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Kindergarten Curriculum Map 2008-2009 - Get as DOC

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									                               4th Grade Curriculum Map: 2008-2009 Quarter 2


Language Arts

Reading
 Enduring Understandings:                                   Essential Questions:
 Different strategies and skills are required to           How do readers make predictions about text
 understand a variety of materials.                         using text organizers such as type, headings, and
 Readers apply critical thinking skills when reading,     graphics?
 writing, speaking, listening, and viewing.                  As a reader, how do you discern an author’s
 Readers access, read, evaluate, and use a variety of     purpose for writing and what is his perspective of
 resources to get information.                              the text topic?


 Students will know and will be able to…
  Distinguish between cause and effect and between fact and opinion.
  Read and demonstrate comprehension of nonfiction.
  Use text organizers such as type, headings, and graphics to predict and categorize information.
  Formulate questions that might be answered in the selection.
  Summarize the content of a selection identifying important ideas and providing details for each important
 idea.
  Explain the author’s purpose and perspective, make inferences, and draw conclusions in fiction and
 nonfiction text.
  Identify the important information and provide supporting details for each important idea in a selection to
 summarize the text and to respond to questions.
  Make simple inferences using information from texts and draw conclusions.
  Describe how the choice of language, setting, and information contribute to the author’s purpose.
  Actively ask questions, visualize, make connections, and predictions.
 Key Vocabulary                                             Primary Resources
 Will come from the students individualized word study Harcourt Brace “Storytown” and trade
 program and Harcourt Brace reading program.                paperbacks; BrainPOP

 Additional Notes                                           Major Projects/Field Trips
                                                            Literature Circles and Novel Study Discussion
                                                            Groups, Independent Reading Program
                             4th Grade Curriculum Map: 2008-2009 Quarter 2


Writing
Enduring Understandings:                                 Essential Questions:
Writers select and narrow a topic.                     How does a writer prepare to write?
Writers develop a plan for their writing.              How does a writer generate, focus, and organize
Writers organize information into several paragraphs   ideas for writing?
with a main idea and supporting details.


 Students will know and will be able to . . .
 Develop a plan for writing and to organize writing to convey a central idea.
 Focus, organize, and elaborate to construct an effective message for the reader.
 Write several related paragraphs on the same topic.
 Apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
 Key Vocabulary                                             Primary Resources
                                                            Harcourt Brace “StoryTown”, Being a Writer,
                                                            BrainPOP
 Additional Notes                                           Major Projects/Field Trips
                                                            Name Project, Holiday Project
                               4th Grade Curriculum Map: 2008-2009 Quarter 2


Math
Enduring Understandings:                                    Essential Questions:
Multiplication and Division                                 Multiplication and Division
Multiplication and division can be accomplished           How can multiples be used to solve problems?
through the addition and subtraction of partial products.   How can a number be broken down into its
Proficiency with basic facts aids in estimation and       smallest factors?
computation with larger and smaller numbers.                What strategies aid in mastering multiplication
Geometry                                                    and division facts?
Objects can be described and compared using               Geometry
geometric attributes.                                       How are perimeter, area, and volume related?
Points, lines, and planes are the foundation of           How can patterns be used to determine standard
geometry.                                                   formulas for area and perimeter?
The perimeters, areas, and volumes of rectangular         What tools and units are used to measure the
objects depend on their dimensions.                         attributes of an object?
Area and volume formulas are derived from linear          What are translations, rotations, and reflections?
measures.                                                   How are angles classified?
A transformation is a specific movement of an object.     How can objects be represented and compared
                                                            using geometric attributes?
                                                            How are points, lines, line segments, rays and
                                                            angles related?
                                                            How are properties used to clarify geometric
                                                            figures?
                                                            How are geometric figures constructed or
                                                            drawn?

