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									Barren County Schools
         th
        4 Grade



  District Curriculum
       DRAFT 2007 update
                   Shari Alexander
        District Curriculum Resource Teacher
Barren County Schools 4th Grade Curriculum 2007 Update DRAFT




           Barren County Schools



     Language Arts Curriculum



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Barren County Schools 4th Grade Curriculum 2007 Update DRAFT

                                             FOURTH GRADE LITERACY CURRICULUM



                                                        Standard 1
                                READING: Word Recognition, Fluency, and Vocabulary Development
Students understand the basic features of word. They select letter patterns and know how to translate them into spoken language by using phonics,
syllables, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition
             Read aloud grade level appropriate narrative text and expository text with fluency and accuracy and with
                appropriate timing, change in voice, and expression.
             Recognize the difference between the meanings of connotation and denotation.
             Use knowledge of root words to determine the meaning of unknown words within a passage.
             Identify word origins (Greek or Latin) to determine the meaning of unknown words and phrases.
             Use appropriate tools (thesaurus, dictionary, glossary, technology, text features) to find related words or determine
                the meanings and pronunciations of unknown words.
Vocabulary and Concept Development
            Apply knowledge of synonyms, antonyms, homographs, and idioms to determine the meaning of unknown words and
               phrases.
            Determine the meaning of unknown words by using a variety of context clues, including word, sentence, and
               paragraph clues.
               Identify and apply the meaning of the terms synonym, antonym, homophone, and homograph.
            Identify and understand new uses of words and phrases in text such as similes and metaphors.
            Identify the meanings of prefixes, suffixes, and roots and their various forms to determine the meanings of words.
            Identify the meanings of abbreviations




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                                                                 Standard 2
                                                           READING: Comprehension
Students read and understand grade level appropriate materials. They use a variety of comprehension strategies such as asking and responding to
essential questions, making predictions, and comparing information from several sources to understand what they read. In addition to their regular
school reading, students read a variety of grade level appropriate classic and contemporary literature, poetry, children’s magazines and newspapers,
dictionaries, and other reference materials and online information.

Structural Features of Informational and Technical Materials
             Use the organization of informational text to strengthen comprehension.
             List questions about essential elements from informational text and identify answers.
             Identify and list the important central ideas and supporting details of informational text.
             Draw conclusions from information in maps, charts, graphs, and diagrams.
             Analyze a set of directions for proper sequencing, clarity, and completeness.

Comprehension and Analysis of Grade-Level Appropriate Text
           Use appropriate strategies when reading for different purposes. Comprehension and Analysis
              Predict and support predictions about text by using prior knowledge and ideas presented in the text itself, including
              illustrations, titles, topics sentences, important words, foreshadowing clues, and direct quotations.
           Evaluate new information and hypotheses by testing them against known information and ideas
           Compare and contrast information on the same topic after reading several passages or articles.
           Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade appropriate text and
              electronic and visual media.
              Distinguish between cause and effect and between fact and opinion in informational text.

                                                          Standard 3
                                               READING: Literary Response / Analysis
Students read and respond to a wide variety of significant works of children’s literature. They identify and discuss the characters, theme, plot, and
setting of stories read.

                Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and
                 fairy tales.
                Identify the main events of the plot, including their causes and the effects of each event on future actions, and the
                 major theme from the story action.
                Use knowledge of the situation, setting and a character’s traits, motivations, and feelings to determine the causes for
                 that character’s actions.
                Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there
                 are similar tales in different cultures.
                 Draw conclusions from information in maps, charts, graphs, and diagrams.




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                Define figurative language such as similes, metaphors, hyperbole, or personification and identify its use in literary
                 works.
                     1. Simile: a comparison that uses like or as
                     2. Metaphor: an implied comparison
                     3. Hyperbole: an exaggeration for effect
                     4. Personification: a description that represents a thing as a person


                                                                       Standard 4
                                                                       WRITING:
Process--Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process—prewriting,
drafting, revising, and editing multiple drafts.
Organization and Focus
                Discuss ideas for writing found in conversations, books, magazines, newspapers, or the Internet.
                Select a focus, an organizational structure, and a point of view based on purpose, audience, length, and format
                   required.
                Use organizational structures—chronological order, cause and effect, similarity and difference, and posing and answering questions.
                Learn and use note-taking skills.

                Write informational pieces with multiple paragraphs that:
                            1. Contain an introductory paragraph.
                            2. Establish and support a central idea with a topic sentence.
                            3. Include supporting paragraphs with facts, details, and explanations.
                            4. Present ideas or events in sequence or chronological order.
                            5. Use details and transitions to link paragraphs.
                            6. Conclude with paragraph that summarizes the points.
                            7. Use correct indentions at the beginning of the paragraphs.


Research and Technology
            Cite information sources appropriately.
            Locate information in reference texts by using organizational features (prefaces, appendixes, etc.).
            Use multiple reference materials and online information.
            Use computer to draft, revise, and publish, demonstrating basic keyboarding skills and familiarity with common
               computer terminology.




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Evaluation and Revision
                 Review, evaluate, and revise for meaning and clarity using a writing rubric.



Applications—Students write informational reports, responses to literature, compositions that describe and explain familiar objects, events, and experiences.
Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies in the writing process. Writing
demonstrates an awareness of audience and purpose.

