Indiana Social Studies P.3.2

Social StudiesGrades 9–12Development

The Standard

Explain the physical, motor, and perceptual development of infants.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students describe how infants grow and gain control of their bodies. They explain how babies learn to notice sights and sounds, make sense of them, and use that information to move.
What Mastery Looks Like: A student can tell the difference between growth, large movements, hand movements, and perception in an infant example. They can explain how watching a toy helps a baby reach for it, while recognizing that babies develop at different rates.
Common Misconceptions: Students may think every baby sits, crawls, and walks at the same age, or that every baby crawls before walking. They may confuse seeing a toy with being able to grasp it, or treat weight gain as a motor skill.
How to Assess It: Exit ticket: A baby gains weight, turns toward a bell, grasps it, and sits without support. Label each change as growth, perception, fine motor, or gross motor.

Lesson moves

Move a bright ball across a desk, then grasp it; have students name the visual and movement skills an infant needs for each step.
Show a photo of a baby reaching for a cup; ask, 'What must the baby see and control to pick it up?'
Play a card sort with six infant milestones; teams place each under growth, gross motor, fine motor, or perception and explain one choice.
Give students a printed six-month checkup checklist; have them find one observation about growth, movement, and response to sound to share with a doctor.

Free download

A ready-to-print activity worksheet aligned to P.3.2, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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