and theatrical work affects characterization.

Responding (RE)

1RE Describe the visual, aural and kinetic elements present in stories and plays from various cultures.

2RE Identify universal characters and themes in stories and plays from various time periods and cultures.

3RE Compare and contrast the elements (e.g., plot, character, theme, and setting) of various narratives.

4RE Share personal opinions about a play or theatre experience and respectfully consider the opinions of others.

5RE Develop personal criteria to use for discussion, performance and evaluation of one’s own theatrical experiences.

3rd Grade

FINANCIAL LITERACY

Financial responsibility and decision making

1 Choices can be made with your money. Choices include spending, saving and donating. Money can also be saved in financial institutions.

3 People may receive money as gifts, allowance or income. People earn income by working.

Planning and money management

4 Financial responsibility includes the development of a spending and savings plan (personal budget).

Informed consumer

5 An informed consumer makes decisions on purchases that may include a decision-making strategy to determine if purchases are within their budget.

SOCIAL STUDIES

Financial literacy

19 Making decisions involves weighing costs and benefits.

20 A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.

4th Grade

FINANCIAL LITERACY

Financial responsibility and decision making

1 People have limited resources and must prioritize their needs and wants. Saving and/or investing a percentage of income contributes to an individual’s financial well-being. Professionals can help individuals determine financial goals.

3 People may receive money as gifts, allowance or income. Incomes can vary based on knowledge, skills and experiences.

Planning and money management

5 Financial responsibility includes the development of a spending and savings plan (personal budget). Informed consumer

6 An informed consumer makes decisions on purchases that may include a decision-making strategy to determine if purchases are within their budget.

Credit and debt

9 Saving today can help meet future goals, including education.

SOCIAL STUDIES

Financial literacy

22 Saving a portion of income contributes to an individuals’ financial well-being. Individuals can reduce spending to save more of their income

5th Grade

FINANCIAL LITERACY

Financial responsibility and decision making

1 People have limited resources and must prioritize their needs and wants. Saving and/or investing a percentage of income contributes to an individual’s financial well-being. Professionals can help individuals determine financial goals.

3 People may receive money as gifts, allowance or income. Incomes can vary based on knowledge, skills and experiences.

Planning and money management

5 Financial responsibility includes the development of a spending and savings plan (personal budget). Informed consumer

6 An informed consumer makes decisions on purchases that may include a decision-making strategy to determine if purchases are within their budget.

Credit and debt

7 Examine the different ways that people pay for goods and services.

9 Saving today can help meet future goals, including education.

3rd – 5th Grade

FINE ARTS: DRAMA

Perceiving / Knowing (PE)

1PE Identify the plot and retell the sequence of events in a story, play or theatre experience.

2PE Identify character types and relationships between characters including thoughts, feelings and information about them.

3PE Explain how the cultural and physical setting of a dramatic and theatrical work affects characterization.

Responding (RE)

1RE Describe the visual, aural and kinetic elements present in stories and plays from various cultures.

2RE Identify universal characters and themes in stories and plays from various time periods and cultures.

3RE Compare and contrast the elements (e.g., plot, character, theme, and setting) of various narratives.

4RE Share personal opinions about a play or theatre experience and respectfully consider the opinions of others.

5RE Develop personal criteria to use for discussion, performance and evaluation of one’s own theatrical experiences.

Source: https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards

Pennsylvania Academic Standards

3rd Grade

HEALT, SAFETY, & PHYSICAL EDUCATION

Standard Area – 10.1: Concepts of Health

Standard – 10.3.3.B

Recognize emergency situations and explain appropriate responses.

  • importance of remaining calm
  • how to call for help
  • simple assistance procedures
  • how to protect self

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.3. GRADE 3

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
  • Recognize and use fundamental vocabulary within each of the arts forms.

 5th Grade

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.5. GRADE 5

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media

C. Know and use fundamental vocabulary within each of the arts forms.

3rd Grade

ENVIRONMENT & ECOLOGY

Standard Area – 4.3: Natural Resources

Standard – 4.3.3.B

Identify local natural resources. 

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.3. GRADE 3

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
  • Recognize and use fundamental vocabulary within each of the arts forms.

4th Grade

ENVIRONMENT & ECOLOGY

Standard Area – 4.3: Natural Resources

Standard – 4.3.4.A

Identify ways humans depend on natural resources for survival. 

Identify resources used to provide humans with energy, food, employment, housing and water.