                     Write narratives that sequence events, including descriptive details and vivid language to develop plot, character, and setting and to
                      establish a point of view.
                     Write responses to literature that include a simple interpretation of a literary work and support judgments with specific references to the
                      original text and to prior knowledge.
                     Write informational reports that include facts and examples, present important details in a logical order, and use more than one source of
                      information.
                     Write summaries that contain the main idea of the reading selection and the most significant details. EX: book review.
                     Write for different purposes and audience.

Conventions—Students write using Standard English conventions appropriate to the grade level.
Handwriting
                 Write smoothly and legibly in cursive, forming letters and words that can be easily read by others. Write in cursive 2nd Semester
Sentence Structure
                 Use simple and compound sentences with subject and verb in agreement.
                 Make sentences interesting by using words that describe, explain, or provide additional details and connections, such as adjective, adverbs,
                   appositives, participial phrases, prepositional phrases, interjections, and conjunctions.
Grammar
                 Use various parts of speech such as nouns, pronouns, verbs (regular and irregular, past, present, and future),
                   adverbs, conjunctions, prepositions, and prepositional phrases.
Punctuation
                 Use parentheses to explain something that is not of primary importance to the sentence, commas in direct
                   quotations, apostrophes to show possession and in contractions.
                 Use underlining, quotation marks, or italics to identify title of documents.
                 Quotation marks to identify the title of articles, short stories, poems, or chapters of books.
                 Italicize on computer and underline when writing by hand: titles of books, names of newspapers and magazines,
                   works of art, and musical compositions.
Capitalization
                 Use correct capitalization.
Spelling
                 Spell high frequency words correctly.




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                     Spell plurals and inflectional endings correctly.
                     Spell correctly roots, inflections, words with more than one acceptable spelling                    (like advisor/adviser), suffixes
                      and prefixes, and syllables (word part each containing a vowel sound).



                                                                Standard 5
                                                         LISTENING AND SPEAKING
Students listen critically and respond appropriately to oral communication. They speak as to guide the listener to understand important ideas by using
proper phrasing, pitch, and modulation. Students deliver oral presentations about familiar experiences or interests that are organized around a topic.
Students use the same Standard English conventions for oral speech that they use in their writing.

Comprehension
                     Students ask thoughtful questions and respond orally to relevant questions with appropriate elaboration.
                     Summarize major ideas and supporting evidence presented in spoken presentations.
                     Identify how language usage (sayings and expressions) reflects regions and culture.
                     Give precise directions and instructions.

Organization and Delivery of Oral Communication
                 Present effective introductions and conclusions that guide and inform the listener’s understanding of ideas and details.
                 Use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a
                    question.
                 Use details, examples, anecdotes, experiences, or emphasis to help listener follow ideas clarifying information.
                 Engage the audience with words, facial expressions, etc
.
Analysis and Evaluation of Oral and Media Communication
                 Evaluate the media in forming opinions on issues.

Speaking Application
        Make informal presentations that focus on the topic, include facts and details that help listeners focus, and use more than one source of information.
        Present oral summaries of articles and books that contain main ideas and significant details.
        Recite poems, soliloquies, or dramatic dialogues, clearly stating words and using appropriate timing, volume, and phrasing.
        Make narrative presentations that:
                    1. Relate ideas, observations, or memories about an event or experience.
                    2. Provide a context that allows the listener to imagine the circumstances of the event or experience.
                    3. Provide insight into why the selected event or experience should be of interest to the audience.




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           Barren County Schools


               Math Curriculum

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Barren County Schools 4th Grade Curriculum 2007 Update DRAFT




                                                                      Math
                                      Sub-domain                                                 Grade 4
                             Number Properties and Operations                                     40%
                                      Measurement                                                 10%
                                        Geometry                                                  20%
                                      Data Analysis                                               15%
                                     Algebraic Ideas                                              15%


                                             Number Properties and Operations
A. Numbers, Integers and Place Value
           Read and write numbers (in digits and words) up to nine digits.
           Recognize place value up to millions.
           Order and compare numbers to one million using the signs <, >, and =.
           Write numbers in expanded from one-million.
           Introduce using a number line to locate positive and negative whole numbers on a number line.
           Round to the nearest ten; to the nearest hundred; to the nearest thousand.
           Introduce perfect squares (and square roots) to 144; recognize the square root sign:
           Identify Roman numerals from 1 to 1,000 (I-M), and identify years as written in Roman numerals.
           Know the meanings of multiple, factor, prime number, and composite number.
           Introduce pattern of estimation
           Master skip counting 11 and 12’s




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    B. Fractions and Decimals
         Fractions
            Recognize fractions to one-twelfth.
            Identify numerator and denominator.
            Introduce writing mixed numbers; changing improper fractions to mixed numbers and vice versa.
            Recognize equivalent fractions(for example, ½=3/6).
            Introduce putting fractions in lowest terms.
            Introduce prime factorization
            Compare fractions with like and unlike denominators, using the signs <, >, and =.
            Solve problems in the form of 2/3=?/12.
            Add and subtract fractions with like denominators.
            Identify basic fractions on a number line
            Continue concept of least common multiple


        Decimals
            Read and write decimals to the nearest thousandth.
            (for example .375)
            Read and write decimals as fractions (for example, 0.39=39/100).
            Write decimal equivalents for halves, quarters, eights, and tenths.
            Introduce comparing fractions to decimals using the signs <, >, and =.
            Introduce writing decimals in expanded form.
            Introduce rounding decimals to the nearest tenth; to the nearest hundredth.
            Introduce comparing decimals, using the signs <, >, and =.
            Read and write decimals on a number line.
            Add and subtract with decimal numbers to two places.