 Students will know and will be able to . . .
 Multiplication and Division
 Find the product of two whole numbers when one factor has two digits or fewer and the other factor has
 three digits or fewer, using estimation and paper and pencil.
 Estimate and find the quotient of two whole numbers, given a one-digit divisor.
 .
 Geometry
 Use standard and nonstandard, age-appropriate tools to measure objects.
 Use age-appropriate language of mathematics to verbalize the measurements of length, weight/mass,
 liquid volume, area, temperature, and time.
 Identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or
 ruler; and describe the path of shortest distance between two points on a flat surface.
 Identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.
 Develop strategies to estimate perimeter and area.
 Select and apply appropriate tools to determine perimeter.
 Identify and locate the ordered pair for a point in the first quadrant of a coordinate plane, given the
 coordinates (x, y).
 Understand and identify geometric transformations such as translation, reflection, and rotation.
 Key Vocabulary                                                Primary Resources:
 Multiplication, factor, product, equation, division,          Investigations Unit 3
 divisor, quotient, remainder, dividend, doubled, halved, Investigations Unit 4
                              4th Grade Curriculum Map: 2008-2009 Quarter 2


area, volume, perimeter, linear measurement, inch,
foot, yard, centimeter, meter, benchmark, polygon, line
segment, endpoint, vertex, vertices, orientation,
trapezoid, equilateral triangle, parallelogram, hexagon,
prefix, side, angle, right angle, parallel, quadrilateral,
square, rectangle, degree, acute, obtuse, symmetrical,
square unit, pentagon, translation, reflection, rotation,
circle, triangle, rhombus, sphere, cube, rectangular
solid [prism], congruent, noncongruent, transformation

Additional Notes                                             Major Projects/Field Trips
Internet Resource: National Library of Virtual
Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.html
                               4th Grade Curriculum Map: 2008-2009 Quarter 2


Science – Force, Motion, Energy
 Enduring Understandings:                                     Essential Questions:
 Force, motion, and energy are related.                     How do forces influence motion?
                                                              How can the principles of motion be put to use?
                                                              How do we recognize different states of energy?

 Students will know . . .                                     Students will be able to . . .
 The position of an object can be described by locating     Describe the position of an object.
 it, relative to another object or the background.            Collect and display time and position data for a
 You can describe an object’s motion by tracing and         moving object in a table and line graph.
 measuring its position over time.                            Explain that speed is a measure of motion.
 Speed describes how fast an object is moving.              Interpret data to determine if the speed of an
 Energy may exist in two states: kinetic or potential.      object is increasing, decreasing, or remaining the
 Kinetic energy is the energy of motion; when an            same.
 object is at rest, it has potential energy.                  Identify the forces that cause an object’s motion.
 A force is any push or pull that causes an object to       Describe the direction of an object’s motion: up,
 move, stop, or change speed or direction.                    down, forward, backward.
 The greater the force, the greater the change in           Infer that objects have potential/kinetic energy.
 motion.                                                      Design an investigation to determine the effect
 The more massive an object, the less effect a given        of friction on moving objects.
 force will have on the object.
 Friction is the resistance to motion created by two
 objects moving against each other. Friction creates
 heat.
 Unless acted on by a force, objects in motion tend to
 stay in motion and objects at rest remain at rest
 (inertia).
 Key Vocabulary                                               Primary Resources
 Force, motion, energy, mass, gravity, friction,              Harcourt Unit F, Chapter 2
 resistance, inertia, push, pull, relative position, speed,   Trade Books on Forces, Energy, Motion
 kinetic energy, potential energy                             Discovery Education Streaming
                                                              www.brainpop.com
                                                              Science videos: Bill Nye, etc.
                                                              AIMS Science Binder
 Additional Notes                                             Major Projects/Field Trips
                                                              Smithsonian National Air & Space Museum
                               4th Grade Curriculum Map: 2008-2009 Quarter 2


Science – Electrical Energy
 Enduring Understandings:                                    Essential Questions:
 Electrical energy is an important aspect of everyday      How can we control the flow of electrical
 life.                                                       energy?
                                                             How can electrical energy be changed into other
                                                             forms?
                                                             How are electricity and magnetism related?
                                                             How do you think scientists figured out how to
                                                             harness electrical energy?

