McKinley Primary Center                    2016-17 / Quarter  1 / 4th Grade: Teaching & Learning Plan

 

Art

Music

Physical Education

Mathematics

Week 3

 

I can

 

Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and ethnicities).

 

Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements.

Sing while maintaining good breath control, pitch, diction, tone quality, and posture.

 

Sing expressively with attention to dynamics and phrasing.

 

Play melodic, rhythmic, and chordal patterns with correct rhythms, tempo, and dynamics by rote and by reading.

 

Create rhythmic patterns and melodic ostinatos to accompany classroom songs using pitched and non-pitched instruments, body percussion, and electronic sounds.

Describe critical elements of correct movement pattern for fundamental movement skills.

 

Demonstrate mature movement patterns in locomotor, non-locomotor, and manipulative skills.

Week 9

 

I can

Use the four operations (addition, subtraction, multiplication and division) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

 

Understand that an equation, such as y = 3x + 5, is a rule to describe a relationship between two variables and can be used to find a second number when a first number is given.

 

Generate a number pattern that follows a given rule.

 

Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000.

 

Compare two whole numbers up to 1,000,000 using >, =, and < symbols.

 

Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach.

 

Solve real-world problems involving addition and subtraction of multi-digit whole numbers.

 

Use place value understanding to round multi-digit whole numbers to any given place value.

 

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning.

 

Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.

 

Solve real-world problems with whole numbers involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.]

 

Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number.

 

Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning.

 

Multiply fluently within 100.

 

Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can by multiplied in any order. Understand and use the distributive property.

 

Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems.

Week 6

 

I can

 

Distinguish between contemporary and historical works of art and identify characteristics of both.

 

Compare personal preferences with criteria used by art critics in making informed judgments and determining significance of a work of art.

Improvise a short ostinato to be played or sung with a pentatonic song.

 

Compose a melody for a verse of a selected poem and notate it using traditional or electronic means.

 

Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in duple and triple meters using rhythm syllables.

Identify and demonstrate the physical, mental, social, and emotional benefits of participation in health-related physical fitness activities.

Week 9

 

I can

Demonstrate evidence of critique, reflection, and revision in creating artwork.

 

Demonstrate respect for personal work and the work of others.

 

Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

Describe tempo, dynamics, articulation, and rhythmic and melodic elements through movement, writing, or illustration, including how these elements might convey an expressive mood.

 

Explain personal preferences for specific musical works and styles using appropriate terminology.

 

From a list of the elements of music, identify those that apply when viewing and discussing specific works of art.

 

Explore and perform music associated with historical periods, events, and movements in Indiana such as music of specific American Indian tribes, songs of the Civil War, or songs of the Underground Railroad.

Participate in self-assessments for physical fitness and meet the criterion for specific age groups.

 

Exhibit independence and the ability to succeed in groups in physical activity settings.

Social Studies

Week 3

I can

1-Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.  2-Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment.  3-Explain the importance of the Revolutionary War and other key events and people that influenced the development of Indiana as a state.  4-Summarize and explain the significance of key documents in Indiana’s development from a United States territory to statehood.

Week 6

I can

1-Identify and explain the causes of the removal of Native American Indian groups in the state and their resettlement during the 1830s.  2-Explain how key individuals and events influenced the early growth and development of Indiana.  3-Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.  4-Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe the participation of Indiana citizens in the Civil War.

Science

Week 3

I can

Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy.

Week 9

I can

1-Give examples of Indiana’s increasing agricultural, industrial, political, and business development in the nineteenth century.  2-Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana.  3-Identify different opinions in historical documents and other information resources and identify the central question each narrative addresses.  4-Use a variety of resources to take a position or recommend a course of action on a public issue relating to Indiana’s past or present.

Week 6

I can

Make observations to provide evidence that energy can be transferred from place to place by: sound, light, heat, and electric currents.

