[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=”off|off|off” admin_label=”Academic Standards Row” _builder_version=”4.16″ global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_toggle title=”Vet Adventures! The Academic Standards” disabled_on=”off|off|off” _builder_version=”4.27.0″ title_level=”h2″ global_colors_info=”{}”]<\/p>\n

3rd<\/sup> \u2013 5th<\/sup> Grades<\/h3>\n

K-LS1-1\u00a0 Use observations to describe patterns of what plants and animals (including humans) need to survive.<\/p>\n

K-ESS3-1\u00a0 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.<\/p>\n

K-2-ETS1-1\u00a0 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.<\/p>\n

4-LS1-1\u00a0 Construct an argument that plants and animals have internal and external structures that functions to support survival, growth, behavior, and reproduction.<\/p>\n

 <\/p>\n

National Health Education Standards<\/h2>\n

PreK-2nd Grade<\/h3>\n

1.2.1\u00a0 Identify that healthy behaviors impact personal health.<\/p>\n

1.2.2\u00a0 Recognize that there are multiple dimensions of health.<\/p>\n

1.2.5\u00a0 Describe why it is important to seek health care.<\/p>\n

2.2.1\u00a0 Identify how the family influences personal health practices and behaviors.<\/p>\n

2.2.2\u00a0 Identify what the school can do to support personal health practices and behaviors.<\/p>\n

3.2.1 Identify trusted adults and professionals who can help promote health.<\/p>\n

3.2.2 Identify ways to locate school and community health helpers.<\/p>\n

4.2.2 Demonstrate listening skills to enhance health.<\/p>\n

5.2.1\u00a0 identify situations when a health-related decision is needed.<\/p>\n

5.2.2\u00a0 Differentiate between situations when a health-related decision can be made individually or when assistance is needed.<\/p>\n

6.2.2\u00a0 Identify who can help when assistance is needed to achieve a personal health goal.<\/p>\n

 <\/p>\n

3rd<\/sup> \u2013 5th<\/sup> Grades<\/h3>\n

1.5.5 \u00a0Describe when it is important to seek health care.<\/p>\n

3.5.1\u00a0 Identify characteristics of valid health information, products, and services.<\/p>\n

3.5.2\u00a0 Locate resources from hoe school and community that provide valid health information.\u00a0<\/p>\n

4.5.1\u00a0 Demonstrate effective verbal and nonverbal communication skills to enhance health.<\/p>\n

5.5.1\u00a0 Identify health-related situations that might require a thoughtful decision.<\/p>\n

5.5.2\u00a0 Analyze when assistance is needed in making a health-related decision.<\/p>\n

5.5.3\u00a0 List healthy options to health-related decisions.<\/p>\n

5.5.4\u00a0 Predict the potential outcomes of each option when making a health-related decision.<\/p>\n

5.5.5\u00a0 Choose a healthy option when making a decision.<\/p>\n

5.5.6\u00a0 Describe the outcomes of a health-related decision.<\/p>\n

8.5.1\u00a0 Express opinions and give accurate information about health issues.<\/p>\n

8.5.2\u00a0 Encourage others to make positive health choices.<\/p>\n

 <\/p>\n

Common Core Standards-English Language Arts<\/h2>\n

Kindergarten\u00a0<\/h3>\n

RL-K1\u00a0 With prompting and support, ask and answer questions about key details in a text.<\/p>\n

RL-K2\u00a0 With prompting and support, retell familiar stories, including key details.<\/p>\n

RL-K3\u00a0 With prompting and support, identify characters, settings, and major events in a story.<\/p>\n

RL-K4\u00a0 Ask and answer questions about unknown words in a text.<\/p>\n

RL-K7\u00a0 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts).<\/p>\n

RL-K9\u00a0 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.<\/p>\n

RL-K10\u00a0 Actively engage in group reading activities with purpose and understanding.<\/p>\n

W-K.2.\u00a0 Use combination of drawing, dictation, and writing to compose informative\/explanatory texts in which they name what they are writing about and supply some information about the topic.\u00a0<\/p>\n

W-K.3\u00a0 Use a combination of drawing,, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.<\/p>\n

W-K.5\u00a0 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.<\/p>\n

W-K.8\u00a0 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.<\/p>\n

SL- K.1\u00a0 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.<\/p>\n

\n
1. Follow agreed-upon rules for discussions (e.g. listening to others and taking turns speaking about the topics and texts under discussion).<\/li>\n
2. Continue a conversation through multiple exchanges.<\/li>\n<\/ol>\n