 Students will know . . .                                    Students will be able to . . .
 Rubbing certain materials together creates static         Design an investigation using static electricity to
 electricity.                                                attract or repel a variety of materials.
 Lightning is the discharge of static electricity in the   Explain how static electricity is created and
 atmosphere.                                                 occurs in nature.
 A continuous flow of negative charges (electrons)         Apply these terms: insulators, conductors, open
 creates an electric current. The pathway taken by an        and closed, in describing electrical circuits.
 electric current is a circuit. Closed circuits allow the    Differentiate between an open and closed
 movement of electrical energy. Open circuits prevent        electric circuit.
 the movement of electrical energy.                          Use the dry cell symbols (-) and (+). Create and
 Electrical energy moves through materials that are        diagram a functioning series circuit using dry
 conductors (metals). Insulators (rubber, plastic, wood)     cells, wires, switches, bulbs, and bulb holders.
 do not conduct electricity. Among conducting                Create and diagram a functioning parallel circuit
 materials, a material’s resistance affects how much         using dry cells, wires, switches, bulbs, and bulb
 energy passes through it.                                   holders.
 In a series circuit there is only one pathway for the     Differentiate between a parallel and series
 current; in a parallel circuit there are two or more        circuit.
 pathways for the current.                                   Create a diagram of a magnetic field using a
 Electrical energy can be transformed into heat, light,    magnet.; explain how electricity is generated by a
 or mechanical energy.                                       moving magnetic field.
 Magnetism occurs when certain iron-bearing metals         Design and perform an investigation to
 attract other metals (e.g., nickel and cobalt).             determine the strength of an electromagnet. (The
 Lines of force extend from the poles of a magnet in an    manipulated variable could be the number of coils
 arched pattern defining the area over which magnetic        of wire and the responding variable could be the
 force is exerted.                                           number of paperclips the magnet can attract).
 An electric current creates a magnetic field, and a       Compare and contrast a permanent magnet and
 moving magnetic field creates an electric current.          an electromagnet.
 A current flowing through a wire creates a magnetic       Describe the contributions of Benjamin
 field. Wrapping a wire around certain iron-bearing          Franklin, Michael Faraday, and Thomas Edison
 metals (iron nail) and creating a closed circuit is an      to the understanding and harnessing of electricity.
 example of a simple electromagnet.
 Benjamin Franklin, Michael Faraday, and Thomas
 Edison made important discoveries about electricity.
                                 4th Grade Curriculum Map: 2008-2009 Quarter 2


Key Vocabulary                                                   Primary Resources
Electrical energy, electricity, magnetism, static                Harcourt Unit F, Chapter 1
electricity, lightning, electrons, electric current, circuit,    Ben and Me by Robert Lawson
closed circuit, open circuit, conductors, insulators,            Discovery Education Streaming
resistors, parallel circuit, series circuit, dry cell battery,   www.brainpop.com
switches, bulbs, wires, transform, mechanical energy,            Science videos: Bill Nye, etc.
magnetic poles, magnetic field, attract, repel,                  AIMS Science Binder
electromagnetism, Benjamin Franklin, Michael
Faraday, Thomas Edison
2. Assessment

Additional Notes                                                 Major Projects/Field Trips
                               4th Grade Curriculum Map: 2008-2009 Quarter 2


Social Studies
 Enduring Understandings:                                    Essential Questions:
  Geographical factors often influence the location of a    What are some factors that influenced the move
 capital.                                                    of the capital from Jamestown to Williamsburg?
  Money was not used in early agricultural societies.       What factors influenced the move of the capital
  Conflicts developed between the colonies and             from Williamsburg to Richmond?
 England over how the colonies should be governed.            How did the colonists’ ideas about government
  The Declaration of Independence gave reasons for         differ from those of the English Parliament?
 independence and ideas for self-government.                  Why is the Declaration of Independence an
  Virginians made significant contributions during the     important document?
 Revolutionary War era.                                       What contributions did Virginians make during
  The last major battle of the Revolutionary War was       the Revolutionary War era?
 fought at Yorktown, Virginia.                                What was the importance of the American
                                                             victory at Yorktown?