C. Number Computation
By this grade level, children should have mastered all basic whole number operations for addition and subtraction. Review and reinforce topics from
previous grades as necessary.
     Master commutative property of addition and multiplication, zero property, identity property
     Introduce associative property of addition and multiplication
     Understand how the base 10 number system relates to place value (10 ten-thousands makes a hundred thousand). Introduce ten hundred thousands
         make a million, 10 tenths make a hundredth).




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Multiplication
                  Review and reinforce basic multiplication facts to 10 x 10.
                  Mentally multiply by 10, 100, and 1,000.
                  Identify multiples of a given number; common multiples of two given numbers.
                  Multiply by two-digit by two-digit numbers.
                  Write numbers in expanded form using multiplication.
                  Estimate a product.
                  Use mental computation strategies for multiplication, such as breaking a problem into partial products, for
                   example:3x27=(3x20)+(3x7)=60+21=81.
                  Check multiplication by changing the order of the factors.
                  Multiply three factors in any given order.
                  Solve word problems involving multiplication.

Division
                  Understand multiplication and division as inverse operations.
                  Review the meaning of dividend, divisor, and quotient.
                  Review and reinforce basic division facts to 100÷10.
                  Identify different ways of writing division problems: 28÷7 7)¯ 28 28/7
                  Identify factors of a given number; common factors of two given numbers.
                  Review: you cannot divide by 0; any number divided by 1= that number.
                  Estimate the quotient.
                  Divide dividends up to four-digits by one-digit
                  Introduce 3 digit dividend with 2 digit divisors
                  Solve division problems with remainders.
                  Check division by multiplying(and adding remainder).




                                                                            Geometry
              Identify and draw points, segments, rays, lines.
              Identify and draw lines: horizontal; vertical; perpendicular; parallel; intersecting.
              Identify angles; identify angles as right, acute, or obtuse
              Introduce classification of right and equilateral triangles
              Identify more than one line of symmetry
              Introduce using symmetry to construct a geometric design
              Continue basic geometric elements and terms
              Identify and describe congruent and similar two dimensional figures




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       Identify describe, model, draw and classify three-dimensional shapes using properties
       Introduce identifying and drawing rotations, reflections and translations
       Identify polygons:
             Triangle, quadrilateral, pentagon, hexagon, and octagon ( regular)
             Parallelogram, trapezoid, rectangle, square
       Circles: identify radius (plural: radii) and diameter; radius = ½ diameter
       Introduce circumference
       Recognize similar and congruent figures.
       Know the formula for the area of a rectangle (area = length x width) and solve problems involving finding area in a variety of square units ( such as
        mi²; yd²; ft², in², km², m², cm², mm²)
       Measure length, perimeter, and area of rectangle
       Introduce measuring perimeter of irregular shapes




                                                                 Measurement
           Linear measure: estimate and make linear measurements in yards, feet, and inches (to 1/8 in.); and in meters, centimeters, and millimeters.
           Weight (mass): estimate and measure weight in pounds and ounces; grams and kilograms.
           Capacity (volume): estimate and measure liquid capacity in teaspoons, tablespoons, cups, pints, quarts, gallons, and in milliliters and liters.
           Know the following equivalences among U.S. customary units of measurement, and solve problems involving changing units of measurement
            (using a table):


        Linear Measure
        1 ft. = 12 in.
        1 yd.= 3 ft. = 36 in.
        1 mi.= 5,280 ft.
        1 mi.= 1,760 yd.

        Weight
        1 lb.=16 oz.
        1 ton = 2,000 lb.
        Capacity (volume)
        1 cup = 8 fl. Oz.
        1 pt.= 2 c.
        1 qt. = 2 pt.
        1 gal. = 4 qt.




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       Time
       1 wk. = 7 days
       1 yr. = 12 months
       1 day = 24 hours
       1 hr.= 60 minutes
        Know the following equivalences among metric units of measurement, and solve problems involving changing units of measurement:

       Linear Measure
       1 cm = 10 mm
       1 m = 1,000 mm
       1 m = 100 cm
       1 km= 1,000 m

       Mass
      1 cg = 10 mg
      1 g = 1,000 mg
      1 g = 100 cg
      1 kg = 1,000 g
      Capacity (volume)
      1 cl = 10 ml
      1 liter = 1,000 ml
      1 liter = 100 cl
       Time: solve problems on elapsed time. (Simple problems)
       Read and record temperature to the nearest degree.
      Money
       Solve problems involving making change in amounts up to $100.00
       Solve multiplication and division problems with money.

                                                                       Data Analysis
              Create and Interpret bar graphs, circle graphs, line graphs, pictographs, Venn diagrams, line plots, line graph, tables, and organized lists
              Organize data into tables and plot points on a coordinate plane (grid), using ordered pairs of positive whole numbers.
              Make predictions about data and draw conclusion based on data
              Introduce generalizing a rule for ordered pairs
              Know the meanings of multiple factor, prime number, and composite number.
              Be able to identify mode and range.
              Continue mean
              Introduce median
              Add and subtract with decimal numbers to two places.




