4 - Pilato-eshleman - Standards Paper

Standards for 4th Grade Michel Pilato Emilee Eshleman Rationale: Bennett’s Goals William J. Bennett, the Secretary of the United States Department of Education, is the creator of “Bennett’s Goals”. Bennett also wrote “First Lessons” and “James Madison High School”. Bennett writes these goals because he believes that Elementary School is an important place in a child’s life. This is when a child shapes his understanding of everything around him including his country his culture and the world. Bennett has done much research on the important information that students need to know at each grade level because he realizes how important a good education is to a child. William Bennett is a very credible resource because of his status as the Secretary of the United States Department of Education and because of his passion to further education in our nation. Virginia Standards The Virginia Standards of Learning were created by the Virginia Department of Education, and they describe what the commonwealth expects for students to learn. The standards are made up of a detailed framework for the four core content areas, Math, Science, Social Science, and English. These standards are a good source because they are taught in Virginia schools, and students are frequently tested on these Standards of Learning to ensure that the teachers are meeting the requirements and teaching all of the standards. This in turn ensures that all Virginia students are up to pace with all other Virginian students.

New Jersey Standards The New Jersey Standards of Learning were adopted by the State Board of Education in December of 2003. New Jersey’s State Board of Education is made up of thirteen members who were appointed by the Governor and recommended by the New Jersey State Senate. These individuals have exceptional accomplishments and serve on this board without compensation but because they care about the education of the children of New Jersey. These standards were adopted to provide a clear vision of the knowledge, performance, and dispositions that teachers and school leaders need so that they may support the children while they learn and achieve the goals set in the Core Curriculum Content Standards. National Standards The National Standards were created by several national and education organizations. These organizations volunteered so that there would be guidelines for teachers to follow on a national level. These standards prove to be a good source for teachers to use because they are used by every other teacher in the nation. By using these standards, teachers can be sure that their students are up to pace with other students nationwide. The standards are actually put culminated and approved by various organizations such as the National Council of Teachers of Mathematics, National Council of Teachers of English, National Geographic Society, National Council on Economic Education, National Council for the Social Studies, Center for Civic Education, Consortium of National Arts Education Association, National Center for History in the Schools, International Society for Technology in Education, and National Academies of Science.

Mathematics The essence of mathematics is not to make simple things complicated, but to make complicated things simple. ~S. Gudder Mathematics is an essential subject to teach in elementary schools because it is so practical to everyday life. Math allows children to count money when they purchase something at a store, or be able to easily tell what time it is by looking at a clock. Math is a subject that is feared by many but unrightfully so. If a teacher is able to properly implement teaching instruction, the students should have an enjoyable learning experience and desire to continuously learn math.

Mathematics Standards VA SOL 4.1

The student will: a) Identify (orally and in writing) the place value for each digit in a whole number expressed through millions

Bennett

N/A

NJ

MATH 4.1 A1/2 Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well). - - Whole numbers through millions - Demonstrate an understanding of place value concepts.

National

NM-NUM.3-5.1 Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals

EEMP SOL 4.1a

The student will be able to understand place value using whole numbers up to the millions

VA SOL 4.1

b) compare two whole numbers expressed through millions, using symbols ( >, <,or = )

Bennett

N/A

NJ

MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of numbers. Compare and order numbers.

National

N/A

EEMP SOL 4.1b

The student will be able to compare numbers and use symbols (<,>,=) to express numbers in the millions as either greater than, less than, or equal to

VA SOL 4.1

c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.

Bennett

Reinforcing whole number operations using estimation and rounding

NJ

MATH 4.1 C2 Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

National

NM-NUM.3-5.1 develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience;

EEMP SOL 4.1c

The student will be able to round whole numbers in the millions and use various strategies for estimations

VA SOL 4.2

The student will a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures b) represent equivalent fractions c) relate fractions to decimals, using concrete objects.