Standard Area – 4.5: Humans and the Environment

Standard – 4.5.4.A

Identify how people use natural resources in sustainable and non-sustainable ways.

Standard – 4.5.4.C

Describe how human activities affect the environment.

Standard – 4.5.4.D

Describe a waste stream.

Identify sources of waste derived from the use of natural resources.

Identify those items that can be recycled and those that cannot.

Describe how everyday activities may affect the environment

SCIENCE

Standard Area – 3.3: Earth and Space Sciences

Organizing Category – 3.3.A: Earth Structure, Processes and Cycle

Grade Level – 3.3.4.A: GRADE 4

Standard – 3.3.4.A4

Recognize Earth’s different water resources, including both fresh and saltwater.

Describe phase changes in the forms of water on Earth.

5th Grade

SCIENCE

Standard Area – 3.3: Earth and Space Sciences

Organizing Category – 3.3.A: Earth Structure, Processes and Cycles

Grade Level – 3.3.5.A:

Standard – 3.3.5.A2

Describe the usefulness of Earth’s physical resources as raw materials for the human made world.

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.5. GRADE 5

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media

C. Know and use fundamental vocabulary within each of the arts forms.

3rd Grade

ECONOMICS

Standard Area – 6.1: Scarcity and Choice

Standard – 6.1.3.A

Define scarcity and identify examples of resources, wants, and needs.

Standard – 6.1.3.B

Identify needs and wants of people.

Identify examples of natural, human, and capital resources.

Standard Area – 6.5: Income, Profit, and Wealth

Standard – 6.5.3.G

Define saving and explain why people save.

FAMILY & CONSUMER SCIENCE

Standard Area – 11.1: Financial and Resource Management

Standard – 11.1.3.B

Define the components of a spending plan (e.g., income, expenses, savings).

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.3. GRADE 3

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
  • Recognize and use fundamental vocabulary within each of the arts forms.

4th Grade

ECONOMICS

Standard Area – 6.1: Scarcity and Choice

Standard – 6.1.4.B

Recognize the difference between basic needs and wants.

Explain the role of producers in making goods and providing services.

Standard Area – 6.5: Income, Profit, and Wealth

Standard – 6.5.4.G

Compare different ways people save.

5th Grade

ECONOMICS

Standard Area – 6.1: Scarcity and Choice

Standard – 6.1.5.B

Explain ways in which people meet their basic needs and wants.

Demonstrate the use of human and capital resources in the production of a specific good.

Standard – 6.1.5.C

Explain how people’s choices have different economic consequences.

Standard Area – 6.5: Income, Profit, and Wealth

Standard – 6.5.5.H

Identify the costs and benefits of borrowing.

ARTS & HUMANITIES

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.5. GRADE 5

  1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
  • Know and use fundamental vocabulary within each of the arts forms.   

Source: https://www.pdesas.org/

Texas Essential Knowledge and Skills (TEKS)

HEALTH

3rd Grade

(11) Personal/interpersonal skills. The student recognizes critical-thinking, decision-making, goalsetting, and problem-solving skills for making health-promoting decisions. The student is expected to: (A) practice critical-thinking skills when making health decisions (C) explain the positive and negative consequences of making a health-related choice (D) explain the importance of seeking assistance in making decisions about health

THEATRE

117.113. Theatre, Grade 3, Revised 2020

(3) Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) identify technical theatre elements such as props, costumes, sound, and visual  elements that define character, environment, action, and theme

HEALTH

§115.6. Health Education, Grade 4, Revised 2020

(4) Health behaviors. The student understands and engages in behaviors that reduce health risks throughout the life span. The student is expected to: (E) explain how to develop a home-safety and emergency response plan such as fire safety

(11) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goalsetting, and problem-solving skills for making health-promoting decisions. The student is expected to: (A) explain the importance of seeking guidance from parents and other trusted adults in making healthy decisions and solving problems

THEATRE

§117.116. Theatre, Grade 4, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (E) imitate and synthesize life experiences in dramatic play

(2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings

TECHNOLOGY APPLICATIONS

§126.7. Technology Applications, Grades 3-5, Revised 2020

(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to: (A) identify information regarding a problem and explain the steps toward the solution 

HEALTH

§115.7. Health Education, Grade 5, Revised 2020

Health information. The student knows ways to enhance and
maintain personal health throughout the life span. The student is expected to: (F) analyze the components of a personal health maintenance plan for individuals and families such as stress management and personal safety