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               Use counting techniques and tables to explore probability experiments
               Introduce line graphs to show change over time.
               Recognize, create and continue patterns (Introduce giving an informal description for a continuance of the pattern, generalize patterns
                through a verbal rule)
               Review posing a question, collecting, organizing and displaying/interpreting data




                                                               Algebraic Ideas
           Solve two-step word problems.
           Solve equations in the form of __x 9=63; 81÷__=9.
           Solve problems with more than one operation , as in (72÷9) x (36÷4)=__
       B.   Use letters to stand for any number, as in working with a formula (for example, area of rectangle: A=LxW).




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           Barren County Schools


                Science Curriculum


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                                                      Science
                                                               Tested at Grade 4
                                          Physical Science           25%
                                        Earth/Space Science          25%
                                            Life Science             30%
                                           Unifying Ideas            20%


                                                    Life Science
       The Diversity of Living Things
                Classifying plants and animals by structure and function; organism adaptations and survival;
                  Review Classifying animals:
                   Vertebrates
                      1. Fish: breathe under water, have scales, most lay eggs
                      2. Amphibians: spend part of life in water and then part on land
                      3. Reptiles: breathe air, have scales, most lay eggs
                      4. Birds: breathe air, have feathers, lay eggs
                      5. Mammals: breathe air, have fur or hair, most have live babies, make milk
                      Warm-blooded: produce their own heat to keep body temperature (mammals, birds)
                      Cold-blooded: bodies are same temperature as surroundings (fish, reptiles, amphibians)
                   Invertebrates
                       No backbone (Insects, spiders worms, snails, sponges, lobsters, shrimp…)
                Review Animal Structures and Functions:
      Adaptations:
        body parts that are adaptations,
        adaptations for getting food,
        adaptations for different environments,
        adaptations for protection (camouflage)




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      Differentiate between inherited and learned behaviors
     Inherited behaviors: instincts, migrate, hibernate
      Learned behaviors: Learn by watching other animals
      Using inherited traits and learned behaviors

                 Classifying Plants:
                  Vascular, Nonvascular
                 Review parts of a plant (roots, stems, leaves and photosynthesis, seeds and plant adaptations)


        Organisms and Their Environment
               Review Characteristics of Living Things
               Living, nonliving
                Life cycles and reproduction
                Animals: (offspring, metamorphosis, larva, pupa
                Plants: producing seeds(flowers, fruits, pollen), producing spores, growing from part of parent plant (runners, eyes)
                Carbon dioxide-oxygen cycle and the water cycle

                Ecosystems and the Earth’s Resources:
                Living and nonliving factors in the ecosystems
                Ocean ecosystems
                Migration and niches
                Changing Ecosystems (floods, droughts…)
                Resources from the Environment: natural, living resources
                Review Sunlight and life:
                            o Sun is a star
                            o Heat from the sun (radiation)
                            o Light from the Sun
                 Producers, Consumers and Decomposers
                            o Producers: use energy to produce own food
                            o Consumers: (must eat)
                                 Three main groups of consumers:
                                  1. Herbivores: eat plants
                                  2. Carnivores: eat only other animals
                                  3. Omnivores: eat both
                            o Decomposers: Cause dead plants and animals to decay
                  Energy Flow in Food Chains and Food Webs
                  Human Changes in the Environment:




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                              o Habitat reduction
                              o Deforestation
                              o Pollution
                    Positive Changes: biodegradable, recycling




                                                           Physical Science
       Atoms
                 All matter is made up of particles too small for the eye to see, called atoms
                 Scientists have developed models of atoms; while these models have changed over time as scientists make new
                      discoveries, the models help us imagine what we cannot see.
                 Atoms are made of even tinier particles: protons, neutrons, electrons.
                 The concept of electrical charge
                        Positive charge (+): proton
                        Negative charge (-): electron
                        Neutral (neither positive nor negative): neutron
                        “Unlike charges attract, like charges repel” (relate to magnetic attraction and repulsion)

                        Series of parallel circuits
                        Electromagnets

       Electricity
       Electricity as electric charge or charges
       Static electricity
       Electric current
       Electric circuits and experiments with simple circuits (battery, wire, light bulb, filament, switch, motor fuse)
        Closed circuit, open circuit, short circuit
        Series Circuits
        Parallel Circuits
       Conductors and insulators
       Using electricity safely

       Properties of Matter
       Review:
       States of matter (solid, liquid, gas)
       Changes of states of matter: melting, evaporation, condensation




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                Mass: the amount of matter in an object, similar to weight
                Volume: the amount of space a thing fills
                Density: how much matter is packed into the space an object fills
                Vacuum: the absence of matter
      Review motion, forces and machines
                      Inertia
                      Buoyancy
                      Friction
                      Collision
                      Speed and acceleration
                      Measuring and describing motion (speed, direction and position)
                      Simple machines
                      Force and Motion (force, balanced forces, mass and motion)
       Elements
                Elements are the basic kinds of matter, of which there are a little
                    more than one-hundred (Periodic Table)
       Heat
                Heat production: Heat from the sun, friction, fuel
                Movement of Heat: Heat transfer by conduction, convection, radiation , heat conductors and heat insulators
                Heat can generate electricity and move things

       REVIEW light and sound
       Sound: vibration, pitch, volume
       Behavior of Light: Transmission, Reflection, Absorption, Refraction




