Girl%Scouts%Badges Grades:% States:% Brownie:%Legacy ... · STRAND!/! ESSENTIAL! STANDARD! 5.04.!...

Girl Scouts Badges Grades: 2, 3 States: North Carolina Common Core State and Essential Standards

Brownie: Legacy Badges Summary: As a Brownie, girls can earn seven Legacy badges: Painting, Fair Play, Celebrating Community, Snacks, Brownie First Aid, Brownie Girl Scout Way, and Bugs.

North Carolina Common Core State and Essential Standards

Arts Education

Grade: 2

CONTENT AREA / STRAND

NC.1. Music: The learner will sing, alone and with others, a varied repertoire of music.

STRAND / ESSENTIAL STANDARD

1.06. Sing expressively with appropriate dynamics and phrasing.


1.08. Show respect for the singing efforts of others.


NC.2. Music: The learner will play on instruments, alone and with others, a varied repertoire of music.


2.08. Show respect for the instrumental playing efforts of others.


NC.3. Music: The learner will improvise melodies, variations, and accompaniments.


3.06. Show respect for the improvisational efforts of others.


NC.5. Music: The learner will read and notate music.


5.03. Identify traditional symbols and terms.


NC.6. Music: The learner will listen to, analyze, and describe music.


6.03. Discuss music using appropriate terminology.


NC.1. Visual Arts: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.


1.01. Understand the process involved in using the media.


1.02. Plan and organize for creating art.


1.03. Develop strategies for imagining and implementing images.


1.05. Recognize that in a world of imagination there is no right or wrong, but that some solutions are better than others.


1.06. Use experimentation to find solutions.


1.07. Recognize that diverse solutions are preferable to predetermined visual solutions.


1.08. Recognize that images from reality and from fantasy may be used to create original art.


NC.2. Visual Arts: The learner will develop skills necessary for understanding and applying media, techniques, and processes.


2.05. Depict self and others in a variety of real and imaginary situations.


NC.3. Visual Arts: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements.


3.01. Incorporate a variety of lines in own artwork.


3.05. Identify center of interest (emphasis) in a composition.


NC.4. Visual Arts: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.


4.01. Create, discuss, and/or write about whether the content of their artwork is reality or fantasy.


4.02. Create fantasy environments.


4.03. Begin to recognize that an artist's background and experiences are important in shaping an artist's work.


NC.5. Visual Arts: The learner will understand the visual arts in relation to history and cultures.


5.01. Identify main purpose for an individual artwork.


5.02. Identify selected characteristics of art from a particular culture.


5.03. Identify selected medium/techniques or processes used for an individual artwork.


5.04. Become aware of the ideas of time and history (what came before and after).


5.05. Begin to realize that there have been diverse cultures in the world and each culture has produced art.


5.06. Recognize selected works of art from various cultures.

Grade: 3


NC.1. Music: The learner will sing, alone and with others, a varied repertoire of music.


1.06. Sing expressively with appropriate dynamics and phrasing.


1.09. Show respect for the singing efforts of others.


NC.2. Music: The learner will play on instruments, alone and with others, a varied repertoire of music.


2.08. Show respect for the playing efforts of others.


NC.3. Music: The learner will improvise melodies, variations, and accompaniments.


3.06. Show respect for the improvisational efforts of others.


NC.5. Music: The learner will read and notate music.


5.04. Identify symbols and traditional terms referring to expressive qualities including dynamics and tempo.


NC.6. Music: The learner will listen to, analyze, and describe music.


6.03. Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.


NC.7. Music: The learner will evaluate music and music performances.


7.02. Explain personal reactions to specific musical compositions and styles using appropriate terminology.




1.01. Expand the use of appropriate vocabulary.


1.03. Select color both for emotional appeal and realism.


1.04. Respond to positive attention and suggestions from others.


1.06. Refine images of self, pets, family, friends, and environment.




2.01.