THEATRE

§117.119. Theatre, Grade 5, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (G) demonstrate correct use of basic theatrical terminology

(2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings in detail 

(5) Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (A) analyze and apply appropriate audience behavior at a variety of performances (B) compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music (C) identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre

SCIENCE

§112.14. Science, Grade 3, Revised 2020

(7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: (C) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved 

 (9) Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: (A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem

THEATRE

§117.113. Theatre, Grade 3, Revised 2020

(3) Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) identify technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme 

SCIENCE

§112.15. Science, Grade 4, Revised 2020

(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (B) differentiate between conductors and insulators of thermal and electrical energy 

(7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: (C) identify and classify Earth’s renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation

THEATRE

§117.116. Theatre, Grade 4, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (E) imitate and synthesize life experiences in dramatic play (G) define and demonstrate correct use of basic theatrical terms such as dialogue, character, scene, prop, costumes, setting, and theme 

 (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings

SCIENCE

§112.16. Science, Grade 5, Revised 2020

(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

 (9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (A) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components

THEATRE

§117.119. Theatre, Grade 5, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (E) integrate life experiences in dramatic play (F) portray environment, character, and actions (G) demonstrate correct use of basic theatrical terminology

(2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings in detail

(5) Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (A) analyze and apply appropriate audience behavior at a variety of performances (B) compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music (C) identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre

TECHNOLOGY APPLICATIONS

§126.7. Technology Applications, Grades 3-5, Revised 2020

(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to: (A) identify information regarding a problem and explain the steps toward the solution

MATHEMATICS

§111.5. Mathematics, Grade 3, Revised 2020

(9) 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: (C) identify the costs and benefits of planned and unplanned spending decisions (D) 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 (E) list reasons to save and explain the benefit of a savings plan, including for college (F) identify decisions involving income, spending, saving, credit, and charitable giving

SOCIAL STUDIES

§113.14. Social Studies, Grade 3, Revised 2020

(5) Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to: (A) identify ways of earning, spending, saving, and donating money (B) create a simple budget that allocates money for spending and saving

THEATRE

§117.113. Theatre, Grade 3, Revised 2020

(3) Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) identify technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme

MATHEMATICS

§111.6. Mathematics, Grade 4, Revised 2020

(10) 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: (A) distinguish between fixed and variable expenses (B) calculate profit in a given situation (C) compare the advantages and disadvantages of various savings options (D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending

THEATRE

§117.116. Theatre, Grade 4, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (E) imitate and synthesize life experiences in dramatic play (G) define and demonstrate correct use of basic theatrical terms such as dialogue, character, scene, prop, costumes, setting, and theme

(2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings

MATHEMATICS

§111.7. Mathematics, Grade 5, Revised 2020

(10) 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: (B) explain the difference between gross income and net income (C) identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

(D) develop a system for keeping and using financial records (E) describe actions that might be taken to balance a budget when expenses exceed income (F) balance a simple budget

THEATRE

§117.119. Theatre, Grade 5, Revised 2020

(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (E) integrate life experiences in dramatic play (F) portray environment, character, and actions (G) demonstrate correct use of basic theatrical terminology

(2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) describe characters, their relationships, and their surroundings in detail

(5) Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (A) analyze and apply appropriate audience behavior at a variety of performances (B) compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music (C) identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre

TECHNOLOGY APPLICATIONS

§126.7. Technology Applications, Grades 3-5, Revised 2020

(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to: (A) identify information regarding a problem and explain the steps toward the solution

Source: https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills

Wisconsin Academic Standards

3rd – 5th Grade

HEALTH 

Learning Priority: Demonstrate interpersonal communication skills.

  1. Demonstrate communication skills that can improve health.

4:2:A1 Demonstrate effective verbal and nonverbal communication skills to enhance health.

4:2:A2 Describe how to ask for assistance.

Learning Priority: Apply a decision-making process to evaluate health options.

  1. Continue to identify health-related situations that require a decision.

5:2:A1 Identify situations that require a thoughtful decision.

5:2:A2 List healthy options to health-related issues or problems.

5:2:A3 Choose the healthiest option when making a decision.

THEATRE PRODUCTION (TD)

Standard TD 3: RESPOND—Students will critically interpret intent and meaning in order to evaluate artistic work

TD.R.4.i: Analysis Identify separate production elements in a theatrical work.