 Students will know . . .                                    Students will be able to . . .
 Factors related to move from Jamestown to                    Determine cause and effect relationships.
 Williamsburg                                                 Compare and contrast historical events.
 • Drinking water was contaminated by seepage of salt         Make connections between past and present.
 water.                                                       Sequence events in Virginia history.
 • Dirty living conditions caused diseases.                   Analyze and interpret maps to explain
 • Williamsburg was situated at a higher elevation than      relationships among landforms, water features,
 Jamestown.                                                  climatic characteristics, and historical events.
 • Fire destroyed wooden buildings at Jamestown.              Identify and interpret artifacts and primary and
 Factors related to move from Williamsburg to                secondary source documents to understand events
 Richmond                                                    in history.
 • Population was moving westward.                            Draw conclusions and make generalizations.
 • Richmond was a more central location.                      Interpret ideas and events from
 • Richmond’s location was better for trade.                 different historical perspectives.
 • Moving to Richmond increased the distance from            and historical events.
 attack by the English.
  The colonists and the English Parliament disagreed
 over how the colonies should be governed.
 • Parliament believed it had legal authority in the
 colonies, while the colonists believed their local
 assemblies had legal authority.
 • Parliament believed it had the right to tax the
 colonies, while the colonists believed they should not
 be taxed since they had no representation in
 Parliament.
  The Declaration of Independence, written by Thomas
 Jefferson, states that authority to govern belongs to the
 people rather than to kings and that all people are
 created equal and have rights to life, liberty, and the
 pursuit of happiness.
                             4th Grade Curriculum Map: 2008-2009 Quarter 2


Varied roles of Virginians in the Revolutionary War
era
• Virginia patriots served in the Continental Army and
fought against the English, leading to the English
surrender at Yorktown.
• Some Virginians were neutral and did not take sides.
• Other Virginians remained loyal to England.
• African Americans from Virginia were divided about
the war. Some slaves fought for the English
because they were promised freedom.
• James Armistead Lafayette, a slave from Virginia,
served in the Continental Army and was given his
freedom after the war.
• During the war, women took on more responsibility.
Contributions of Virginians during the
Revolutionary War era
• George Washington provided military leadership by
serving as commander-in-chief of the Continental
Army.
 Thomas Jefferson provided political leadership by
expressing the reasons for colonial independence from
England in the Declaration of Independence.
• Patrick Henry inspired patriots from other colonies
when he spoke out against taxation without
representation by saying, “…give me liberty or give me
death.”
 The American victory at Yorktown resulted in the
surrender of the English army, bringing an end to the
war.

Key Vocabulary:                                            Primary Resources
Money, barter, credit, debt, saving, banks,                Scott Foresman Social Studies Program
contaminated, geographical, population, society, credit,
goods, Richmond, trade, capital, Jamestown,
Williamsburg, climate, elevation, landforms, seepage,
consumers, exchange, location, services, death,
Declaration of Independence, neutral, pursuit of
happiness, Thomas Jefferson, assemblies, legal
authority, Parliament, Representation, Yorktown,
Commander-in-Chief, Liberty, patriot, surrender,
Continental Army , loyalist, political, leadership, tax

Additional Notes                                           Major Projects/Field Trips:
                                                           Colonial Alexandria, Carlyle House, Gadsby’s
                                                           Tavern
4th Grade Curriculum Map: 2008-2009 Quarter 2
                                4th Grade Curriculum Map: 2008-2009 Quarter 2


Arts Education-Visual Arts
 Enduring Understandings:                                    Essential Questions:
  Artists learn from past artist and their revolutionary    What factors make artist famous?
 movements of their time.                                     What are some famous artists of the past?
  Architecture is a type of art which reflects its          What is architecture?
 purpose.


