Menu
CricketTogether Standards Alignment
(for Each Unit)
Topic-related standards are addressed in specific CricketTogether units. See ELA standards for standards that are addressed in all units.
| Unit | Description | Subject Focus | Standards |
|---|---|---|---|
| Alternative Energy | Students design an anemometer using every day materials. | STEM | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. * 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. * 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. * 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. * 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| Amazing Animals | Students read about traits that help animals to survive. | Science | Next Generation Science Standards * 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. * 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Building on My Strengths | Students read about strengths and limitations, and learn about the difference between a growth mindset and a fixed mindset. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Clean Water for a Thirsty Planet | Students read about how scientists are solving the world's water crisis for the billions of people who need safe and clean water to drink. Includes an optional hands-on activity in which students work in teams to engineer a water filter that can remove dirt or other materials from a water sample. | STEM | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Dollars and Sense | Students read about saving, spending, and managing money. | Social Studies | National Council of Social Studies Standards * Dimension 1. Develop questions and planning inquiries about personal financial decisions. * Dimension 2. Apply economic and historical tools and concepts to make financial decisions, identify key features of financial markets, analyze how money impacts the national economy, and make connections between past and present events. * Dimension 3. Gather relevant information from multiple sources, and use evidence to support claims. * Dimension 4. Communicate and critique conclusions through collaboration. |
| Fairy Tales | Students read fairy tales to learn about the characteristics of the genre. | ELA | Focus is on ELA standards. |
| Family Matters | Students read about the many ways that family members support and depend on each other. | Social Studies | National Council of Social Studies Standards * D2.Civ.6.3-5. Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. |
| Financial Wellness and You | Students read about how financial choices can affect their future. | ELA, Finance | National Standards in K–12 Personal Finance Education *Financial Responsibility and Decision Making Standard 4: Make financial decisions by systematically considering alternatives and consequences *Planning and Money Management Standard 1: Develop a plan for spending and saving. *Saving and Investing Standard 1: Discuss how saving contributes to financial well-being. |
| First Americans: Native Peoples and the Land | Students read about the first people who lived in North America and see how all aspects of life, from games to homes to food, reflected a deep relationship with the land. | Social Studies | National Council of Social Studies Standards * Dimension 1. Develop questions and planning inquiries * Dimension 2: Applying Disciplinary Tools and Concepts * D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources. * D2.His.1.3-5.Create and use a chronological sequence of related events to compare developments that happened at the same time. * D2.His.3.3-5.Generate questions about individuals and groups who have shaped significant historical changes and continuities * D2.His.14.3-5.Explain probable causes and effects of events and developments. * D2.His.16.3-5.Use evidence to develop a claim about the past * Dimension 3: Evaluating Sources and Using Evidence * Developing Claims and Using Evidence. * Dimension 4: Communicating Conclusions and Taking Informed Action * Communicating and Critiquing Conclusions |
| Folktales from Around the World | Students read folktales from around the world to gain deeper understanding of the genre. | ELA | Focus is on ELA standards. |
| Getting Along | Students read about how to get along with others. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Getting Started with CricketTogether | Students are introduced to the program and to their eMentors. | ELA | Focus is on ELA standards. |
| I Can Invent | Students work individually or in teams to create an invention to make sports better. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Into the Rainforest | Students read about why rainforests are special and the reasons why they need protection. | ||
| Kids and the Industrial Revolution | Students read about how the Industrial Revolution affected families and caused change that impacts our way of life today. | Social Studies | National Council of Social Studies Standards * Dimension 2: Applying Disciplinary Tools and Concepts * D2.Civ.5.3-5. Describe ways in which people benefit from and are challenged by working together, including through government, work-places, voluntary organizations, and families. * D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues. * D2.Civ.12.3-5. Explain how rules and laws change society and how people change rules and laws. * D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society. * D2.Eco.1.3-5. Compare the benefits and costs of individual choices. * D2.Eco.2.3-5. Identify positive and negative incentives that influence the decisions people make. * D2.Eco.3.3-5. Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services. * D2.Eco.13.3-5. Describe ways people can increase productivity by using improved capital goods and improving their human capital. * D2.His.2.3-5. Compare life in specific historical time periods to life today. * D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities. * D2.His.14.3-5. Explain probable causes and effects of events and developments. * D2.His.16.3-5. Use evidence to develop a claim about the past. |
| Making Good Decisions | Students read about how others make decisions, and the consequences of those decisions. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Managing My Fears | Students read about how others have used strategies to manage and overcome their fears. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Reflection | As the last unit of the year, students will reflect upon their correspondence and learning. | SEL | Focus is on Social-Emotional Learning. |
| Solving Problems | Students read about problem-solving strategies to put to use in realistic situations. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Standing Up for Yourself | Students read about fictional characters who make choices and show positive actions to stop bullying. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Trickster Tales | Students will read stories from around the world with crafty characters relying on their wits to find clever ways of getting what they need. | ELA | Focus is on ELA standards. |
| Understanding Others | Students read about how demonstrating compassion, empathy, and concern can help you understand others. | ELA, SEL | Focus is on ELA and Social-Emotional Learning. |
| Wheelin' Around | Students will read about why the wheel is such an important invention and how it is used to move parts in machines of the past, present, and inventions for the future. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
