Organization: SAVVAS Product Name: myWorld Interactive Grade 2 Illinois Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-d2e6d042-8cb8-33b3-91a2-942d9a62aa91 Timestamp: Monday, January 4, 2021 01:54 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Use democratic processes to consider and propose actions to address authentic, real-world problems in the community and state. - OK2.P1.C.2-3.2 Explore facts from various sources that can be used to answer the developed questions. - SS.IS.2.K-2 Explain how people can work together to make decisions in their community and state. - OK2.P1.C.2-3.1 Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. - OK2.P2.A.2-3.3 Define traditions and how they apply to families in the United States - NA_SS_G2_08 Make connections between compelling and supporting questions which help answer an essential social studies question. - OK2.P2.A.2-3.2 Explain why immigrant families come to the United States and why many want to become citizens. - NA_SS_G2_07 Ask and respond to enduring essential questions of common concerns to the student, the community and the state. - OK2.P2.A.2-3.1 Explain that families have a history. - NA_SS_G2_09 Explain how members of a family treat and help one another. - NA_SS_G2_04 Compare a family to a community. - NA_SS_G2_03 Discuss the different ways families may be organized. - NA_SS_G2_06 Identify ways that families are different. - NA_SS_G2_05 Describe a community and what makes up a community. - NA_SS_G2_02 Explain what a family is and why families are important. - NA_SS_G2_01 Compare the goods and services that people in the local community produce and those that are produced in other communities. - SS.EC.3.2 Use listening, consensus building, and voting procedures to decide on and take action in their classroom. - SS.IS.6.K-2 Summarize the five key individual rights and liberties protected by the First Amendment to the Constitution of the United States. - OK2.1.2 Describe the Constitution of the United States as the structure for our national government. - OK2.1.1 Identify the basic roles of national leaders including the President of the United States , the members of the United States Congress, and the justices of the Supreme Court. - OK2.1.4 Explain how active citizens participate in the government by voting to elect officials that represent them. - OK2.1.3 Explain the role of money in making exchange easier. - SS.EC.2.2 Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. - OK2.P2.B.2-3.2 Identify a range of local and state problems in which people are trying to address these problems. - OK2.P2.B.2-3.1 Explain that money can be saved or spent on goods and services. - SS.EC.FL.4.2 Explain how all people can play an important role in their community. - OK2.1.5 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. - SS.CV.2.2 Describe absolute and relative location using latitude, longitude, and hemispheres on basic maps and globes. - OK2.2.2 Apply the concepts in this chapter to prepare a presentation - NA_SS_G2_51 Use political maps to locate the state of Oklahoma and the six bordering states. - OK2.2.3 Learn about the experience of one immigrant to the United States. - NA_SS_G2_50 Ask questions about locations and distances, and use a map scale to answer those questions - NA_SS_G2_53 Discuss the compelling question "What makes an environment a good place for you to live?" after completing the Quest - NA_SS_G2_52 Construct basic maps using cardinal directions and map symbols. - OK2.2.1 Quote accurately from a text when explaining the text explicitly and when drawing inferences from the text. - OK2.P4.A.2-3.1 Use information from multiple print or digital sources (e.g. timelines, maps, graphs, political cartoons, images) to answer a question. - OK2.P4.A.2-3.2 Acquire and use appropriate academic vocabulary and phrases in a social studies context. - OK2.P4.A.2-3.3 Recognize that some people are committed to working for the rights of others. - NA_SS_G2_108 Identify protest and organizing as means of working for people's rights. - NA_SS_G2_109 Recognize who a hero is and what a hero does. - NA_SS_G2_100 Create questions to help guide inquiry about a topic with guidance from adults and/or peers. - SS.IS.1.K-2 Identify the main idea and supporting details in a passage. - NA_SS_G2_47 Discuss the qualities and motivations of a hero. - NA_SS_G2_101 Explore the different ways that people can be heroes or do heroic things. - NA_SS_G2_102 Explain why heroes of the past are important. - NA_SS_G2_103 Understand that an autobiography is a primary source. - NA_SS_G2_49 Explain what leaders do to encourage their people to follow them. - NA_SS_G2_104 Explain how and why people change the land in their community - NA_SS_G2_44 Discuss how leaders become heroes to their people. - NA_SS_G2_105 Describe the characteristics of cities, suburbs, rural areas, and life in each environment. - NA_SS_G2_43 Make meaningful connections to personal