 Students will know . . .                                    Students will be able to . . .
  10 different famous artists and their contributions to    Recall the “Claim to Fame” (why a person is
 the art world.                                              famous) of at least 10 artists.
  What architecture is and how a person can make a          Construct a shelter out of slabs of clay using
 shelter out of a slab of clay.                              slurry and scoring techniques.
  How to use scoring and slurry techniques when
 constructing something out of clay.
 Key Vocabulary                                              Primary Resources
 Mary Cassatt, Diego Rivera, Frida Kahlo, Paul Klee,
 Henry Matisse, Georges Seurat, Andy Warhol
 Slab, slurry, architecture

 Additional Notes                                            Major Projects/Field Trips
                                                              Presentations on one famous artist
                                                              Building a clay shelter for a specific use.



Arts Education - Music
 Enduring Understandings:                                    Essential Questions:
  Students will continue to understand how to express       How do musicians work together to create a
 themselves using the concepts of music through songs,       piece of music?
 body movements, and performance on classroom                 How do musicians improve their musical
 instruments.                                                skills?
  Students will begin to understand that music can be       What are the basic skills necessary to listen to,
 created with musical instruments as well as with            understand, and make music?
 technology (melody and lyrics).                              How to understand and use good singing
  Students will learn how to use low and relaxed           technique?
 breathing, head voice, and clarity of diction.

 Students will know . . .                                    Students will be able to . . .
  how to perform melodic and rhythm patterns using          Learn to sing in tune with clear tone quality,
 classroom instruments                                       using expression with dynamics and phrasing
  how to sing call and response and sing in rounds          Connect music to holidays and other academic
  how to accompany themselves using classroom              areas.
 instruments                                                  Understand music in relationship to history and
  how to recognize the melodies of selected                culture.
 compositions by various composers.
                             4th Grade Curriculum Map: 2008-2009 Quarter 2


Key Vocabulary                                            Primary Resources
Call and response, rounds, steady beat, rhythm patterns   Classroom Methods
using quarter notes, two-eighths, four-sixteenths,        Classroom musical instruments
quarter- and eighth-note rests, a capella, folk           CDs
                                                          Garage Band application
                                                          DVDs

Additional Notes                                          Major Projects/Field Trips
Concert behavior                                          Winter Concert
                              4th Grade Curriculum Map: 2008-2009 Quarter 2


Health Education
 Enduring Understandings:                                  Essential Questions:
  Expressing your feelings in safe ways is important.     Do you control your emotions or do your
 Coping skills are important to manage stressful         emotions control you?
 situations.                                               How does drug use harm more than just the
 Tobacco products contain many ingredients that are      user?
 harmful to the body.
 Alcohol is an addictive drug that can harm the body
 and mind.
 Knowing as much as you can about alcohol and
 tobacco can help you refuse them.

 Students will know and be able to. . .
  Identify the basic human emotions
  Determine between appropriate and inappropriate expressions of emotions
  Identify symptoms of stress that can affect their emotions
  Describe how drug use affects a person physically, mentally, socially, and emotionally
  Identify the impact drug use has on family relationships and the community
  Determine the long-term physical, mental, social, and emotional effects of tobacco and drug use
  Identify the connections between drug use and violence
 Key Vocabulary                                              Primary Resources
 Tobacco, alcohol, stress, drug use                          Family Life Education Resources for the
                                                             Elementary Classroom
                                                             Your Health
 Additional Notes                                            Major Projects/Field Trips




Physical Education
 Enduring Understandings:                                  Essential Questions:
  Competency in many movement forms and                   How does efficient motor movement encourage
 proficiency in a few will encourage lifelong              lifelong participation in physical activities?
 participation in physical activities.

 Students will know and be able to . . .
  Demonstrate mature movement patterns in locomotor, non-locomotor and manipulative skills.
  Demonstrate combinations of motor skills for specific sports.
  Demonstrate complex patterns of movement in applied settings.
 Key Vocabulary                                            Primary Resources

 Additional Notes                                          Major Projects/Field Trips

								
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