Week 9

I can

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

 

Note: Each column uses different text styles (Regular, Italic, Bold, Underlined) to differentiate concepts.     Language Arts & Reading

4th Grade – Reading Wonders, Unit 1               Big Idea: Think It Through               How can a challenge bring out our best?

 

Weekly Concept & Essential Questions

Genres, Literary Element, Text Features

Comprehension: Skills, Strategies & Fluency

Phonics: Awareness, Spelling Skill, Structural Analysis

Vocabulary Words, Domain Words, Academic Words, Strategies

Writing: Trait, Research,

About Reading

Grammar:

Skill & Mechanics

Research & Inquiry

4-1.1

Clever Ideas

 

Where do good ideas come from?

Fairy Tale, Folktale

Character, Setting, Plot: Sequence

 

Make, Confirm, or Revise Predictions

 

Intonation

Short Vowels

 

Inflectional Endings

brainstorm, flattened, frantically, gracious, muttered, official, original, stale

collaborate, topic

Context Clues: Synonyms

Ideas: Descriptive Details

 

Write a List

Write an Analysis (analyze sequence of events)

Sentences

Sentence Punctuation

Weekly: Good Ideas—Where do they come from?

4-1.2

Think of Others

 

How do your actions affect others?

Realistic Fiction, Informational Text: Expository

Character, Setting, Plot: Problem and Solution

 

Make, Confirm, or Revise Predictions

 

Expression and Rate

Long a

Inflectional Endings

accountable, advise, desperately, hesitated, humiliated, inspiration, self-esteem, uncomfortably

dialogue, focus

Figurative Language: Idioms

Ideas: Focus on an Event

 

Paraphrase Facts

Write an Analysis (analyze problem and solution)

Subjects and Predicates

Punctuate Compound Subjects and Predicates

Weekly: Effects of Human Actions

4-1.3

Take Action

 

How do people respond to natural disasters?

Informational Text: Expository

 

Diagrams: Headings

Text Structure: Compare and Contrast

 

Reread

 

Accuracy

Long e

Plurals

alter, collapse, crisis, destruction, hazard, severe, substantial, unpredictable

volcanic, volcanoes, inland, air masses

headings, diagrams

Context Clues: Multiple-Meaning Words

 

Ideas: Supporting Details

Write Helpful Tips and Notes

 

Write an Analysis (analyze compare and contrast text structure)

Compound Sentences

Punctuating Compound Sentences

Weekly: Preparing for a Natural Disaster

4-1.4

Ideas in Motion

 

How can science help you understand how things work?

Informational Text: Narrative Nonfiction, Science Fiction

 

Headings: Speech Balloons

Text Structure: Cause and Effect

 

Reread

 

Phrasing and Rate

Long i

Inflectional Endings

accelerate, advantage, capabilities, friction, gravity, identity, inquiry, thrilling

level, warp

restatements, transitions

Context Clues: Definitions and Restatements

Organization: Sequence

Draft a Plan

 

Write an Analysis (analyze strong word choice)

Clauses and Complex Sentences

Punctuate Complex Sentences

Weekly: Forces and Motion

4-1.5

Putting Ideas to Work

 

How can starting a business help others?

Informational Text: Persuasive Article, Procedural Text

 

Graph: Headings

Main Idea and Key Details

 

Reread

 

Phrasing and Rate

Long o

Compound Words

compassionate, enterprise, exceptional, funds, innovative, process, routine, undertaking

entrepreneur

print sources, digital sources

Suffixes

Sentence Fluency: Sentence Length

Write a Summary Paragraph

Write an Analysis (how author informs and explains important topics)

Run-On Sentences

Correcting Fragments and Run-Ons

Weekly: Famous Entrepreneurs

4-1.6

Unit Level Research & Inquiry          Research Skill: Parts of a Library          Unit Project: Self-select and develop from options for unit research projects.

2016-17 / Quarter 1 / 4th Grade: Teaching & Learning Plan