· Asking questions based on what they have seen, what they

· Using prior knowledge to share ideas about possible answers

· Identifying resources for finding answers to their questions

· Explaining what their jobs will be during an inquiry investigation

· Planning how to organize information so it can be shared.

· Following directions to complete an inquiry.

· Asking questions and observing during the investigation

· Recording observations with words, numbers, symbols,

· Organizing and displaying information (e.g., table, chart,

· Classifying information and justifying groupings based on

· Discussing if their findings answered their research question.

· Proposing solutions to problems and asking other questions.

· Speaking, using pictures, (including captions) or creating a

· Classifying objects from long ago and today (e.g., sorting

· Exploring objects and looking closely at similarities, differences,

· Describing ways that school life has both changed and

· Identifying how events and people have shaped their

· Collecting information about the past (e.g., through interviews,

· Differentiating among fact, opinion, and interpretation of

· Placing events that occurred within the school or community

· Constructing a time line of events in the history of their

· Measuring calendar time by days, weeks, and months (e.

· Identifying an important event in their lives and/or

· Writing their names and addresses.

· Identifying characteristics of a neighborhood or community

· Differentiating between neighborhood, town, and state.

· Identifying the locations of places within the community

· Identifying a map or globe and using terms related to location,

near/far, here/there, north, south, east, west).

· Using a simple map to find something (e.g., locating the

· Creating a map as a representation of a space (e.g., making

· Identifying and using basic elements of the map (e.g., cardinal

· Using appropriate geographic resources (e.g., aerial photos)

· Identifying ways in which they and people in the community

· Participating in taking care of the environment (e.g., gardening,

· Identifying ways in which people in their community

· Recognizing reasons why friends and family move (e.g.,

· Identifying ways culture is expressed in their communities,

· Describing the contributions of various cultural groups to

· Describing what it means to be a responsible member of a

· Describing what his/her role is as a member of various

· Demonstrating positive interaction with group members

· Explaining their own point of view on issues that affect

· Participating in setting and following the rules of the

· Identifying rules or laws that solve a specific problem or

· Explaining why rules and laws are written down.

· Identifying the consequences of not following rules or

· Describing characteristics of good leadership and fair decision-

· Explaining that people have rights and needs (e.g. fairness,

· Identifying how the groups to which a person belongs

· Defining their own rights and needs – and the rights and

· Giving examples of ways that she or he is similar to and

· Identifying examples of interdependence among individuals

· Practicing communication skills with individuals and

· Describing feelings and situations that might lead to conflict

· Describing ways that people solve problems. i

· Identifying ways in which local institutions promote the

· Participating in activities as a buyer or seller (e.g., bake

· Identifying economic activities that use resources in the

· Identifying jobs people do in the community, and the value

· Identifying some goods and services that are provided by

· Describing ways in which people exchange money for

· Recognizing the differences between the basic needs and

· Explaining why people earn, spend, and save.