                                                           Earth Science
       Geology: The Earth and Its Changes
                The Earth’s Layers
                     Crust, mantle, core (outer core and inner core)
                     Movement of crustal plates
                Earthquakes and other Fast Changes:
                             Faults, San Andreas fault
                             Measuring intensity




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                            Tsunamis (also called tidal waves)
                            Floods
                            Landslides
                    Volcanoes: Changes Caused by Volcanoes, Effects of Volcanoes
                            Magma
                            Lava and lava flow
                            Active, dormat, or extinct
                            Famous volcanoes: Vesuvius, Krakatoa,
                                Mount St. Helens
                    Hot springs and geysers: Old Faithful (in Yellowstone National Park)
                    Theories of how the continents and oceans were formed: Pangaea and continental drift
                  How Mountains are formed:
                    Volcanic mountains, folded mountains, fault-block mountains, dome-shaped mountains
                    Undersea mountain peaks and trenches (Mariana Trench)
                  Fossils and Earth’s History:
                   o How fossils form
                   o Amber
                   o Trace fossil
                   o Evidence of Fossils
                   o Extinction
                  Rocks
                    Formation and characteristics
                  Weathering and Erosion
                    Physical and chemical weathering
                    Weathering and causes of erosion by water, wind, and glaciers
                    The formation of soil: topsoil, subsoil, bedrock
                            1. Soil conservation
                  Review how catastrophic events change earth’s surface


         Earth in Space (Astronomy)
         Review Earth, the Sun, Day and Night
            o Earth and Sun (orbit, revolve)
            o Earth’s Rotation (rotate, axis, sunrise, horizon, sunset)
            o How shadows change
            o Cause of seasons and day/night
            o Temperature during seasons
            o Causes of Dark and Light Seasons




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              Review Moon Phases
                 o Four Main Phases (new moon, first quarter, full moon, third quarter)
                 o Other phases (crescent and gibbous)
                 o Sequence of Moon Phases (waxing-getting bigger, waning-getting smaller)

             Gravity, gravitational pull
                      a. Gravitational pull of the moon (and to lesser degree, the sun) causes
                         ocean tides on earth
                      b. Gravitational pull of “black holes” prevents even light from escaping
            Exploration of space
                      a. Observation through telescopes
                      b. Rockets and satellites: from unmanned flights
                      c. Apollo, first landing on the moon: “One small step for a man, one giant leap for mankind.”
                      d. Space shuttle


            Measuring Weather (Review)
                                 o Temperature (thermometer)
                                 o Precipitation (rain gauge)
                                 o Wind (weather vane, anemometer)
                                 o Air Pressure (barometer, air pressure)
            Predicting Weather (Review)
            Meteorologists
            Information on Weather Maps
            Air mass, front, cold front, warm front, stationary front, High Pressure, Low Pressure




  Scientific Inquiry
          Scientific Investigations
                    Demonstrate how to magnetize an object for a short time
          Science Biographies
                    Benjamin Banneker
                    Elizabeth Blackwell
                    Charles Drew
                    Michael Faraday




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       Barren County Schools


  Social Studies Curriculum


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                                                          Social Studies

                                     Historical Perspective/Culture and Society

Kentucky
The Kentucky Frontier
     Native Americans in Kentucky
      Paleo-Indian, Archaic Indians, Woodland, Late Prehistoric Period
     How Kentucky got its name
     Early Explorers such as Christopher Gist, Thomas Walker, James Harrod, Daniel Boone, Benjamin Logan, Simon Kenton, George Rogers
      Clark
     Early Settlements such as Fort Harrod, Logan’s Fort, Fort Boonesborough
     Kentucky’s statehood

American
The American Revolution

      Background: The French and Indian War
             Also known as the Seven Years’ War, part of an ongoing struggle between Britain and France for control of colonies in various
              regions around the world (in this case, in North America)
             Alliances with Native Americans
             The Battle of Quebec
             British victory gains territory but leaves Britain financially weakened
             The French and Indian War in Kentucky


      Causes and Provocations
             British taxes, “No taxation without representation”




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                 Boston Massacre, Crispus Attucks
                 Boston Tea Party
                 The Intolerable Acts close the port of Boston and require Americans to provide quarters for British troops
                 First Continental Congress protests to King George III


        The Revolution
             Paul Revere’s ride, “No taxation without representation”
             Concord and Lexington: The “shot heard round the world” and Redcoats and Minute Men
             Bunker Hill
             Second Continental Congress: George Washington appointed commander in chief of the Continental Army
             Thomas Paine’s Common Sense
             Declaration of Independence: Primarily written by Thomas Jefferson; adopted July 4, 1776; “We hold these truths to be self-
              evident, that all men are created equal, that they are endowed by their creator with certain unalienable Rights, that among these
              are Life, Liberty, and the pursuit of Happiness.”
           Women in the Revolution: Elizabeth Freeman, Deborah Sampson, Phillis Wheatley, Molly Pitcher
           Loyalists (Tories)
           Victory at Saratoga, alliance with France
           European helpers (Lafayette, the French fleet, Bernardo de Galvez, Kosciusko, von Steuben)
           Valley Forge
           Benedict Arnold
           John Paul Jones: “I have not yet begun to fight.”
           Nathan Hale: “I only regret that I have but one life to lose for my country.”
           Cornwallis: surrender at Yorktown
Westward Expansion
     Impact of Jackson Purchase on Kentucky (8 counties added to the size of Kentucky)
Civil War in Kentucky (From Statehood to Civil War)
The Cultures of Kentucky
        Early Native American
        Early Explorers and Settlers
        Farmers
        Kentucky’s Strong Mix of Cultures (Diversity)
Kentucky Today
                                                                Geography
Geography: Spatial Sense (working with maps, globes, and other geographic tools)
 Measure distances using map scales
 Read maps and globes using longitude and latitude, coordinates, degrees