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 A5 Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

National

NM-NUM.3-5.1 develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers

EEMP SOL 4.2

The students will utilize objects and pictures to help them better understand the how to compare rational numbers – fractions/mixed numbers

VA SOL 4.3

The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 A5 Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

National

NM-NUM.3-5.1recognize and generate equivalent forms of commonly used fractions, decimals, and percents

EEMP SOL 4.3

The students will be able to compare fractions that have like and unlike denominators - Fractions are used that have denominators no larger than 12

VA SOL 4.4.

The student will a) read, write, represent, and identify decimals expressed through thousandths

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 A1 Use real-life experiences, physical materials, and technology to construct meanings for decimals through the hundredths

National

use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals

EEMP SOL 4.4a

The students will read, record, and interpret decimals by the use of visual models of numbers through the thousandths

VA SOL 4.4

b) round to the nearest whole number, tenth, and hundredth

Bennett

Reinforcing whole number operations using estimation and rounding

NJ

MATH 4.1 C2 Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

National

NM-NUM.3-5.1 develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience

EEMP SOL 4.4b

Students will round whole numbers to the nearest tenth and hundredth places

VA SOL 4.4

c) compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and calculators.

Bennett

N/A

NJ

MATH 4.1A3/6 Demonstrate a sense of the relative magnitudes of numbers. Compare and order numbers.

National

N/A

EEMP SOL 4.4c

Students will compare greater than, less than, equal numbers with the appropriate symbols by using drawings and computers

VA SOL 4.5

The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.

Bennett

Reinforcing whole number operations using estimation and rounding

NJ

MATH 4.1 C1/2 Judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set. - Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

National

NM-NUM.3-5.3 develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results

EEMP SOL 4.5

Students will estimate strategies to estimate sums and differences of whole numbers using the terms (closer to, between, and a little more)

VA SOL 4.6

The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators.

Bennett

N/A

NJ

MATH 4.1 B7 Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers

National

NM-NUM.3-5.3 select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools

EEMP SOL 4.6

Students will computate addition and subtraction problems while written and vertical and horizontal forms, and they will determine whether they need a calculator, pencil/paper, or if they can perform it mentally

VA SOL 4.7

The student will 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. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.

Bennett

N/A

NJ

Use efficient and accurate pencil-and-paper procedures for computation with whole numbers - Multiplication of 2-digit numbers

National

understand various meanings of multiplication and division

EEMP SOL 4.7

The students will multiply numbers that have 2-3 digits and try to compute them using pencil and paper, and a calculator if necessary

VA SOL 4.8

The student will estimate and find the quotient of two whole numbers, given a one-digit divisor.

Bennett

The students will divide large numbers by two and three digit divisors

NJ

Use efficient and accurate pencil-and-paper procedures for computation with whole numbers - Division of 3-digit numbers by 1digit numbers

National

understand the effects of multiplying and dividing whole numbers

EEMP SOL 4.8

The student will estimate the quotient of two numbers when the dividend is three digits and the divisor is one

VA SOL 4.9

The student will a) add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 A5 Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

National

NM-NUM.3-5.1 recognize and generate equivalent forms of commonly used fractions, decimals, and percents

EEMP SOL 4.9a

The students will be able to add and subtract fractions such that: - Fractions are used that have denominators no larger than 12

VA SOL 4.9

b) add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 A1 Use real-life experiences, physical materials, and technology to construct meanings for decimals through the hundredths

National

use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals

EEMP SOL 4.9b

The students will add and subtract decimals by the use of visual models of numbers through the thousandths

VA SOL 4.9

c) solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

Bennett

Students will reinforce fractional and decimal concepts of numbers

NJ

MATH 4.1 B9 Use concrete models to explore addition and subtraction with fractions.

