Curriculum Tie-Ins:

Language Arts: Listen to and retell a story, conduct an interview, report on what you learned, read for information, relate reading to personal experience.
History: Read primary source material, U.S./Indian relations, westward migrations, reservations and Indian schools.

Language Arts:

Listening and Speaking:

Kindergarten: 2.3 Relate an experience or creative story in a logical sequence

Grade One: 1.1 Listen attentively

Grade Two: 1.3 Paraphrase information that has been shared orally by others. 1.8 Retell stories, including characters, setting, and plot. 2.1 Recount experiences or present stories.

Grade Three: 1.1 Retell, paraphrase, and explain what has been said by a speaker.1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 2.1 Make brief narrative presentations.

Grade Four: 2.1 Make narrative presentations. b. Provide a context that enables the listener to imagine the circumstances of the event or experience.c. Provide insight into why the selected event or experience is memorable.

Writing:

Grade One: 2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. 2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

Grade Two: 2.1 Write brief narratives based on their experiences

Grade Four: 2.1 Write narratives. b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.

Covered Wagons,
Bumpy Trails 

Curriculum Tie-Ins:

History: westward movement, pioneers, the emigrant trails.
Language arts: keeping a journal; using research to write a story; developing a character; Math; figuring volume; adding; estimating volume; and weight.
Science: weather; taking data; using a thermometer.

History: (general)

Grade One 1.4 Students compare and contrast everyday life in different times and place etc. 1.4.2 Study transportation methods of the early days.

Grade Four 4.3.2 Compare how and why people traveled to California and the routes they traveled.

Grade Five   5.8 4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Language Arts: (general, and journal entries and fiction writing)

Reading:

Grade Two: 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing Applications:

Grade Three, Four, Five, Six: 2.1 Write narratives.

Math: (extension, gather covered wagon supplies, at www.verlakay.com )

Measurement and Geometry:

Grade One 1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.

Grade Three: 1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

Science: (keep a weather chart and/or calendar)

Earth Sciences:

Grade One, Two, and Three. Weather can be observed, measured, and described. As a basis for understanding this concept:a. Students know how to use simple tools (e. g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons. b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

Investigation And Experimentation:

Grade One 4b. Record observations and data with pictures, numbers, or written statements.

Grade Two 4b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.

Grade Three 5c. Use numerical data in describing and comparing objects, events, and measurements.

Grade Four 6b. Measure and estimate the weight, length, or volume of objects.

Grade Five.6f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

Return to California Standards

Gold Fever

Curriculum Tie-Ins:

Geography: reading a map; following directions
History: creation of boom and ghost towns; peoples of the gold rush
Language arts: developing characters: reading and writing labels
Science- sedimentation, liquid and solids, floating and sinking
Fine arts; using different media

Social Sciences;

Kindergarten: K4 Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.

Grade One 1.4 Students compare and contrast everyday life in different times and place etc. 1.4.1 Examine the structure of schools and communities of the past.

Grade Two: 2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

Grade Four 4.3.2 Compare how and why people traveled to California, and the routes they traveled. 4.4.2 Explain how the Gold Rush transformed the economy of California.

Grade Five: 5.8 4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Language Arts:

Writing: Penmanship: Grade One: 1.3 Print legibly and space letters, words, and sentences appropriately.

Grade Two: 1.2 Create readable documents with legible handwriting.

Writing Applications:

Grades Three, Four, Five, Six: 2.1 Write narratives.

Science: Investigation

Investigation and Experimentation:

Grade One d. Describe the relative position of objects by using two references (e. g., above and next to, below and left of).

Grade Two: d. Write or draw descriptions of a sequence of steps, events, and observations.

Grade Three: d. Predict the outcome of a simple investigation and compare the result with the prediction.

Grade Five: g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

Earth Science:

Grade Four- c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Grade Six - b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.

Visual and Performing Arts:

Visual Art:

Skills, Processes, Materials, and Tools:

Kindergarten 2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction.

Grade One: 2.3 Create a representational sculpture based on people, animals, or buildings.

Return to California Standards

Homespun Sarah 

Curriculum Tie-Ins:

History: Colonial life.
Fine Arts: Weaving, pattern, and texture.
Math: Graphing, displaying data, measuring, mean, median, estimation, predicting patterns. Science: Use a hand lens, making observations

Social Studies:

History:

Grade One: 1.4.1. Examine the structure of schools and communities in the past. 1.4. 3. Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

Grade Two: 2.4 1. Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.

Grade Five: 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Mathematics

Measurement and Geometry

Grade One 1.1 compare the length, weight and volume of two or more objects . . .

Grade Two 1.1 Measure the length of objects ib iterating a nonstandard or standard unit. 1.3 Measure the length of an object to nearest inch and/or centimenter

Grade Three: 1.1. Choose the appropriate tools and units and estimate and measure the length, liquid volume, and weight/mass of given objects.

Statistics, Data Analysis, and Probablilty

Grade One: 2.0 .. . create and describe patterns by numbers, shapes, sizes, rhythms, or colors 2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns.

Grade Two 1.1.Record numerical data in a systematic way.

Number Sense

Grade Two 6.0 Students use estimation strategies in computation etc.

Grade Three, 3.1 Compare fractions represented by drawings or concrete materials to show equivalency etc.

Science

Investigation and Experimentation

Grade One 4c Record observations of a bar graph.

Grade Three 5c use numerical data in describing and comparing objects, events and measurements.

Grade Four 6b Measure and estimate the weight, length or volume of objects

Grade Five 6f Select appropriate tools (eg thermometers, meter sticks. . .) and make quantitative observations.

Performing and Visual Arts:

Visual Arts:

Skills, Processes, Materials, and Tools

Grade Four: 2.4 Use fibers or other materials to create a simple weaving.

Return to California Standards

Iron Horses