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   Prime Meridian (0degrees); Greenwich, England; International Date Line (180 degree line)
   Relief maps: elevations and depressions
   Develop mental map of US




Mountains and Mountain Ranges
 Major mountain ranges and location
   North America: Rockies and Appalachians

   Highest mountain in US and location
    North America: McKinley

Kentucky Geography
    Kentucky has 120 counties
    The land and how physical features shaped our states
    Climate of Kentucky
    Geographic Regions: Jackson Purchase, Pennyroyal, Western Coal Fields, Bluegrass, Eastern Coal Fields and Knobs
    Cultural or Human Regions of Kentucky
US Regions
    Regions and their physical and human characteristics: New England, Mid-Atlantic, South, Midwest, Great Plains, Southwest, Pacific,
      Northwest
    Adapting to physical characteristics of regions
    Fifty states and capitals
    Unique places within regions
    Locate: Western Hemisphere, North America, Caribbean Sea, Gulf of Mexico
    The Gulf Stream, how it affects climate




                                                            Government



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 Making a Constitutional Government in Kentucky

     The Constitution

              1. The separation and sharing of powers in American government: three branches of government
              2. Checks and balances, limits on government power, veto
     Levels and Functions of Government (National, State, and Local)
         1.   Identify current government officials, including:
                 President and vice-president of the U.S.
                 State governor
         2.   State governments: established by state constitutions (which are subordinate to
               the U.S. Constitution, the highest law in the land), like the national government,
               each state government has its legislative, executive, and officials
         3.   Local governments: purposes, functions, and officials
         4.   How government services are paid for (taxes on individuals and businesses,
               fees, tolls, etc.)
         5.   How people can participate in government

The Government of Kentucky
1. The Kentucky Constitution
2. Constitution Square: Danville, State Capital: Frankfort
3. Levels of government (local, state, and national)
    Local government:
             city or town government (mayor or city manager)
             county government (county judge executive, judges, and juries)
             county seat
             services of local government
4. Branches of government (Balance of Power)
             Executive-governor
             Legislative- the General Assembly
                    made up of:
                              House of Representatives-Legislators
                              Senate-Senators
             Judicial-the courts
                    Supreme Court
                    Judges
                    Jury
5. Passing laws in Kentucky




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II.   Early Presidents and Politics
       A.    Define: cabinet and administration
       B.    George Washington as the first President, Vice-President John Adams
       C.    John Adams, second president, Abigal Adams
       D.    National capitol established at Washington, D.C.
       E.    Growth of political parties
       F.   Arguments between Thomas Jefferson and Alexander Hamilton: two opposed
             Visions of America, as an agricultural or industrial society
       G.    Modern-day system: two main parties (Democrats and Republicans), and
             independents
       H.    Thomas Jefferson, third president
       I.    Correspondence between Jefferson and Benjamin Banneker
       J.   Jefferson as multifaceted leader (architect, inventor, musician, etc.)
       K.    The Louisiana Purchase (review from grade 1) doubles the nations size and gains
             control of Mississippi River.
       L.   James Madison, fourth president
       M.   War of 1812 (briefly overview from grade 2)
       N.   James Monroe, fifth president, the Monroe Doctrine
       O.   John Quincy Adams, sixth president
       P.   Andrew Jackson, seventh president
            a. Popular military hero, Battle of New Orleans in War of 1812
            b. Presidency of the “common man”
            c. Indian removal policies
III. Reformers
      A.    Introduce children to some prominent people and movements in the ferment of social
            change in America prior to the Civil War:
            1.   Abolitionists
            2.   Dorothea Dix and the treatment of the insane
            3.   Horace Mann and public schools
            3.   Women’s Rights
                    a) Seneca Falls convention
                    b) Elizabeth Cady Stanton
                    c) Lucretia Mott
                    d) Amelia Bloomer




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                    e) Sojourner Truth


IV. Symbols and Figures
     Recognize and become familiar with the significance of KY symbols




                                          World History: Culture and Society
                                                     Middle Ages
Related fiction: Robin Hood, St. George and the Dragon, King Arthur
Geographical features, such as rivers, mountains and large bodies of water, acted as both routes and barriers in the development of Europe.
                     Rivers: Danube, Rhine, Rhone, and Oder
                     Mountains: Alps, Pyrenees
                     Iberian Peninsula: Spain and Portugal
                     France
                     Mediterranean Sea, North Sea, Baltic Sea
                     British Isles: England, Ireland, Scotland, Wales, the English Channel
Various groups of nomadic people from the east and the north invaded Western Europe during the Middle Ages.
                     Visigoths
                     Huns
                     Vandals
                     Franks
                     Angles
                     Saxons

The term Middle Ages refers to the period after the decline of the Western Roman Empire and before the modern period.

The term Middle Ages refers to the period after the decline of the Western Roman Empire and before the modern period.

The Church became the greatest source of stability in the life of medieval Europeans.