Expands control and manipulation of the media and tools which may include the following: Photography -‐ sun prints; Drawing -‐ chalk, fine and broad markers, colored pencils, creates a variety of lines with tip, point and side, computer and software; Cut paper -‐ papers, found objects, fibers, glue, sharp-‐edged scissors, curling, scoring and stapling, cutting a variety of single and multiple shapes; 3-‐D -‐ paper mache, small hand tools; Printmaking -‐ cardboard; Painting -‐ liquid acrylics, large and small brushes, computer and software; Ceramic -‐ coil construction, compound pinch and slab, addition, smoothing, self-‐created stamps; Fibers -‐ Knotting, small hand looms for fibers.


2.02. Explore unique properties and potential of materials.


2.03. Demonstrate increased fine motor skills.


2.06. Create portraits, still lifes and landscapes from real life observation or memory.




3.05.

Compare objects in space through relative size and position including such things as: overlapping, foreground, middle ground, background, and amount of detail.


3.06. Develop ability to discuss his or her own work and that of others in terms of art elements.


3.09. Develop repetition to create pattern in one's own artwork.


3.13. Mix tints and shades.


NC.5. Visual Arts: The learner will understand the visual arts in relation to history and cultures.


5.03. Identify specific works of art as belonging to a particular culture, time and place.


5.04. Identify media/techniques and processes used for an individual artwork.


5.05. Understand there have been many different cultures in the world and each culture has produced art.


5.08. Recognize that cultures have different ideas about art.


NC.6. Visual Arts: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.


6.06. Critique art work using proper art vocabulary.


NC.7. Visual Arts: The learner will perceive connections between visual arts and other disciplines.


7.01. Begin to acknowledge similarities among all the arts including vocabulary, concepts, and use of composition.

Health and PE

Grade: 2


NC.HE. Healthful Living -‐ Health Education


2.PCH. Personal and Consumer Health

ESSENTIAL STANDARD / CLARIFYING OBJECTIVE

2.PCH.2. Understand wellness, disease prevention, and recognition of symptoms.

CLARIFYING OBJECTIVE

2.PCH.2.1. Summarize reasons and strategies for preventing contact with body fluids.




2.ICR. Interpersonal Communication and Relationships


2.ICR.1. Understand healthy and effective interpersonal communication and relationships.


2.ICR.1.4. Recognize bullying behaviors and what to do if someone is bullied.




2.NPA. Nutrition and Physical Activity


2.NPA.1. Understand MyPyramid as a tool for selecting nutritious foods.


2.NPA.1.1. Recognize the interrelationship of parts of My Pyramid


2.NPA.1.2. Plan meals that are chosen for energy and health






2.NPA.2. Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.


2.NPA.2.2. Explain the importance of a healthy breakfast and lunch.


NC.PE. Healthful Living -‐ Physical Education


2.MC. (MC) Movement Concepts


2.MC.2. Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement.


PE.2.MC.2.1. Use equipment to illustrate multiple movement concepts.


PE.2.MC.2.4. Illustrate activities that are associated with three or more of the five components of health-‐related fitness.




2.HF. (HF) Health-‐Related Fitness


2.HF.3. Understand the importance of achieving and maintaining a health-‐enhancing level of physical fitness.


PE.2.HF.3.1. Recognize three or more of the five health-‐related fitness assessments and the associated exercises.




2.PR. (PR) Personal /Social Responsibility


2.PR.4. Use behavioral strategies that are responsible and enhance respect of self and others and value activity.


PE.2.PR.4.3. Use safe practices when engaging in physical education activities with little or no prompting.

Grade: 3




3.MEH. Mental and Emotional Health


3.MEH.1. Understand positive stress management strategies.


3.MEH.1.1. Explain how self-‐control is a valuable tool in avoiding health risks.








3.PCH.1.1. Classify behaviors in terms of whether they are related to physical, social, mental, and emotional health.


3.PCH.1.2. Classify behaviors in terms of whether they do or do not contribute to healthy living.






3.PCH.3. Understand necessary steps to prevent and respond to unintentional injury.


3.PCH.3.3. Summarize the dangers of weapons and how to seek help if a weapon or firearm is found.


3.PCH.3.4. Implement a plan to escape fire at home while avoiding smoke inhalation.








3.ICR.1.1. Summarize qualities and benefits of a healthy relationship.