National

NM-NUM.3-5.1 develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience

EEMP SOL 4.9c

The students will use fractions with denominators up to 12 and decimals up to the thousandths place to solve various practical problems

VA SOL 4.10

The student will a) estimate and measure weight/mass, using actual measuring devices, and describe the results in U.S. Customary/metric units as appropriate, including ounces, pounds, grams, and kilograms

Bennett

N/A

NJ

Select and use appropriate standard units of measure and measurement tools to solve real-life problems - Weight – ounce

National

NM-MEA.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute

EEMP SOL 4.10a The student will be able to use measuring tools to estimate weights, and then compare the Customary and Metric systems VA SOL 4.10

b) identify equivalent measurements between units within the U.S. Customary system (ounces and pounds) and between units within the metric system (grams and kilograms)

Bennett

N/A

NJ

Select and use appropriate standard units of measure and measurement tools to solve real-life problems - Length - fractions of an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer - Area - square inch, square centimeter - Volume - cubic inch, cubic centimeter

National

NM-MEA.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute

EEMP SOL 4.10b The students will determine the equivalent values of standards of measurement in the Customary and Metric system VA SOL 4.10

c) estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds)

Bennett

N/A

NJ

Select and use appropriate standard units of measure and measurement tools to solve real-life problems - Capacity - fluid ounce, cup, gallon, milliliter and Weight – ounces, grams, etc.

National

NM-MEA.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute

EEMP SOL 4.10c The students will use everyday objects to estimate conversions between ounces, pounds, grams, and kilograms

VA SOL 4.11

The student will a) estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters); and c) estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).

Bennett

N/A

NJ

Select and use appropriate standard units of measure and measurement tools to solve real-life problems - Length - fractions of an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer - Area - square inch, square centimeter - Volume - cubic inch, cubic centimeter

National

NM-MEA.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute

EEMP SOL 4.11 The students will measure lengths of various objects and describe their lengths in terms if Customary and Metric measurements

VA SOL 4.12

The student will a) estimate and measure liquid volume, using actual measuring devices and using metric and U.S. Customary units, including cups, pints, quarts, gallons, milliliters, and liters; b) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons) and between units within the metric system (milliliters and liters); and c) estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart).

Bennett

N/A

NJ

Select and use appropriate standard units of measure and measurement tools to solve real-life problems - Capacity - fluid ounce, cup, gallon, milliliter

National

NM-MEA.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute

EEMP SOL 4.12 The students will measure liquid volumes by using actual measuring devices for liquids and convert units between Customary and Metric systems

VA SOL 4.13

The student will a) identify and describe situations representing the use of perimeter and area; and b) use measuring devices to find perimeter in both standard and nonstandard units of measure.

Bennett

N/A

NJ

MATH 4.2 E2 Distinguish between perimeter and area and use each appropriately in problem-solving situations.

National

NM-MEA.3-5.2 develop strategies for estimating the perimeters, areas, and volumes of irregular shapes

EEMP SOL 4.13 The students will measure the perimeter of objects in realistic situations in the Customary and Metric systems

VA SOL 4.14

The student will investigate and describe the relationships between and among points, lines, line segments, and rays.

Bennett

In geometry the student will learn the relationship between parallel and perpendicular lines

NJ

MATH 4.2 A4 Understand and apply concepts involving lines, angles, and circles. -- Point, line, line segment, endpoint –Parallel, perpendicular

National

N/A

EEMP SOL 4.14 The students will study points, lines, line segments, and rays

VA SOL 4.15

The student will a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler; and b) describe the path of shortest distance between two points on a flat surface.

Bennett

In geometry the student will learn the relationship between parallel and perpendicular lines as well as acute, obtuse, and right angles

NJ

MATH 4.2 A4 Understand and apply concepts involving lines, angles, and circles. -- Point, line, line segment, endpoint –Parallel, perpendicular -- Angles - acute, right, obtuse

National

N/A

EEMP SOL 4.15 The students will draw lines and angles using a ruler and describe why a line is the shortest distance between two points

VA SOL 4.16

The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.