experiences. - NA_SS_G2_46 Identify Abraham Lincoln and what he did that makes him an American hero. - NA_SS_G2_106 Explain why Sitting Bull and Golda Meir are heroes to their people. - NA_SS_G2_107 Compare and contrast basic land use in urban, suburban, and rural environments in our country. - NA_SS_G2_45 Identify the different forms of transportation that people use to move from one place to another. - NA_SS_G2_40 Identify and explain the elements of our environment. - NA_SS_G2_42 Discuss and compare the different kinds of evidence that show why people move from one place to another - NA_SS_G2_41 Demonstrate how our choices can affect ourselves and others in positive and negative ways. - SS.EC.1.2 Explain why all informed citizens should participate in their community. - OK2.P1.B.2-3.2 Describe the basic structure of government at the local, state, and tribal levels. - OK2.P1.B.2-3.1 Explain and provide examples of the consequences for violating laws in the community or state. - OK2.P1.B.2-3.4 Explain the need for and purposes of laws in the community and state. - OK2.P1.B.2-3.3 Explain how different kinds of historical sources (such as written documents, objects, artistic works, and oral accounts) can be used to study the past. - SS.H.3.2 Describe the shape of the Earth as a globe having continents and oceans - NA_SS_G2_37 Label from memory a simple map of the North American continent - NA_SS_G2_36 Analyze how a harbor benefits the people who live nearby. - NA_SS_G2_39 Explain the reasons people migrate. - NA_SS_G2_38 Describe customs, traditions, clothing, food, housing, and music as basic elements of various cultures represented within the local community. - OK2.2.6 Create simple maps, with or without a grid. - NA_SS_G2_33 Locate on a simple letter-number grid system local locations and geographic features - NA_SS_G2_32 Identify and locate basic landforms, bodies of water, continents, and oceans on a map. - OK2.2.4 Explain the differences among Earth's various water bodies - NA_SS_G2_35 Describe how communities modify the environment to meet their needs. - OK2.2.5 Describe Earth's various types of landforms. - NA_SS_G2_34 Analyze the contributions of people and groups who have shaped our history and who are honored by holidays and commemorative months. - OK2.3.1 Compare perspectives of people in the past to people in the present. - OK2.3.2 Interpret map information by using a compass rose and map legend. - NA_SS_G2_31 Demonstrate map skills by using absolute and relative locations - NA_SS_G2_30 Discuss volunteers and the work they do. - NA_SS_G2_120 Recognize that ordinary people who help others can be heroes. - NA_SS_G2_121 Describe and offer examples of how people have improved their communities in the past and present. - OK2.P1.A.2-3.2 Identify civic virtues and democratic principles such as equality, fairness and respect for legitimate authority. - OK2.P1.A.2-3.1 Apply the concepts learned in this chapter to write questions for an interview of an older family member - NA_SS_G2_26 Identify community members and service workers who help others in need. - NA_SS_G2_122 Discuss ways you can be a hero who helps people in your community. - NA_SS_G2_123 Summarize and discuss details shown in a historical photograph. - NA_SS_G2_25 Understand what it means to compare things and to contrast things. - NA_SS_G2_124 Analyze and use a timeline as a type of chronological organization - NA_SS_G2_28 Apply the compare and contrast skills to both images and text. - NA_SS_G2_125 Discuss the compelling question: "Did your ancestors have a better life than you do?" - NA_SS_G2_27 Define the word sequence and explain what a sequence is, and use the words that denote it, such as first, next, and finally - NA_SS_G2_22 Identify Rosa Park and her act of protest. - NA_SS_G2_126 Establish meaning. - NA_SS_G2_21 Identify forms of images. - NA_SS_G2_128 Analyze a historical photograph. - NA_SS_G2_24 Understand how to analyze an image and its caption, if any. - NA_SS_G2_129 Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. - OK2.P4.B.2-3.2 Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. - OK2.P4.B.2-3.3 Make meaningful connections to personal experience. - NA_SS_G2_20 Identify the author’s purpose, including what the author wants to answer, explain, or describe in primary and secondary informational texts. - OK2.P4.B.2-3.1 Understand that people have fought for rights for people who don't have them because of their race or gender. - NA_SS_G2_110 Discuss who Florence Nightingale was and how she influenced the field of nursing. - NA_SS_G2_119 Compare individuals and groups who have shaped a significant historical change. - SS.H.2.2 Use prior knowledge to gain understanding. - NA_SS_G2_19 Trace the history of a family. - NA_SS_G2_18 Explain what an artifact is and give examples of some artifacts - NA_SS_G2_15 Explain that many people have fought and continue to fight for the rights of working people. - NA_SS_G2_111 