3.ICR.1.5. Analyze situations in terms of the strategies used by people in those situations that help or hinder healthy relationships.






3.NPA.1. Apply tools (MyPyramid, Food Facts Label) to plan healthy nutrition and fitness.


3.NPA.1.1. Use MyPyramid to eat a nutritious breakfast each morning.


3.NPA.1.2. Check the Food Facts Label to determine foods that are low in sugar and high in calcium.








3.NPA.2.1. Identify the sources of a variety of foods.


3.NPA.2.3. Recognize appropriate portion sizes of foods for most Americans.





ESSENTIAL 3.MC.2. Understand concepts, principles, strategies and tactics

STANDARD / CLARIFYING OBJECTIVE

that apply to the learning and performance of movement.


PE.3.MC.2.4. Illustrate a variety of activities that are associated with four or more of the health-‐related fitness components.








PE.3.HF.3.1. Summarize four or more of the five health related fitness assessments and the associated exercises.


PE.3.HF.3.2. Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.


PE.3.HF.3.3. Implement moderate to vigorous physical activities that increase breathing and heart rate, at least four to seven times each week, for increasing periods of time.

Language Arts

Grade: 2


NC.CC.2.RL. Reading Standards for Literature


Key Ideas and Details


2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


2.RL.3. Describe how characters in a story respond to major events and challenges.




Integration of Knowledge and Ideas

ESSENTIAL 2.RL.7. Use information gained from the illustrations and words


in a print or digital text to demonstrate understanding of its characters, setting, or plot.




Range of Reading and Level of Text Complexity


2.RL.10.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


NC.CC.2.RI. Reading Standards for Informational Text


Craft and Structure


2.RI.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


2.RI.5.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


NC.CC.2.RF. Reading Standards: Foundational Skills


Fluency


2.RF.4. Read with sufficient accuracy and fluency to support comprehension.


2.RF.4.a. Read on-‐level text with purpose and understanding.


NC.CC.2.W. Writing Standards


Production and Distribution of Writing


2.W.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


NC.CC.2.SL. Speaking and Listening Standards


Comprehension and Collaboration


2.SL.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


2.SL.1.a.

Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


2.SL.1.b. Build on others' talk in conversations by linking their comments to the remarks of others.


2.SL.1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.


NC.CC.2.L. Language Standards


Vocabulary Acquisition and Use


2.L.6.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Grade: 3






3.RL.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


3.RL.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.




Craft and Structure


3.RL.5.

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.






3.RL.7.

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).






3.RL.10.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-‐3 text complexity band independently and proficiently.




Craft and Structure


3.RI.4. Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 3 topic or subject area.




Fluency










3.W.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.






3.SL.1.

Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.


3.SL.1.a.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.


3.SL.1.b.



3.SL.1.c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.


3.SL.1.d. Explain their own ideas and understanding in light of the discussion.






3.L.6.

Acquire and use accurately grade-‐appropriate conversational, general academic, and domain-‐specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Social Studies

Grade: 2


NC.2.G. Geography and Environmental Literacy


2.G.2. Understand the effects of humans interacting with their environment.


2.G.2.2. Explain how people positively and negatively affect the environment.


NC.2.C&G. Civics and Governance


2.C&G.2. Understand the roles and responsibilities of citizens.


2.C&G.2.1. Exemplify characteristics of good citizenship through historical figures and everyday citizens.


2.C&G.2.2. Explain why it is important for citizens to participate in their community.

Grade: 3




3.G.1. Understand the earth's patterns by using the 5 themes of geography: (location, place, human-‐environment interaction, movement and regions).


3.G.1.4. Explain how the movement of goods, people and ideas impact the community.




3.C&G.2. Understand how citizens participate in their communities.


3.C&G.2.1. Exemplify how citizens contribute politically, socially and economically to their community.


3.C&G.2.2. Exemplify how citizens contribute to the well-‐being of the community's natural environment.

ESSENTIAL STANDARD

3.C&G.2.3. Apply skills in civic engagement and public discourse (school, community)

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Arts Education

Grade: 2




1.01. Understand the process involved in using the media.


1.02. Plan and organize for creating art.


1.03. Develop strategies for imagining and implementing images.


1.05. Recognize that in a world of imagination there is no right or wrong, but that some solutions are better than others.