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Political concerns as much as doctrinal differences led to the split between the eastern and western Christian churches in 1054.

Feudalism was the political system of reciprocal responsibilities that developed in medieval Europe to enforce law and order.
The aspects of feudalism:
                    Life on the manor
                    Castles
                    Lords
                    Vassals
                    Knights
                    Freedmen
                    Serfs
                    Code of chivalry
                    Knights
                    Squires
                    Pages

Manorialism was the economic system of medieval Europe.

The Normans under William the Conqueror invaded and took control of England in 1066.

The growth of towns due to the increasing importance of commerce in medieval Europe led to the weakening of feudalism and Manorialism.
                    Guilds
                    Apprentices

The development of constitutional government in England began with the signing of the Magna Carta.

Representative government in England began with the inauguration of Parliament in the second half of the 1200’s.




                                                                   Economics
(Suggested material to use: Entrepreneurs in Kentucky)




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     Review economics terms from K-3

     Compare/contrast goods and services and their effect on the economy.

     Compare/contrast consumers and producers and their effect on the economy.

     Master economics concepts they’ve learned so far.

     Master opportunity cost and supply-and-demand.

     Master the basic economic problem of scarcity and recognize how people use decision-making to solve the problem.

     Master that the U.S. economic system is based on free enterprise where businesses seek to make a profit by producing and selling goods
      and services.

     Master that economic systems can be large (U.S.) or small (individual and households)


     Introduce: renewable (can be made again) and non-renewable resources (can’t be made again), production (the process of creating
      goods and services by combining human resources with other resources), consumption (using up of goods), distribution (the way the
      goods are shared with others) and credit (the ability to buy something which you can not pay for with the promise that you will pay that
      amount back and maybe more).


     Introduce that the Kentucky’s economic system has financial institutions in addition to banks.

     Introduce the importance of industry/technology on our system and how manufacturing affects the economy.

     Identify the importance of trade on Kentucky’s economy.




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       Barren County Schools



                   Practical Living

                                    Practical Living



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                        Sub Domain                                     Weight for 4th Grade
                        Health/PE                                      75%

                        Consumerism/Vocational                         25%


                                                               HEALTH
Substance Abuse
           Identify existing influences (peer pressure, advertisements)
           Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills)
           Identify and describe the effects of side stream smoke
           Identify nicotine as a stimulant
           Provide accurate information about alcohol and its effects
           Describe physiological effects and behavioral effects of marijuana
           Discuss (legal, school, family, and personal) consequences of using drugs
           Identify risk factors for young people using and abusing drugs
           Identify reasons people start/don’t start using drugs
           List strategies to reduce potential risk from drugs
           Identify sources of help

   Nutrition Education
        Use a food pyramid to create a healthy menu for a day
        Define and give examples of nutrients, vitamins, and minerals
        Explain food gives your body the material if needs to stay healthy and that it supplies the energy your body needs
        Define and explain the main use of fats and carbohydrates in the body
        Give examples of good sources of fats and carbohydrates
        Define and explain the need for vitamins and minerals in the body and give examples of good sources
        Explain the importance of a balanced diet
        Identify nutritious snack choices for health and well-being


Physical Health and Wellness
           Identify infectious diseases
           Identify causes of diseases




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           Explain how disease agents enter the body
           Explain how the body defends against disease prevention
           Explain how good health habits prevent disease




Physical Health and Wellness
           Explain strategies to promote good health and decrease childhood disease (e.g., diet, exercise, rest, immunization)
           Explain there are body changes (e.g., elevated heart rate, respiration, perspiration) that can occur during physical
            activity
           Explain there are numerous benefits of exercise to the body (e.g., muscular growth and development, good posture,
            stress management)
           Introduce that health related fitness includes many components (e.g., muscular strength, muscular endurance,
            flexibility, body composition, aerobic endurance)
           Introduce that physical fitness is based on an investment of time and effort
           Introduce the Circulatory System
                 Pioneering work of William Harvey
                 Heart: four chambers (auricles and ventricles), aorta
                 Blood
                           Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies
                           Blood vessels: arteries, veins, capillaries
                           Blood pressure, pulse
                           Coagulation
                 Filtering function of liver and spleen
                 Fatty deposits can clog blood vessels and cause a heart attack
                 Blood types (four basic types: A, B, AB, O) and transfusions
           Introduce the Respiratory System
                 Process of taking in oxygen and getting rid of carbon dioxide
                 Nose, throat, voice box, trachea
                 Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli
                 Smoking: damage to lungs, lung cancer


Personal Health and Safety
           Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills
           Evaluate the importance of wearing appropriate safety equipment
           Create strategies to maintain personal security in risk situations (kidnapping, etc.)