   SL-K.4\u00a0 Describe familiar people, places, things, and events, and with prompting and support, provide additional detail.<\/p>\n

   SL-K.5\u00a0 Add drawings or other visual displays to descriptions as desired to provide additional detail.<\/p>\n

   SL-K.6\u00a0 Speak audibly and express thoughts, feelings, and ideas clearly.<\/p>\n

    <\/p>\n

   1st<\/sup> Grade<\/h3>\n

   RL-1.1\u00a0 Ask and answer questions about key details in a text.<\/p>\n

   RL-1.2\u00a0 Retell stories, including key details, and demonstrate understanding o their central massage or lesson.<\/p>\n

   RL-1.3\u00a0 Describe characters, settings, and major events in a story, using key details.<\/p>\n

   RL-1.4\u00a0 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.<\/p>\n

   RL-1.7\u00a0 Use illustrations and details in a story to describe its characters, setting, or events.<\/p>\n

   RL-1-9 Compare and contrast the adventures and experiences of characters in stories.<\/p>\n

   W-1.1\u00a0 Write opinion pieces I which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.<\/p>\n

   W-1.2\u00a0 Write informative\/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.<\/p>\n

   W-1.3\u00a0 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.<\/p>\n

   W-1.5\u00a0 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.<\/p>\n

   W-1.8\u00a0 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.<\/p>\n

   SL-1.1\u00a0 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.<\/p>\n

   \n
   1. Follow agreed-upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion).<\/li>\n
   2. Build on others\u2019 talk in conversations by responding to the comments of others through multiple exchanges.<\/li>\n
   3. Ask questions to clear up any confusion about the topics and texts under discussion.<\/li>\n<\/ol>\n

      SL-1.4\u00a0 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.<\/p>\n

      SL-1.5\u00a0 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thought, and feelings.<\/p>\n

      SL-1.6\u00a0 Produce complete sentences when appropriate to task and situation.\u00a0<\/p>\n

       <\/p>\n

      2nd Grade<\/h3>\n

      Rl-2.1\u00a0 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding or key details in a text.<\/p>\n

      RL-2.3\u00a0 Describe how characters in a story respond to major events and challenges.<\/p>\n

      RL-2.5\u00a0 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.<\/p>\n

      RL-2.7\u00a0 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters setting, or plot.<\/p>\n

      W-2.1\u00a0 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and also) to connect opinion and reasons, and provide a concluding statement or section.<\/p>\n

      W-2.2\u00a0 Write informative\/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.<\/p>\n

      W-2. 3\u00a0 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.<\/p>\n

      W-2.5\u00a0 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.<\/p>\n

      W-2.8\u00a0 Recall information from experiences or gather information from provided sources to answer a question.<\/p>\n

      SL-2.1\u00a0 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.<\/p>\n

      \n
      1. \u00a0Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).<\/li>\n
      2. Build on others\u2019 talk in conversations by linking their comments to the remarks of others.<\/li>\n
      3. Ask for clarification and further explanation as needed about the topics and texts under discussion.<\/li>\n<\/ol>\n

         SL-2.4\u00a0 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.<\/p>\n

         SL-2.6\u00a0 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.\u00a0<\/p>\n

          <\/p>\n

          <\/p>\n

         3rd Grade<\/h3>\n

         RL-3.1\u00a0 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answer.<\/p>\n

         RL-3.3\u00a0 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.<\/p>\n

         RL-3.4\u00a0 Determine the meaning of words and phrases as they are used in text, distinguishing literal from nonliteral language.<\/p>\n

         RL-3.7\u00a0 Explain how specific aspects of a text\u2019s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting).<\/p>\n

         W-3.1\u00a0 Write opinion pieces on topics or texts, supporting a point of view with reasons.<\/p>\n

         \n
         1. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.<\/li>\n
         2. Provide reasons that support the opinion.<\/li>\n
         3. Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons.<\/li>\n
         4. Provide a concluding statement or section.<\/li>\n<\/ol>\n

            W-3.2\u00a0 Write informative\/explanatory texts to examine a topic and convey ideas and information clearly.<\/p>\n

            \n
            1. Introduce a topic and group related information together, include illustrations when useful to aiding comprehension.<\/li>\n
            2. Develop the topic with facts definitions, and details.<\/li>\n
            3. Use linking words, and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information.<\/li>\n
            4. Provide a concluding statement or section.<\/li>\n<\/ol>\n