1.06. Use experimentation to find solutions.


1.07. Recognize that diverse solutions are preferable to predetermined visual solutions.


1.08. Recognize that images from reality and from fantasy may be used to create original art.




2.05. Depict self and others in a variety of real and imaginary situations.


NC.4. Visual Arts: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.


4.01. Create, discuss, and/or write about whether the content of their artwork is reality or fantasy.


4.02. Create fantasy environments.


4.03. Begin to recognize that an artist's background and experiences are important in shaping an artist's work.

Grade: 3




1.01. Expand the use of appropriate vocabulary.


1.06. Refine images of self, pets, family, friends, and environment.


1.07. Elaborate on an idea or theme.




2.01.

Expands control and manipulation of the media and tools which may include the following: Photography -‐ sun prints; Drawing -‐ chalk, fine and broad markers, colored pencils, creates a variety of lines with tip, point and side, computer and software; Cut paper -‐ papers, found objects, fibers, glue, sharp-‐edged scissors, curling, scoring and stapling, cutting a variety of single and multiple shapes; 3-‐D -‐ paper mache, small hand tools; Printmaking -‐ cardboard; Painting -‐ liquid acrylics, large and small brushes, computer and software; Ceramic -‐ coil construction, compound pinch and slab, addition, smoothing, self-‐created stamps; Fibers -‐ Knotting, small hand looms for fibers.


2.03. Demonstrate increased fine motor skills.




3.06. Develop ability to discuss his or her own work and that of others in terms of art elements.


NC.6. Visual Arts: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.


6.06. Critique art work using proper art vocabulary.


NC.7. Visual Arts: The learner will perceive connections between visual arts and other disciplines.


7.01. Begin to acknowledge similarities among all the arts including vocabulary, concepts, and use of composition.

Health and PE

Grade: 2









Grade: 3









Language Arts

Grade: 2














2.RL.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.






2.RL.10.







2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.




Craft and Structure

ESSENTIAL STANDARD /








2.RI.10.

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Fluency












2.SL.1.a.











2.L.6.


Grade: 3












Craft and Structure


3.RL.5.







3.RL.7.







3.RL.10.







3.RI.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.




Craft and Structure








3.RI.10.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-‐3 text complexity band independently and proficiently.




Fluency










3.W.4.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-‐specific expectations for writing types are defined in standards 1-‐3 above.)




Range of Writing


3.W.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.






3.SL.1.



3.SL.1.a.



3.SL.1.b.











3.L.6.


Science

Grade: 2


NC.2.P. Physical Science


Forces and Motion


2.P.1. Understand the relationship between sound and vibrating objects.


2.P.1.2. Summarize the relationship between sound and objects of the body that vibrate -‐ eardrum and vocal cords.

Grade: 3


NC.3.L. Life Science


Structures & Functions of Living Organisms


3.L.1. Understand human body systems and how they are essential for life: protection, movement and support.


3.L.1.2. Explain why skin is necessary for protection and for the body to remain healthy.

Social Studies

Grade: 2




2.G.2. Understand the effects of humans interacting with their environment.


2.G.2.2. Explain how people positively and negatively affect the environment.





ESSENTIAL 2.C&G.2.1. Exemplify characteristics of good citizenship through


historical figures and everyday citizens.



Grade: 3








3.C&G.2.2. Exemplify how citizens contribute to the well-‐being of the community's natural environment.



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Health and PE

Grade: 3








3.ICR.1.1. Summarize qualities and benefits of a healthy relationship.


3.ICR.1.5. Analyze situations in terms of the strategies used by people in those situations that help or hinder healthy relationships.

Language Arts

Grade: 2




















2.RL.10.









2.RI.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.




Craft and Structure








2.RI.10.





Fluency












2.SL.1.a.











2.L.6.


Grade: 3












Craft and Structure


3.RL.5.







3.RL.7.







3.RL.10.









3.RI.3.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.




Craft and Structure








3.RI.10.