TD.R.5.i: Reflection Assess personal participation in a production with examples from experiences.

TD.R.6.i: View Performance Demonstrate developmentally appropriate audience etiquette.

3rd – 5th Grade

SCIENCE

Earth and Space Science 3 (ESS3) — Earth and Human Activity

Natural Resources

SCI.ESS3.A.4 Energy and fuels humans use are derived from natural sources, and their use affects the environment. Some resources are renewable over time, others are not.

Human Impacts on Earth’s Systems

SCI.ESS3.C.5 Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.

Environmental Literacy and Sustainability (ELS)

Strand: Explore (EX) ELS.EX2: Students evaluate relationships and structures of natural and cultural systems and analyze their interdependence.

ELS.EX2.C.i Investigate how Wisconsin’s natural systems have shaped the state’s cultural systems. Investigate how access to renewable and nonrenewable natural resources necessary for survival influences human interactions between and within geographic regions.

ELS.EX4: Analyze the interactions and outcomes of cycles and flows in natural and cultural systems.

ELS.EX4.A.i Explain how water, in its different forms, moves through the water cycle.

ELS.EX4.B.i Examine the cycle of renewable and nonrenewable natural resources in a local community from resource production, to consumer acquisition and use, to disposal.

Theatre Production (TD)

Standard TD 3: RESPOND—Students will critically interpret intent and meaning in order to evaluate artistic work

TD.R.4.i: Analysis Identify separate production elements in a theatrical work.

TD.R.5.i: Reflection Assess personal participation in a production with examples from experiences.

TD.R.6.i: View Performance Demonstrate developmentally appropriate audience etiquette.

3rd – 5th Grade

SOCIAL STUDIES

Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.

Econ1.a: Choices and decision making

SS.Econ1.a.3 Use economic reasoning to compare and contrast the costs and benefits of a decision. Categorize different limited resources (e.g., money, materials, time, labor or workers, land, natural resources, renewable or non-renewable).

Standard SS.Econ3: Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).

Econ3.b: Money

SS.Econ3.b.5 Describe the role of money, banking, and savings in everyday life, including why people borrow money and the role of interest.

PERSONAL FINANCIAL LITERACY (PFL)

Standard PFL.MM1: Students will demonstrate their ability to use money management skills and strategies.

Budgeting

MM1.a.i Provide examples of household expenses and sources of income.

Financial Management

MM1.b.i Identify age-appropriate ways to save, spend, and give money. Identify the personal information necessary to establish a financial account (e.g., personal details, contact information, and social security number).

Standard PFL.SI1: Students will explore savings concepts and apply this knowledge to attain financial security.

Saving Principles

SI1.a.i Describe reasons why people save money. Explain the phrase pay yourself first.

Saving Types and Features

SI1.b.i Describe why a person deposits money into a financial institution. Describe characteristics of a secure savings account.

Saving Goal Planning

SI1.c.i Identify steps to reach a savings goal. Explain how people make spending and saving choices to meet personal savings goals.

THEATRE PRODUCTION (TD)

Standard TD 3: RESPOND—Students will critically interpret intent and meaning in order to evaluate artistic work

TD.R.4.i: Analysis Identify separate production elements in a theatrical work.

TD.R.5.i: Reflection Assess personal participation in a production with examples from experiences.

TD.R.6.i: View Performance Demonstrate developmentally appropriate audience etiquette.

Source: https://dpi.wi.gov/standards

Livestream Learning Studio Educational Assessments  Livestream Content-related lesson  Arts-integrated lesson 
Ask students to reflect on the topic and draw their thoughts on paper
Write one or two sentences identifying the main point
Think-pair-share
One-question quiz
Journal reflection
Have students discuss three things they learned, two things they still want to learn, and one question they still have
Hand in and/or take home completed activity
Submit screenshot of completed activity

Livestream Learning Studio Educational Assessments Livestream Content-related lesson Arts-integrated lesson
Ask students to reflect on the topic and draw their thoughts on paper
Write one or two sentences identifying the main point
Think-pair-share
One-question quiz
Journal reflection
Have students discuss three things they learned, two things they still want to learn, and one question they still have
Hand in and/or take home completed activity
Submit screenshot of completed activity

WHY CHOOSE THE STUDIO

Livestream Learning Studio is a subsidiary of The National Theatre for Children, a Women’s Business Enterprise (WBE).

© 2022 Livestream Learning Studio. Developed by WiRe Innovation.