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          Create a personal directory which includes procedures for obtaining needed emergency assistance
          Design a personal plan for stress and anger management
          Review safe traffic/transportation practices (e.g., wearing protective gear when rollerblading, skating, boarding, bicycling,
           crossing street) to eliminate accidents
          Review electrical safety


                                                  PHYSICAL EDUCATION
      There are fundamental motor skills for enhancing physical development
       o Identify and perform all 7 basic locomotor skills
       o Distinguish between locomotor and non-locomotor skills
       o Refine simple movement sequence containing locomotor and non-locomotor skills by adding directions, levels and
          pathways

AH –E (CREATING A DANCE)
                 Students will create a dance using the elements of dance (space, time, and force) with locomotor and non-
                  locomotor movement

PL-E
      There are fundamental manipulative skills
       o Continue to refine the skills of striking, throwing, catching, kicking,
           dribbling, volleying, and shooting
       o Identifies major teaching cues associated with manipulative skills
       o Self-assessment of student’s abilities to perform each skill
       o Assesses other classmates performances of manipulatives and provides feedback on how to improve

      There are fundamental movement concepts
       o Exploration of body awareness
       o Exploration of space awareness including self and general space
       o Exploration of time such as how slow or fast the body is moving
       o Combines body awareness, space awareness, and time to movement through the activity area
       o Analysis of others individual movement sequences with specific criteria


      Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime
       o Introduction to the benefits of regular exercise
       o Demonstrate ability to check heart rate on signal
       o Introduction to the concepts of frequency, intensity, time and type




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       o   Introduction to the circulatory system and how exercise affects it
       o   Identifies specific bones and muscles and their function


      Frequent practice contributes to improved performance
       o Introduction to benefits of appropriate practice
       o Demonstrates appropriate practices for specific skills


     Basic rules for participating in simple games and activities are needed to make games fair
      o Students demonstrate the ability to follow simple rules while participating in
          game play
      o Students design rules for creative games
    Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and
      enjoyable
      o Students demonstrate good sportsmanship during various physical activities
      o Students provide examples of good and bad sportsmanship
AH-E (PERFORMING A DANCE)
              Students will begin to perform a dance with a partner or in a small group
              Students will begin to learn some folk and ethnic dances
AH-E (RESPONDING TO DANCE)
                        Students will begin to talk about the element of space (shape, level, direction and pathways), time (beat,
                         tempo) and force (use of energy while moving) in dance.
                        Students will describe using appropriate terminology how locomotor (walk, run, skip, hop, jump, slide,
                         leap, gallop) and non-locomotor (bend, stretch, twist, swing) movements are used to create simple dances
                         with a beginning, middle and end.
                        Students will describe how two examples of dance are similar and different.
                        Students will discuss the artistic purpose of dance (ballet)
                        Students will describe, using appropriate vocabulary, the differences and commonalities in Native
                         American dances

                                                     CONSUMERISM
Most of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub
domain.

                                               VOCATIONAL STUDIES



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Individual and Family Relationships
           Continue to work on integrate the principles of rights, responsibilities, conflict resolution, cooperation, sources of
            authority, choices, decision making, and values at home, school, and community
           Begin to evaluate the appropriateness of individual freedoms and the freedoms of others
           Create basic classroom/school rules
           Evaluate the importance of cooperation, respect, and support within a family




Choosing and Preparing for a Career
                  Continue to work on knowing that people need to work to meet basic needs
                  Continue to work on knowing that male and female roles are changing in many occupations
                  Continue to work on knowing that there are different job opportunities in the home, school and community
                  Continue to work on knowing that a person may hold several jobs before deciding on a career
                  Continue to work on knowing that knowledge of interests and abilities is helpful when selecting and preparing for
                   a career
                  Continue to work on knowing that as a person grows and changes, career choices may change

Skills and Work Habits that Lead to Success
                            Continue to work on knowing that personal responsibility and good work habits (e.g., good attendance,
                             honesty, dependability, punctuality, courtesy, cooperation) are important at home, school and work
                            Continue to work on knowing that completion of job responsibilities is important at home, school, and
                             work

Specific Skills Needed for Success in the Future
                            Introduce that academic skills that relate to various jobs and careers are needed for future success
                            Introduce that many tasks can be completed more efficiently when team skills (e.g., cooperation,
                             communication) are used

Community Resources and Services
           Identify community agencies/resources and determine their services
           Recognize that certain community agencies provide health and safety services
           Identify places in the community where you can be active




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       Barren County Schools
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          Arts and Humanities
Coming soon…Drama, Dance, and Art until then use
                    POS




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                                                                  Music
I.     Elements of Music – Through participation in creating and performing activities, become familiar with basic elements of music
       A.    Tempo – Use the Italian terms largo, andante, moderato, presto
       B.    Dynamics – Use the symbols and Italian terms for medium loud (mezzo forte – mf) and medium soft (mezzo piano – mp)
       C.    Harmony – Sing simple two-part songs and rounds
       D.    Form – Recognize and sing rounds

II.    Music Notation – Understand that music is written down in a special way and through participation, begin to read music using the
       following:
       A.       Rhythm – Recognize and perform the dotted quarter note, eighth rest, pick-up note, and fermata
       B.       Melody – Recognize and perform pitch notation utilizing ledger lines (C and D below the treble staff)
       C.       Melody – Recognize and perform pitch notation utilizing sharps, flats, and naturals
       D.       Melody – Recognize and perform an octave
       E.       Harmony – Sing music with two parts
       F.       Form – Recognize and utilize coda, first and second endings


III.   Listening and Understanding
       A.      Timbre
               1.      Review folk instruments
               2.      Recognize members of the woodwind family by sight and by sound
               3.      Introduce the organ and harpsichord as Baroque instruments
       B.      Composers
               1.      Explore the life and music of George Frideric Handel
               2.      Explore the life and music of Stephen Collins Foster
       C.      Cultures and Styles – Introduce and discuss
               1.      American folk
               2.      bluegrass
               3.      spirituals
               4.      Music from West Africa
               5.      Baroque music




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