Fluency










3.W.4.





Range of Writing


3.W.10.







3.SL.1.



3.SL.1.a.



3.SL.1.b.











3.L.6.


Social Studies

Grade: 2










NC.2.C. Culture


2.C.1. Understand how various cultures influence communities.


2.C.2.3. Exemplify respect and appropriate social skills needed for working with diverse groups.

Grade: 3


NC.3.H. History


3.H.1. Understand how events, individuals and ideas have influenced the history of local and regional communities.


3.H.1.1. Explain key historical events that occurred in the local community and regions over time.









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Arts Education

Grade: 2


NC.1. Dance: The learner will identify and demonstrate elements and skills in dance.


1.03. Demonstrate and identify the element of time in dance: tempo and rhythm.


1.04. Demonstrate and identify the element of energy/dynamics in dance.


NC.2. Dance: The learner will understand choreographic principles, processes, and structures.


2.01. Demonstrate the differences between spontaneous and planned movement.


2.03. Create simple movement sequences using beginning, middle, and end; identify each of these parts of the sequence.


2.04. Improvise, create, and perform dance sequences using ideas and concepts from other sources.


2.05. Demonstrate the ability to work effectively alone and with a partner.


NC.3. Dance: The learner will understand that dance can create and communicate meaning.


3.03. Demonstrate and explain similarities and differences between dance and other forms of human movement.


NC.6. Dance: The learner will make connections between dance and healthful living.


6.02. Demonstrate ability to self-‐monitor concentration and focus during dance movement activities.


6.03. Explain healthy practices which enhance the ability to dance including the importance of warm-‐ups and nutrition.


NC.8. Dance: The learner will understand dance as an art form with a range of opportunities for involvement.


8.02. Identify the roles of audience members and performers when viewing dance.


8.03. Identify and demonstrate appropriate behavior when creating, performing, or viewing dance.

Grade: 3


NC.1. Dance: The learner will identify and demonstrate elements and skills in dance.


1.03. Utilize and elaborate on the element of time in dance.


1.04. Utilize and elaborate on the element of energy/dynamics in dance.


1.05. Observe and describe the inter-‐relatedness of dance elements in a brief movement study.


NC.2. Dance: The learner will understand choreographic principles, processes, and structures.


2.01. Compare and contrast the differences between spontaneous and planned movement.


2.02. Create a sequence with a beginning, middle, and end both with and without accompaniment.


2.04. Improvise, create, and perform dances based on own ideas and concepts from other sources.


2.05. Create a dance phrase and accurately repeat it.


NC.6. Dance: The learner will make connections between dance and healthful living.


6.01. Demonstrate safe and respectful practices during movement activities.


6.02. Identify at least one personal goal to improve oneself as a dancer.


NC.8. Dance: The learner will understand dance as an art form with a range of opportunities for involvement.


8.01. Define the role of an audience and performer in dance.


8.02. Define and demonstrate appropriate behaviors while watching, creating, or performing dance.

Health and PE

Grade: 2




2.MEH. Mental and Emotional Health


2.MEH.1. Understand the relationship among healthy expression of emotions, mental health, and healthy behavior.


2.MEH.1.1. Identify appropriate standards for behavior.


2.MEH.1.3. Explain the influence of peers, the media, and the family on feelings and emotions.


2.MEH.1.4. Explain the influence on self-‐concept on performance and vice versa.








2.PCH.2.1. Summarize reasons and strategies for preventing contact with body fluids.






2.NPA.1. Understand MyPyramid as a tool for selecting nutritious foods.


2.NPA.1.1. Recognize the interrelationship of parts of My Pyramid


2.NPA.1.2. Plan meals that are chosen for energy and health
















PE.2.MC.2.4. Illustrate activities that are associated with three or more of the five components of health-‐related fitness.








PE.2.HF.3.1. Recognize three or more of the five health-‐related fitness assessments and the associated exercises.

Grade: 3








3.PCH.1.1. Classify behaviors in terms of whether they are related to physical, social, mental, and emotional health.


3.PCH.1.2. Classify behaviors in terms of whether they do or do not contribute to healthy living.