               W-3.3\u00a0 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.<\/p>\n

               \n
               1. Establish a situation and introduce a narrator and\/or characters; organize an event sequence that unfolds naturally.<\/li>\n
               2. Use dialogue and descriptions of actions, thought, and feelings to develop experiences and events or show the response of characters to situations.<\/li>\n
               3. Use temporal words and phrases to signal event order.<\/li>\n
               4. Provide a sense of closure.<\/li>\n<\/ol>\n

                  W-3.4\u00a0 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.<\/p>\n

                  W-3.5\u00a0 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.<\/p>\n

                  W-3.10\u00a0 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.<\/p>\n

                  SL-3.1\u00a0 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others\u2019 ideas and expressing their own clearly.<\/p>\n

                  \n
                  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.<\/li>\n
                  2. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).<\/li>\n
                  3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.<\/li>\n
                  4. Explain their own ideas and understanding in light of the discussion.<\/li>\n<\/ol>\n

                     SL-3.4\u00a0 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.<\/p>\n

                     SL-3.6\u00a0 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.<\/p>\n

                      <\/p>\n

                     4th<\/sup> Grade<\/h3>\n

                     RL-4.1\u00a0 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.<\/p>\n

                     RL-4.3\u00a0 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character\u2019s thoughts, words, or actions).<\/p>\n

                     RL-4.7\u00a0 Make connections between the text of a story or drama and visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.<\/p>\n

                     W-4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.<\/p>\n

                     \n
                     1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer\u2019s purpose.<\/li>\n
                     2. Provide reasons that are supported by facts and details.<\/li>\n
                     3. Link opinion and reasons using words and phrases (e.g. instance in order to, in addition).<\/li>\n
                     4. Provide a concluding statement or section related to the opinion presented.<\/li>\n<\/ol>\n

                        W-4.2\u00a0 Write informative\/explanatory texts to examine a topic and convey ideas and information clearly.<\/p>\n

                        \n
                        1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.<\/li>\n
                        2. Develop the topic with facts definitions, concrete details, quotations, or other information and examples related to the topic.<\/li>\n
                        3. Link ideas within categories of information using words and phrases (e.g. another, for example, also, because).<\/li>\n
                        4. Use precise language and domain-specific vocabulary to inform about or explain the topic.<\/li>\n
                        5. Provide a concluding statement or section relate to the information or explanation presented.<\/li>\n<\/ol>\n

                           W-4.3\u00a0 Write narratives to develop real or imagined experiences or events using effective technique, descriptive detail, and clear event sequences.<\/p>\n

                           \n
                           1. Orient the reader by establishing a situation and introducing a narrator and\/or characters; organize an event sequence that unfolds naturally.<\/li>\n
                           2. Use dialogue and description to develop experiences and events or show the responses of characters to situations.<\/li>\n
                           3. Use a variety of transitional words and phrases to manage the sequence of events.<\/li>\n
                           4. Use concrete words and phrases and sensory details to convey experiences and events precisely.<\/li>\n
                           5. Provide a conclusion that follows from the narrated experiences or events.<\/li>\n<\/ol>\n

                              W-4.4\u00a0 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.<\/p>\n

                              W-4.5\u00a0 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.\\<\/p>\n

                              W-4.8\u00a0 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.<\/p>\n

                              W-4.10\u00a0 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.<\/p>\n

                              SL-4.1\u00a0 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others\u2019 ideas and expressing their own clearly.<\/p>\n

                              \n
                              1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.<\/li>\n
                              2. Follow agreed-upon rules for discussions and carry out assigned roles.<\/li>\n
                              3. Poise and respond to specific question to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.<\/li>\n
                              4. Review the key ideas expressed and explain their own idea and understanding in light of the discussion.<\/li>\n<\/ol>\n

                                 SL-4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly at an understandable pace.<\/p>\n

                                 SL-4.6\u00a0 Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g. small-group discussions ); use formal English when appropriate to task and situation.<\/p>\n

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                                 This program was supported by the Science Education Partnership Award (SEPA) program of the National Institute of General Medical Sciences (NIGMS) of the National Institutes of Health (NIH) from 2009-2025. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.<\/span><\/p>\n

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                                 Read the Origin Story! Find Your Role Model!…<\/p>\n","protected":false},"author":10,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_lmt_disableupdate":"no","_lmt_disable":"","footnotes":""},"class_list":["post-4463","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/pages\/4463","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/comments?post=4463"}],"version-history":[{"count":10,"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/pages\/4463\/revisions"}],"predecessor-version":[{"id":5186,"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/pages\/4463\/revisions\/5186"}],"wp:attachment":[{"href":"https:\/\/vet.purdue.edu\/vetahumanz\/wp-json\/wp\/v2\/media?parent=4463"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}