Define and give examples of primary sources and secondary sources of historical information - NA_SS_G2_14 Understand the importance of civil rights. - NA_SS_G2_112 Explain what an invention is and why inventions are important. - NA_SS_G2_113 Write questions for an interview with an older family member. - NA_SS_G2_17 Identify Thomas Edison, Marie Curie, and other important inventors and scientists. - NA_SS_G2_114 Discuss how an oral history is created and why it is historically important - NA_SS_G2_16 Discuss how scientific inventions help people and extend their understanding of the world. - NA_SS_G2_115 Compare how things families did and family culture in the past are the same or similar to family culture today - NA_SS_G2_11 Explain how and why some heroes help those in need. - NA_SS_G2_116 Discuss your own personal history. - NA_SS_G2_10 Compare different accounts of the same historical event using primary and secondary sources. - OK2.3.3 Identify Jane Addams and what she did to help others in need. - NA_SS_G2_117 Apply terms related to time. - NA_SS_G2_13 Explain possible reasons for events in the past. - OK2.3.4 Summarize the history and mission of the Red Cross. - NA_SS_G2_118 Contrast ways families fulfilled their needs and behaved in the past and how they do so today. - NA_SS_G2_12 Explain the importance of supply and demand in the consumer and producer relationship. - OK2.4.1 Understand that a photograph is a primary source that can give information about a person, place, or event - NA_SS_G2_94 Discuss the compelling question "How do ads influence you?" after completing the Quest - NA_SS_G2_97 Apply the concepts learned in this chapter to write an ad. - NA_SS_G2_96 Describe how farmers solve weather problems to grow productive crops - NA_SS_G2_91 Distinguish fact from fiction in stories about the past. - NA_SS_G2_140 Identify how farmers learned to grow productive crops in new climates. - NA_SS_G2_90 Compare and contrast folk tales and tall tales. - NA_SS_G2_141 Identify supporting details in a paragraph. - NA_SS_G2_93 Identify holidays that honor American heroes. - NA_SS_G2_142 Identify a main idea in a print and oral paragraph. - NA_SS_G2_92 Understand why we celebrate important people. - NA_SS_G2_143 Evaluate a source by distinguishing between fact and opinion. - SS.IS.4.K-2 Understand how heroes have made a difference in people's lives. - NA_SS_G2_144 Identify facts and fiction. - NA_SS_G2_145 Understand that traditional clothing is a primary source that can give information about a person, place, or thing. - NA_SS_G2_147 Describe the process of getting goods from farm to market - NA_SS_G2_88 Identify and compare points of view. - NA_SS_G2_149 Understand how producers and consumers work together. - NA_SS_G2_87 Understand how weather can challenge crop production. - NA_SS_G2_89 Compare farmers today with farmers in the past. - NA_SS_G2_84 Explain how people in your community use local and distant environments to meet their daily needs. - SS.G.3.2 Understand the role of farmers. - NA_SS_G2_83 Identify the role of producers, distributors, and consumers - NA_SS_G2_86 Understand how farmers use resources. - NA_SS_G2_85 Understand basic economic concepts, such as money and trade - NA_SS_G2_80 Describe the community and state’s human and physical environment through the use of geographic representations, including aerial photographs. - OK2.P3.B.2-3.3 Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. - OK2.P3.B.2-3.4 Apply the concepts learned in this chapter to draw a book cover. - NA_SS_G2_130 Ask and answer geographic questions, using geographic information about the student’s community and state. - OK2.P3.B.2-3.1 Discuss the compelling question "How should we honor heroes?" after completing the Quest - NA_SS_G2_131 Identify producers in communities. - NA_SS_G2_82 Understand what makes up a person's culture. - NA_SS_G2_132 Create and use maps, graphs, and other simple geographic models to describe the physical and human features of the community and state. - OK2.P3.B.2-3.2 Compare how people get the things they need long ago and today. - NA_SS_G2_81 Summarize changes that have occurred in the local community over time. - SS.H.1.2 Define point of view and give examples relevant to the student’s experiences. - OK2.P3.A.2-3.7 Explain how culture is passed down. - NA_SS_G2_133 Identify how music and food are important to culture. - NA_SS_G2_134 Define heritage. - NA_SS_G2_135 Understand why there are many cultures in the United States. - NA_SS_G2_136 Describe how setting goals and creating a budget helps people pay for things they need and want. - OK2.4.4 Describe how people share cultures in our country. - NA_SS_G2_137 Identify problems that need a solution. - NA_SS_G2_76 Explain how adults pass culture down to their children. - NA_SS_G2_138 Explain how barter and trade can lead to interdependence among communities. - OK2.4.2 Explain the difference between a need and a