Abigail Gruver

09/27/18
Iowa Core Standards Exercise

English Language Arts:

Grade K Students: Grade 1 Students:
1. With prompting and support, retell 1. Retell stories, including key details, and demonstrate
familiar stories, including key details. understanding of their central message or lesson.
(RL.K.2) (DOK 1) (RL.1.2) (DOK 1,2)

1. In kindergarten students are retelling stories that they know.

In first grade students are retelling stories, but are adding more details.
2. From kindergarten to first grade, students need to be able to add more key details, and be able
to demonstrate what they have learned. With doing this it will allow students to think on their own and
generate their own ideas.

Mathematics:
Grade 2 Students: Grade 3 Students:
Represent and interpret data. (2.MD.D) Represent and interpret data.
9. Generate measurement data by measuring lengths 4. Generate measurement data by measuring
of several objects to the nearest whole unit, or by lengths using rulers marked with halves and
making repeated measurements of the same object. fourths of an inch. Show the data by making a
Show the measurements by making a line plot, where line plot, where the horizontal scale is marked
off in appropriate units—whole numbers, halves,
the horizontal scale is marked off in whole number
or quarters. (3.MD.B.4) (DOK 2)
units. (2.MD.D.9) (DOK 2)
1. In second grade students are required to measure things to the nearest whole number and then
put the numbers on a line plot.
In third grade students are required to measure things to the nearest half or fourths of an inch
and then put the numbers into a line plot.
2. From second grade to third grade, students need to be able to measure in halves and fourths
instead of measuring to the nearest whole number. This allows students to be able to measure
most complicated things.

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Science:
Grade 4 Students: Grade 5 Students:

4-ESS2 Earth’s Systems 5-ESS2 Earth’s Systems

Students who demonstrate understanding can:
4-ESS2-1. Make observations and/or
measurements to provide evidence of the
effects of weathering or the rate of erosion by
water, ice, wind, or vegetation.
4-ESS2-2. Analyze and interpret data from maps
to describe patterns of Earth’s features.
Students who demonstrate understanding can:
5-ESS2-1. Develop a model using an example to
describe ways the geosphere, biosphere,
hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts and
percentages of water and fresh water in various
reservoirs to provide evidence about the
distribution of water on Earth.

1. In fourth grade students are required to interpret data from maps, make observations about
the weathering of water, ice, wind, or vegetation.
In fifth grade students are required to make a model of the biosphere and graph the amounts of
freshwater on the earth.
2. From fourth grade to fifth grade, students need to be able to graph the amounts of freshwater
instead of just understanding a map. This allows them to look at more complicated features of
the Earth and use their own understanding.

Social Studies:
Grade 6 Students: Grade 7 Students:

Constructing Compelling Questions Constructing Compelling Questions

SS.6.1. Explain how disciplinary concepts and ideas SS.7.1. Compare disciplinary concepts and ideas
are associated with a compelling question. associated with a compelling question.
1. In sixth grade students are required to explain how rules from a lesson are related to the
question being asked.
In seventh grade students are required to compare how rules from a lesson, for instance Hitler’s
power and relate it back to the question.
2. From sixth grade to seventh grade, students need to be able to compare the disciplinary
concepts instead of explaining them. With doing this student are allowed to go out and research
more about the topic. This will allow them to have fun researching more about the topic that is
associated with the question.

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