Bennett

In geometry the student will learn the relationship between parallel and perpendicular lines

NJ

MATH 4.2 A4 Understand and apply concepts involving lines, angles, and circles. -- Point, line, line segment, endpoint –Parallel, perpendicular

National

N/A

EEMP 4.16

The students will demonstrate intersecting, parallel and perpendicular lines by drawing them

VA SOL 4.17

The student will a) analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]); b) identify congruent and non congruent shapes; and c) investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.

Bennett

The student will learn advanced characteristics of polygons

NJ

MATH 4.2 A2/3 Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. Vertex, edge, face, side, angle 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon Inclusive relationships - squares are rectangles, cubes are rectangular prisms -

National

Identify and describe relationships among two-dimensional shapes: congruence and line symmetry

NM-GEO.3-5.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships NM-GEO.3-5.3 predict and describe the results of sliding, flipping, and turning two-dimensional shapes

EEMP SOL 4.17 The students will compare 2D and 3D shapes, identifying which are congruent and perform transformations of flip, slide, and turn VA SOL 4.18

The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.

Bennett

The student will organize graphs of data

NJ

MATH 4.2 C1 Locate and name points in the first quadrant on a coordinate grid.

National

NM-GEO.3-5.2 make and use coordinate systems to specify locations and to describe paths

EEMP SOL 4.18 The students will locate an ordered pair on a grid system from the first quadrant of a graph VA SOL 4.19

The student will a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and b) determine the probability of a given simple event, using concrete materials.

Bennett

N/A

NJ

MATH 4.4 B1/2 Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability. --Likely, unlikely, certain, impossible, improbable, fair, unfair --More likely, less likely, equally likely --Probability of tossing "heads" does not depend on outcomes of previous tosses -

Determine probabilities of simple events based on equally likely outcomes and express them as fractions.

National

NM-DATA.3-5.4 Describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible; -

predict the probability of outcomes of simple experiments and test the predictions

EEMP SOL 4.19 The students will determine the likelihood of a given outcome and determine the probability of a practical event using concrete materials

VA SOL 4.20

The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.

Bennett

The students will interpret line graphs

NJ

Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data. - Pictograph, bar graph, line plot, line graph, table

National

NM-DATA.3-5.1 represent data using tables and graphs such as line plots, bar graphs, and line graphs

EEMP SOL 4.20 The student will collect and organize data and present it in the format of a line or bar graph, then interpret the data

VA SOL 4.21

The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.

Bennett

N/A

NJ

Recognize, describe, extend, and create patterns. - Descriptions using words, number sentences/expressions, graphs, tables, variables (e.g., shape, blank, or letter)

National

NM-ALG.3-5.1 describe, extend, and make generalizations about geometric and numeric patterns; represent and analyze patterns and functions, using words, tables, and graphs.

EEMP SOL 4.21 The students will make generalizations about geometric patterns, using words, tables, and concrete materials

VA SOL 4.22

The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16].

Bennett

N/A

NJ

MATH 4.3 D2 Understand and use the concepts of equals

National

NM-ALG.3-5.2 identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers

EEMP SOL 4.22 The students will understand the importance of the associative property and various equations that from equalities

English Words - so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them. ~Nathaniel Hawthorne English is an extremely vital subject to teach in elementary schools because of how essential it is to the development of a child. English is used in every subject. Without English, the other subjects would be extremely difficult for students to grasp. English is not only important because it is necessary to survive in an elementary classroom, but because it helps a student to develop into an intelligent literate citizen.

English Standards VA SOL 4.1

The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions. c) Seek ideas and opinions of others

Bennett

N/A

NJ

English3.3A2,3 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. Discussion (small groups and whole class) 2. Stay focused on a topic and ask relevant questions. 3. Take turns without dominating.

National

NL-ENG.K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). NL-ENG.K-12.4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

EEMP SOL 4.1a-c The students will be able to cooperatively participate in group discussions by keeping in step with the conversation, providing significant input and including each participant in the group. VA SOL 4.1

d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas.