3.NPA.1.2. Check the Food Facts Label to determine foods that are low in sugar and high in calcium.








3.NPA.2.1. Identify the sources of a variety of foods.


3.NPA.2.3. Recognize appropriate portion sizes of foods for most Americans.








PE.3.MC.2.4. Illustrate a variety of activities that are associated with four or more of the health-‐related fitness components.








PE.3.HF.3.1. Summarize four or more of the five health related fitness assessments and the associated exercises.


PE.3.HF.3.2. Identify enjoyable and challenging physical activities that one can do for increasing periods of time


PE.3.HF.3.3. Implement moderate to vigorous physical activities that increase breathing and heart rate, at least four to seven times each week, for increasing periods of time.

Language Arts

Grade: 2




















2.RL.10.











Craft and Structure




2.RI.5.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.






2.RI.10.





Fluency








Research to Build and Present Knowledge


2.W.8. Recall information from experiences or gather information from provided sources to answer a question.








2.SL.1.a.











2.L.6.


Grade: 3












Craft and Structure


3.RL.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as


chapter, scene, and stanza; describe how each successive part builds on earlier sections.






3.RL.7.







3.RL.10.











Craft and Structure








3.RI.10. By the end of the year, read and comprehend informational texts, including history/social studies,


science, and technical texts, at the high end of the grades 2-‐3 text complexity band independently and proficiently.




Fluency










3.W.4.







3.W.7. Conduct short research projects that build knowledge about a topic.


3.W.8.

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.




Range of Writing


3.W.10.







3.SL.1.



3.SL.1.a.



3.SL.1.b.











3.L.6.


Science


NC.3.P. Physical Science


Matter, Properties and Change


3.P.2. Understand the structure and properties of matter before and after they undergo a change.



3.P.2.3.

Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water.

Social Studies

Grade: 2


NC.2.H. History


2.H.1. Understand how various sources provide information about the past.


2.H.1.2. Identify contributions of historical figures (community, state, nation and world) through various genres.









Grade: 3


NC.3.H. History


3.H.1. Understand how events, individuals and ideas have influenced the history of local and regional communities.


3.H.1.1. Explain key historical events that occurred in the local community and regions over time.

ESSENTIAL STANDARD / CLARIFYING

3.H.1.2. Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.


3.H.1.3. Exemplify the ideas that were significant in the development of local communities and regions.









Brownie: Financial Literacy & Cookie Business Badges Summary: Brownies can earn two additional badges each year to support entrepreneurship. Financial Literacy badges are: Money Manager and Philanthropist. Cookie Business badges are: Meet My Customer and Give Back.


Language Arts

Grade: 2




















2.RL.10.











Craft and Structure




2.RI.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.






2.RI.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in


the grades 2-‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Fluency








Text Types and Purposes


2.W.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.






2.W.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.






2.W.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


2.W.8. Recall information from experiences or gather information from provided sources to answer a question.








2.SL.1.a. Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).










2.L.6.


Grade: 3












Craft and Structure


3.RL.5.







3.RL.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).






3.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-‐3 text complexity band independently and proficiently.










Craft and Structure








3.RI.10.





Fluency








Text Types and Purposes


3.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


3.W.2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.


3.W.2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.


3.W.2.d. Provide a concluding statement or section.






3.W.4.



3.W.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.






3.W.7. Conduct short research projects that build knowledge about a topic.


3.W.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.




Range of Writing


3.W.10.







3.SL.1.



3.SL.1.a.



3.SL.1.b. Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).










3.L.6.


Mathematics

Grade: 2


NC.CC.2.MD. Measurement and Data


Work with time and money.


2.MD.8.

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Social Studies


NC.2.E. Economics and Financial Literacy


2.E.1. Understand basic economic concepts.


2.E.1.1. Give examples of ways in which businesses in the community meet the needs and wants of consumers.


2.E.1.5. Explain how money is used for saving, spending, borrowing and giving.









Grade: 3


NC.3.E. Economics and Financial Literacy


3.E.2. Understand entrepreneurship in a market economy.


3.E.2.1. Explain why people become entrepreneurs.



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