want. - NA_SS_G2_79 Understand the importance of telling stories about heroes from the past. - NA_SS_G2_139 Identify needs and wants. - NA_SS_G2_78 Describe the connection between taxes and community services, including schools, sanitation and water, fire and police protection, parks and recreation, libraries, and roads. - OK2.4.3 Understand that a photograph is a primary source of information about a past event - NA_SS_G2_72 Discuss the compelling question "Can we live without rules?" after completing the Quest. - NA_SS_G2_75 Apply concepts learned in this chapter to perform a skit and act it out for a video. - NA_SS_G2_74 Recognize cause and effect relationships in written text. - NA_SS_G2_71 Define the words cause and effect and explain their relationship - NA_SS_G2_70 Explain the difference between a primary and secondary source of information and gather basic information from such sources. - OK2.P3.A.2-3.1 Generate possible reasons for an event or development in the past. - OK2.P3.A.2-3.5 Make simple timelines and identify immediate cause and effect relationships from given information. - OK2.P3.A.2-3.4 Compare two or more primary or secondary sources about a particular event in history or contemporary events. - OK2.P3.A.2-3.3 Identify the author and date of a primary source using information found within the source itself. - OK2.P3.A.2-3.2 Identify the reasons military force is sometimes used in international conflict - NA_SS_G2_69 Explain how trade and cultural exchanges help governments cooperate - NA_SS_G2_66 Summarize the creation and content of the U.S Constitution and the Bill of Rights. - NA_SS_G2_65 Describe the role of diplomacy and treaties in between nations - NA_SS_G2_68 Summarize the history, purpose, and function of the United Nations - NA_SS_G2_67 Explain the ways governments help their citizens. - NA_SS_G2_62 Identify the characteristics of the Supreme Court, our government and civil life. - NA_SS_G2_61 Identify some cultural and environmental characteristics of your community and compare to other places. - SS.G.2.2 Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. - OK2.P5.B.2-3.3 Describe America's colonial history and how the people in the colonies fought for their freedom against a foreign power - NA_SS_G2_64 Compare and contrast different forms of government, such as democracies, monarchies, and autocracies - NA_SS_G2_63 Apply the concepts learned in this chapter to plan a shared discussion about an artifact from children�s cultures. - NA_SS_G2_151 Discuss the compelling question, _What can you learn from primary sources and artifacts?� after completing the Quest. - NA_SS_G2_152 Explain the roles and responsibilities of the president and Congress in the federal government - NA_SS_G2_60 Define a government and describe how the Constitution has set up the U.S. Government. - NA_SS_G2_59 Learn effective use of library media centers and information literacy skills - NA_SS_G2_155 Discuss what consequences are in relation to laws and how courts are used to determine if a law has been broken - NA_SS_G2_58 Define a rule and explain why rules are important. - NA_SS_G2_55 Demonstrate map skills by using absolute and relative locations. - NA_SS_G2_159 Identify some of the rights we have and explain why we need them - NA_SS_G2_57 Gather information from one or two sources with guidance and support from adults and/or peers. - SS.IS.3.K-2 Describe important rules to follow at home and in school. - NA_SS_G2_56 Describe examples of the goods and services that local and state governments provide. - OK2.P3.C.2-3.4 Describe why people in one country trade goods and services with people in other countries. - OK2.P3.C.2-3.5 Generate a list of topics of interest and individual questions about a specific topic in social studies. - OK2.P5.B.2-3.1 Ask and answer questions about arguments and explanations. - SS.IS.5.K-2 Organize information found during group or individual research, using graphic organizers or other aids. - OK2.P5.B.2-3.2 Construct and interpret maps and other graphic representations of both familiar and unfamiliar places. - SS.G.1.2 Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). - OK2.P5.A.2-3.4 Explain what governments are and some of their functions (e.g. making and enforcing laws, protecting citizens, and collecting taxes). - SS.CV.1.2 Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. - OK2.P5.A.2-3.2 Describe how the physical environment impacts our daily lives and affects human activities in the past and present. - OK2.P3.B.2-3.5 Describe why and how resources, people, goods, and ideas move, connecting communities. - OK2.P3.B.2-3.6 Analyze cost and benefits to make good choices. - NA_SS_G2_99 Understand cost and benefits. - NA_SS_G2_98 Describe freedom of choice when determining needs and wants in a free market. - OK2.P3.C.2-3.2 Give examples of costs and benefits resulting from personal economic decisions. - OK2.P3.C.2-3.3 List of all Files Validated: imsmanifest.xml I_009306f1-59b2-3649-a0df-6a99a68198f5_R/BasicLTI.xml I_009711ad-d718-3f52-a1b6-8af74b1debdc_1_R/BasicLTI.xml I_00a6751e-6d8f-3b93-b9fe-342586d649ee_R/BasicLTI.xml I_00b6f190-b89d-3d29-bfa0-33bdf28c2aec_R/BasicLTI.xml I_00cf29cb-f410-30f7-b0fd-4558d0834817_R/BasicLTI.xml I_00d24b9a-a1d4-3a8b-a6a0-471cf9484c9e_1_R/BasicLTI.xml I_00dafb07-4316-3797-bedd-caf086fa2d74_1_R/BasicLTI.xml I_0185b7f4-2cee-3c78-abad-381159973f1a_1_R/BasicLTI.xml I_020fbec7-9f1b-3a03-9119-3e271f323f08_1_R/BasicLTI.xml I_02240195-c67b-3c2b-a81d-a257e8f02932_1_R/BasicLTI.xml I_02adce81-766f-3fed-bafb-b69c6c435c8d_1_R/BasicLTI.xml 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I_ff9c4aa2-5bd2-3b25-be13-7b6d404988e6_1_R/BasicLTI.xml I_ffb792ca-02ee-339f-af86-7ba41ad53c6c_R/BasicLTI.xml I_ffca1d8a-9081-3035-8ced-0539bd5f5ec1_1_R/BasicLTI.xml Title: myWorld Interactive Grade 2 Welcome to the Course How to Use This Program Get a Program Overview Welcome to Your Program Check System Requirements Correlation to Reading Programs Professional Development Discussion Routine TikaTok Quests Chapter 1: Families Today and in the Past Quest Kick Off: Help Henry Uncover the Past Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Kick Off Student eText: Help Henry Uncover the Past Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Connection: Traditions Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Connection: Doing an Interview Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Connection: Artifacts Tell Stories Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Findings: Make a Poster Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Discuss the compelling question: "Did your ancestors have a better life than you do?" Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Quest Findings Student eText: Make a Poster Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Gather information from one or two sources with guidance and support from adults and/or peers. Ask and answer questions about arguments and explanations. Summarize changes that have occurred in the local community over time. Discuss the compelling question: "Did your ancestors have a better life than you do?" Apply the concepts learned in this chapter to write questions for an interview of an older family member Compare perspectives of people in the past to people in the present. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Student Activity Mat 4B Curriculum Standards: Use prior knowledge to gain understanding. Explain the difference between a primary and secondary source of information and gather basic information from such sources. Chapter 2: People, Places, and Nature Quest Kick Off: Help a Geographer Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Ask and answer questions about arguments and explanations. Explain how people in your community use local and distant environments to meet their daily needs. Apply the concepts in this chapter to prepare a presentation Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. Quest Kick Off Student eText: Help a Geographer Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Ask and answer questions about arguments and explanations. Explain how people in your community use local and distant environments to meet their daily needs. Apply the concepts in this chapter to prepare a presentation Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. Quest Connection: Land and Water in Communities Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Ask and answer questions about arguments and explanations. Explain how people in your community use local and distant environments to meet their daily needs. Apply the concepts in this chapter to prepare a presentation Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. Quest Connection: What Makes An Environment Special? Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Ask and answer questions about arguments and explanations. Explain how people in your community use local and distant environments to meet their daily needs. Apply the concepts in this chapter to prepare a presentation Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. Quest Findings: Give a Talk Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Explore facts from various sources that can be used to answer the developed questions. Ask and answer questions about arguments and explanations. Explain how people in your community use local and distant environments to meet their daily needs. Apply the concepts in this chapter to prepare a presentation Discuss the compelling question "What makes an environment a good place for you to live?" after completing the Quest Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Create a simple presentation, using audio, visual, and/or multimedia tools to communicate ideas and thoughts. Describe how communities modify the environment to meet their needs. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Quest Findings Student eText: Give a Talk