Bennett

N/A

NJ

English3.1 H1-3 H. Inquiry and Research 1. Use library classification systems, print or electronic, to locate information. 2. Investigate a favorite author and produce evidence of research. 3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

English3.3 C3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Word Choice 3. Use appropriate vocabulary to support or clarify a message. National

NL-ENG.K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge NL-ENG.K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

EEMP SOL 4.1d,e The students will properly research information to use evidence to support thoughts and ideas. They will use knowledge on grammar to speak accurately and with precise terminology so that communication is clear and easily understood.

VA SOL 4.2

The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary b) Listen and record information. c) Organize information for clarity.

Bennett

N/A

NJ

English3.2 A7 A. Writing as a Process 7. Review and edit work for spelling, mechanics, clarity, and fluency. English3.3 D2 D. Oral Presentation 2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement. English3.4 B2 All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 2. Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.

National

NL-ENG.K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

EEMP SOL 4.2a-c The students will prepare to give an oral presentation by arranging information in an understandable way, and the students will give the presentation with correct vocabulary and content pertaining to the topic . The student will develop strategies by listening and recording information to show that the information was comprehended.

VA SOL 4.3

The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. b) Explain words with multiple meanings. c) Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words.

Bennett

N/A

NJ

English3.1 B1-2 A. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. 2. Know and use common word families to decode unfamiliar words. English3.1 F1-3 F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

National

NL-ENG.K-12.1 Students read a wide range of print and nonprint texts to an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

EEMP SOL 4.3a-c The students will use the context surrounding the word and common word families to develop understanding of new words. Students will be able to explain words that have multiple meanings by understanding their roots, prefixes, and suffixes. Students will correctly identify and use antonyms, synonyms, homophones, and homographs as necessary in text.

VA SOL 4.3

d) Use word-reference materials, including the glossary, dictionary, and thesaurus.

Bennett

N/A

NJ

English3.1 F4 F. Vocabulary and Concept Development 4. Use a grade-appropriate dictionary (independently) to define unknown words. English3.1H1and3 H. Inquiry and Research 1. Use library classification systems, print or electronic, to locate information. 3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

National

NL-ENG.K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

EEMP SOL 4.3d

Students will use materials such as the glossary, dictionary, thesaurus to properly locate and identify synonyms and definitions of words.

VA SOL 4.4

The student will read and demonstrate comprehension of fiction. a) Explain the author’s purpose. b) Describe how the choice of language, setting, and information contributes to the author’s purpose. c) Compare the use of fact and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. e) Describe the relationship between text and previously read materials. f) Identify sensory words.

Bennett

An introduction to critical reading, with selections from classic children's literature, adventure and animal stories, fables, legends, myths, and tall tales. Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction.

NJ

English3.1 G4,7-9 G. Comprehension Skills and Response to Text

4. Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods. 7. Identify and summarize central ideas in informational texts. 8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction. 9. Recognize literary elements in stories, including setting, characters, plot, and mood. National

NL-ENG.K-12.1 Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

EEMP SOL 4.4a-d The student will be able to explain the author’s purpose for writing the text. The students will be able to correctly respond while identifying language, setting, and information’s contribution to the text. The students will be able to distinguish between fact and fantasy in the context of historical fiction. The students will be able to identify and summarize the most important events in a story and the supporting details. The students will be able to develop and define a relationship that consists between the text and previously read material. The students will be able to identify sensory words.

VA SOL 4.5

The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information.

Bennett

Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

NJ

English3.5 A1-3 A. Constructing Meaning 1. Interpret information found in pictorial graphs, map keys, and icons on a computer screen. 2. Respond to and evaluate the use of illustrations to support text. 3. Use graphs, charts, and diagrams to report data.

National

NL-ENG.K-12.1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new

information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. EEMP SOL 4.45a The student will show understanding of nonfiction text by using computer techniques such as type, heading, and graphics to predict and categories text. VA SOL 4.5

b) Formulate questions that might be answered in the selection.

