(Numbers refer to QCC objectives.)

Drama - A2, B7, B9  

Language Arts - A1, A2, A7, B1, B2, B3, B4, C1, C2, C3, C4, C9, C11, D1, D2, D3, D4, D5, D6, D7, D8, F1, F3, F5, F6  

Health and Safety - A1, C24, C25, C26  

Mathematics - A14, B27, C31, C33, C34, C36, C37, C38  

Music - B13,  

Physical Education - A1, A2,  

Visual Arts - B12, C18, C19, C20, D22, D23, D24, D25  

General Science - 1, 8, 14  

Social Studies (Skills ) - A1, A2, A3, A4, A5, A6, A7, A8  

Social Studies (Social Participation Skills) - C16, C17, C18, C19  

ITBS References:

This unit addresses knowledge and skills in the following objectives measured on the Iowa Tests of Basic Skills.   
• The student selects a written noun to match a picture. 
• The student selects a written verb to match a picture. 
• The student selects the meaning of an unfamiliar word, using contextual clues in a written passage. 
• The student makes an inference about a detail in a written passage. 
• The student makes a generalization from a written passage. 
• The student recognizes a conclusion drawn from a written passage. 
• The student recognizes the main idea of a written passage. 
• The student identifies a detail in a written passage. 
• The student selects the number of objects belonging in a category presented orally. 
• The students selects a graph depicting comparative relationships in a written passage. 
• The student selects a picture to match details in an oral description. 
• The student edits for misspelled words. 
• The student edits for capitalization and punctuation. 
• The student edits for correct usage and expression in their own writing. 
• The student identifies a service worker. 
• The student chooses an appropriate form of communication for a specific purpose. 
• The student recognizes one role of a leader. 
• The student identifies an activity which necessitates sharing. 
• The student identifies the figure with a line of symmetry. 
• The student selects the number sentence which describes the pictured model. 
• The student identifies the unit of measure appropriate for weighing a given object. 
• The student identifies the object which has an approximate length. 
• The student identifies the geometric figure divided in a specified way. 
• The student solves a multi-step word problem requiring addition and subtraction of whole numbers, without regrouping. 
• The student solves a multi-step word problem requiring addition and subtraction of whole numbers, then comparison of results. 
• The student identifies the method for computing the solution to a word problem. 
• The student compares amounts using information presented in a pictograph. 
• The student solves a problem based on information presented in a pictograph. 
• The student solves a problem based on information presented in a bar graph. 
• The student solves a multi-step oral word problem requiring repeated addition and subtraction of one-digit whole numbers. 
• The student solves and oral word problem requiring recall of a basic subtraction fact. 
• The student solves an oral word problem requiring addition of a one-digit whole number and a two-digit whole number, without regrouping. 
• The student identifies a habit which promotes good health. 
• The student selects an object having a given physical characteristic. 
• The student selects an object which has an approximate measure. 
• The student recalls behavior which promotes safety. 
• The student selects the measure for quantifying a specified object. 
• The student chooses the sense organ having a given function. 
• The student identifies an instrument used for a specific task. 

• Numbers and shapes can be used to tell about things. 
• People can use objects and ways of doing things to solve problems. 
• Objects can be described in terms of the materials they are made of and their physical properties. 
• There is variation among individuals of one kind within a population. 
• Offspring are very much, but not exactly, like their parents and one another. 
• People have different external features, such as size, shape, and color of hair, skin, and eyes, but they are more like one another than they are like other animals. 
• People need water, food, air, waste removal, and a particular range of temperatures in their environment. 
• Even after birth, a human baby is unable to care for itself, and its survival depends on the care it receives from adults. 
• The human body has parts that help it seek, find and take in food when it feels hunger. 
• Senses can warn individuals about danger. 
• The brain enables human beings to think and send messages to other body parts to help them work properly. 
• Different senses give different information. 
• Eating a variety of healthy foods and getting enough exercise and rest help people to stay healthy. 
• People are both alike and different in many ways. 
• Sometimes, in sharing and measuring there is a need to use numbers between whole numbers. 
• It is possible to estimate quantities without knowing them exactly. 
• Simple graphs can help to tell about observations. 
• Shapes, such as circles, squares, and triangles, can be used to describe many things seen. 
• Things in nature have very different sizes, weights, ages, and speeds. 
• Students can use whole numbers in identifying, measuring, and describing things and experiences. 
• Readily give the sums and differences of single-digit numbers in familiar contexts. 
• Give rough estimates to problems. 
• Make quantitative estimates of familiar lengths, weights, and time intervals and check them by measurement. 
• Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can be used to perform a task. 
• Determine the linear dimensions in whole units of objects having straight edges. 
• Draw pictures that correctly portray at least some features of the thing being described.  

My Body Unit Index

Curriculum Home Page

Henry County Public Schools

---

Questions/Comments