4th Grade Website



Rikki Lee Russell4th gradeCurriculum Map 2016- 2017Week of: Science Social Studies August 10-12Introduction to Inquiry based learning, performance assessmentsIntroduction to Inquiry circles, historical perspective August 15-19Begin Engineering Design –Science 3-5-ETS1-1: Define a simple design problem reflecting a need or want with constraintsBegin Government and Civics – Social Studies2.14 Students define the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2 sub standards.August 22-263-5-ETS1-2: Generate and compare multiple solutions to a problem based on meeting needs and constraints2.14 Students define the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2 sub standards.August 29- September 23-5-ETS1-3: Plan and carry out tests to improve a prototype or model.Experiment/Performance Assessments in Groups 2.14 Students define the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2 sub standards.September 7-93-5-ETS1-3: Plan and carry out tests to improve a prototype or model.Experiment/Performance Assessments in Groups2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. 3 sub standardsSeptember 12-163-5-ETS1-1: Define a simple design problem reflecting a need or want with constraints2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. 3 sub standardsSeptember 19-233-5-ETS1-2: Generate and compare multiple solutions to a problem based on meeting needs and constraintsBegin Geography- Social Studies 2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard September 26-303-5-ETS1-3: Plan and carry out tests to improve a prototype or model.Roller Coaster Design Experiment/Performance Assessments in Groups with Constraints2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard October 3-7Fall Break—No SchoolOctober 10-14Begin Energy 4-PS3-1: Relating the speed of an object to the energy of that object.4-PS3-3: Changes in energy when objects collide2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard October 18-214-PS3-1: Relating the speed of an object to the energy of that object.4-PS3-3: Changes in energy when objects collide2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard October 24-28 4-PS3-2: Providing evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard October 31-November 44-PS3-2: Providing evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard November 9-114-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.Begin Cultures and Societies- Social Studies2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.November 14-18Begin Waves4-PS4-1: Develop model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.November 21 and 22 4-PS4-1: Develop model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.November 28-December 24-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.December 5-9 4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information (Drums through sound waves, using Morse code to send a text) Mysteries.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.December 12-16 4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information (Drums through sound waves, using Morse code to send a text) Mysteries.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.Return from Christmas Break January 3-6Begin Earth’s SystemsHow water works to shape the EarthESS2.A: Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.Begin Economics- Social Studies (PROGRAM REVIEW?)2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Scarcity Productive resources- natural, human, and capital and opportunity cost with taking risks.Profit motivates taking risks in business. 2 sub standardsJanuary 9-13 Patterns across the EarthESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Scarcity Productive resources- natural, human, and capital and opportunity cost with taking risks.Profit motivates taking risks in business. 2 sub standardsJanuary 17-20ESS2.E: BiogeologyLiving things affect the physical characteristics of their regions.2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Scarcity Productive resources- natural, human, and capital and opportunity cost with taking risks.Profit motivates taking risks in business. 2 sub standardsJanuary 23-27 4-ESS2-1: Make observations to provide evidence of effects of weathering or the rate of erosion by water, ice, wind, or vegetation.2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Scarcity Productive resources- natural, human, and capital and opportunity cost with taking risks.Profit motivates taking risks in business. 2 sub standardsJanuary 30- February 34.ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.2.18 continued How markets function with supply and demandCompetition’s affect on price. 2 sub standardsFebruary 6-10Begin Earth’s Place in the Universe4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.2.18 continued How markets function with supply and demandCompetition’s affect on price. 2 sub standardsFebruary 13-164-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.2.18 continued How markets function with supply and demandCompetition’s affect on price. 2 sub standardsFebruary 22-24Begin Earth and Human Activity4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. Production, distribution, and consumption of goods and services in Kentucky and the U.S.How new knowledge, technology, and specialization increases productivity and promotes trade (Kentucky to U.S)Interdependence 3 sub standardsFebruary 27-March 34-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (Design Earthquake resistant buildings and improving monitoring of volcanic activity.) Production, distribution, and consumption of goods and services in Kentucky and the U.S.How new knowledge, technology, and specialization increases productivity and promotes trade (Kentucky to U.S)Interdependence 3 sub standardsMarch 6-10 Begin Molecules to Organisms: Structures and Processes4-LS1-1: Plant internal and external structures that support survival, growth, behavior, and reproduction.Begin Historical Perspective- Social Studies2.20 Students analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Primary and secondary sources to describe significant events in the history of Kentucky and interpret different perspectives. 1 sub standard Identify historical documents, symbols, songs, and selected readings, specific to Kentucky and explain their historical significance. 1 substandardMarch 13-16 4-LS1-1: Plant internal and external structures that support survival, growth, behavior, and reproduction.2.20 Students analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Primary and secondary sources to describe significant events in the history of Kentucky and interpret different perspectives. 1 sub standard Identify historical documents, symbols, songs, and selected readings, specific to Kentucky and explain their historical significance. 1 substandardMarch 21-244-LS1-2: Using a model to describe how animals receive information through their senses, process it, and respond.Adaptations Lesson PPTDr. Engage Differentiation ActivityIdentify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. 1 substandard Students will compare change over time in communication, technology, transportation and education in Kentucky. 1 sub standardMarch 27-314-LS1-2: Using a model to describe how animals receive information through their senses, process it, and respond.Adaptations Lesson PPTDr. Engage Differentiation ActivityIdentify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. 1 substandard Students will compare change over time in communication, technology, transportation and education in Kentucky. 1 sub standardApril 3-7Spring Break—No SchoolApril 10-143-5-ETS1-1: Define a simple design problem reflecting a need or want with constraints2.14 Students define the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2 sub standards.April 17-213-5-ETS1-2: Generate and compare multiple solutions to a problem based on meeting needs and constraints2.19 Relationship between people and geographyUse of geographic tools to interpret information 3 sub standard April 24-283-5-ETS1-3: Plan and carry out tests to improve a prototype or model.Experiment/Performance Assessments in Groups 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.May 1-4ReviewReviewMay 9-12ReviewReviewMay 15-19Last 14 Instructional Days Reserved for TestingMay 22-25Science/Social Studies Resources: Next Generation Science Standards, Social Studies Standards, Scholastic News, Professional Resources, Science and Social Studies Textbooks, Flocabulary, and additional online resources. Writing Resources: Lucy Caulkins Workshop Collection, Professional Writer’s Toolbox, Writing Standards, Speaking and Listening Standards, and Language Standards, Flocabulary, and additional online resources.Technology Resources: Technology Standards, Flip-cams, Classroom Computers, and additional online resources. ................
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