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English3.3 B1 B. Questioning (Inquiry) and Contributing 1. Develop questioning techniques (e.g., who, what, when, where, why, and how).

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EEMP SOL 4.5b

The student will be capable of formulating questions that may be answered in the text.

VA SOL 4.5

c) Explain the author’s purpose.

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English3.5 G4,6,and7 C. Comprehension Skills and Response to Text 4. Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods. 6. Recognize an author’s point of view. 7. Identify and summarize central ideas in informational texts.

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EEMP SOL 4.5c

The student will accurately identify the author’s purpose in his text and correctly explain his point of view.

VA SOL 4.5

d) Make simple inferences, using information from texts.

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English3.4 B4 B. Listening Comprehension

4. Make inferences based on an oral report or presentation. National

NL-ENG.K-12.1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

EEMP SOL 4.5d

The students will make deductions based on information from text and oral presentations.

VA SOL 4.5

e) Draw conclusions, using information from texts. f) Summarize content of selection, identifying important ideas and providing details for each important idea

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English3.1 G3,7 G. Comprehension Skills and Response to Text 3. Cite evidence from text to support conclusions. 7. Identify and summarize central ideas in informational texts.

National

NL-ENG.K-12.1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

EEMP SOL 4.5e,f The students will come to conclusions based on the information given in the text and identify that information by citing it. The students will identify key ideas in the text and summarize the content of text based on the key ideas. VA SOL 4.5

g) Describe relationship between content and previously learned concepts or skills.

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English3.2 D7 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events. National

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EEMP SOL 4.5g

The students will describe how content and previously learned concepts correlate with one another.

VA SOL 4.5

h) Distinguish between cause and effect and between fact and opinion.

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Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction.

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English3.1 G2 G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

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EEMP SOL 4.5h

The student will examine cause-effect relationships and have an understanding of the difference between fact and opinion.

VA SOL 4.5

i) Identify new information gained from reading.

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Independent reading and writing are a significant part of each day.

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English3.2 D5 D. Writing Forms, Audiences, and Purpose (exploring a variety of forms) 5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

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NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

EEMP SOL 4.5i

The students will identify new information that was developed through the reading.

VA SOL 4.6

The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic.

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English3.3 B1and2 B. Questioning (Inquiry) and Contribution 1. Develop questioning techniques (e.g., who, what, when, where, why, and how). 2. Use interview techniques to develop inquiry skills.

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NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

EEMP SOL 4.6a

The students will create questions about a topic to show understanding of information resources.

VA SOL 4.6

b) Collect information, using the resources of the media center, including online, print, and media resources.

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N/A English3.1 A/H1-3 A. Concepts About Print/Text 1. Identify differences of various print formats, including newspapers, magazines, books, and reference resources. H. Inquiry and Research 1. Use library classification systems, print or electronic, to locate information. 2. Investigate a favorite author and produce evidence of research. 3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

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NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

EEMP SOL 4.6b

Students will understand the different locations to go to accurately find the necessary resources.

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c) Evaluate and synthesize information.

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English3.3 B5/3.5 A2 B. Question (Inquiry) and Contributing 5. Reflect and evaluate information learned as a result of the inquiry. A. Constructing Meaning 2. Respond to and evaluate the use of illustrations to support text.

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NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

EEMP SOL 4.6c

Students will evaluate information and produce more from it.

VA SOL 4.7

The student will write effective narratives, poems, and explanations. a) Focus on one aspect of a topic.

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English3.2 B2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

EEMP SOL 4.7a

Students will choose a topic and be able to focus on a singular feature of it.

VA SOL 4.7

b) Develop a plan for writing.

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Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

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English3.2 A1-3 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. 2. Develop an awareness of form, structure, and author?s voice in various genres. 3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

EEMP SOL 4.7b

Students will correctly prepare before writing by developing a plan such as an outline or a web.

VA SOL 4.7

c) Organize writing to convey a central idea.

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Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

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English3.2 A3,4 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing. 4. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.7c

Students will structure information in an organized way to demonstrate a central idea.

