Asking questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched as a class (e.g., How is living in Vermont different than living in Florida?).
H&SS1-2:2 Students develop a hypothesis, thesis, or research statement by
Using prior knowledge to share ideas about possible answers to questions (e.g., How people use teamwork to get jobs done?).
H&SS1-2:3 Students design research by
Identifying resources for finding answers to their questions (e.g., books, videos, people, and the Internet).
Explaining what their jobs will be during an inquiry investigation (e.g., drawing pictures after a field trip).
Planning how to organize information so it can be shared.
H&SS1-2:4 Students conduct research by
Following directions to complete an inquiry.
Asking questions and observing during the investigation process.
Recording observations with words, numbers, symbols, and/or pictures (e.g., drawing or labeling a diagram, creating a title for a drawing or diagram, recording data provided by the teacher in a table).
H&SS1-2:5 Students develop reasonable explanations that support the research statement by
Organizing and displaying information (e.g., table, chart, graph)
Classifying information and justifying groupings based on observations, prior knowledge, or experience.
H&SS1-2:6 Students make connections to research by
Discussing if their findings answered their research question.
Proposing solutions to problems and asking other questions.
H&SS1-2:7 Students communicate their findings by
Speaking, using pictures, (including captions) or creating a simple report or "painted essay" containing a focus statement, details, and conclusions.
H&SS1-2:8 Students connect the past with the present by
Classifying objects from long ago and today (e.g., sorting pictures or objects into two groups: "long ago" and "today").
Exploring objects and looking closely at similarities, differences, patterns, and change.
Describing ways that school life has both changed and stayed the same over time (e.g., a one-room schoolhouse vs. modern schools).
Identifying how events and people have shaped their schools or towns (e.g., How does life change when one moves to a different town?).
H&SS1-2:9 Students show understanding of how humans interpret history by
Collecting information about the past (e.g., through interviews, photos and artifacts).
Differentiating among fact, opinion, and interpretation of classroom situations, stories, and other media.
H&SS1-2:12 Students show understanding of human interaction with the environment over time by
Identifying ways in which they and people in the community take care of or hurt the environment (e.g., after identifying litter in the local area, discussing why the trash is there and giving suggestions about how the problem can be helped).
Participating in taking care of the environment (e.g., gardening, recycling).
Identifying ways in which people in their community adapt to their physical environment, and discussing how these adaptations have both positive and negative effects.
Recognizing reasons why friends and family move (e.g., climate, job opportunities, family ties).
H&SS1-2:13 Students analyze how and why cultures continue and change over time by
Identifying ways culture is expressed in their communities, such as celebrations, legends, and traditions.