VA SOL 4.7

d) Write several related paragraphs on the same topic.

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Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

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English3.2 B10,11 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas. 11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.7d

Students will write several paragraphs that pertain to the same topic.

VA SOL 4.7

e) Utilize elements of style, including word choice and sentence variation.

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Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

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English3.2 B6, 8-10 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words. 8. Improve the clarity of writing by rearranging words, sentences, and paragraphs. 9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors? writing styles. 10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.7e

Students will use different styles in writing to further develop writing skills.

VA SOL 4.7

f) Write rhymed, unrhymed, and patterned poetry.

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Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

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English3.2 A4 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media

techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. EEMP SOL 4.7f

Students will show understanding of poetry by writing rhymed, unrhymed, and patterned poetry.

VA SOL 4.7

g) Use available technology.

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English3.2 A8,9 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources. 9. Use computer writing applications during most of the writing process.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.7g

Students will use all available technology to research and write text.

VA SOL 4.8

The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use subject-verb agreement.

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Topics in grammar include compound subjects and predicates, and verb tenses.

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English3.2 C3 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: C. Mechanics, Spelling, and Handwriting

3. Use grade appropriate knowledge of English grammar and usage to craft, writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses. National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8a

Students will edit their writing by using subject-verb agreement.

VA SOL 4.8

b) Include prepositional phrases.

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Topics in grammar include compound subjects and predicates, and verb tenses.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8b

Students will incorporate prepositional phrases correctly into writing.

VA SOL 4.8

c) Eliminate double negatives.

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Topics in grammar include compound subjects and predicates, and verb tenses.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8c

Students will eliminate double negatives in writing.

VA SOL 4.8

d) Use noun-pronoun agreement.

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Topics in grammar include compound subjects and predicates, and verb tenses.

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English3.2 C3 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: C. Mechanics, Spelling, and Handwriting 3. Use grade appropriate knowledge of English grammar and usage to craft, writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.

National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8d

Students will edit their writing by using noun-pronoun agreement.

VA SOL 4.8

e) Use commas in series, dates, and addresses.

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English3.2 C4 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: C. Mechanics, Spelling, and Handwriting 4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

National

NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8e

Students will use commas to separate series, dates, addresses, and ideas.

VA SOL 4.8

f) Incorporate adjectives and adverbs.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8f

Students will correctly incorporate adverbs and adjectives into writing.

VA SOL 4.8

g) Use the articles a, an, and the correctly.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8g

Students will correctly use the articles a, an, and the.

VA SOL 4.8

h) Use correct spelling for frequently used words, including common homophones.

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English3.2 C1,9 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. 9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

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NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

EEMP SOL 4.8h

Students will be able to correct spelling for frequently used words.

Science In Science the credit goes to the man who convinces the world, not to the man to whom the idea first occurred. Sir William Osler (1849-1919) Canadian physician. Science is one of the most fascinating and exploratory subjects in school. It allows children to ask questions about why things are the way they are in our universe. Students can make observations and interpret data to find answers too many of life’s tough questions. Science is such a vital course to have in school because it explains the makeup of humans and allows us to learn more and more about who we are as people.

Science Standards VA SOL 4.1

The student will plan and conduct investigations in which a) Distinctions are made among observations, conclusions, inferences, and predictions; b) Hypotheses are formulated based on cause-and-effect relationships;

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Through news reports they will create their own observations and measurements

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SCI 5.1 A2 Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.

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NS.K-4.1 Abilities necessary to do scientific inquiry and understanding about scientific inquiry

EEMP SOL 4.1ab the students will learn the processes of the scientific method and learn how things related in terms of cause and effect VA SOL 4.1

c) variables that must be held constant in an experimental situation are defined

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SCI 5.1 A3 Recognize that when a science investigation is replicated, very similar results are expected

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NS.K-4.1 Understanding about scientific inquiry

EEMP SOL 4.1c

The students will learn the results of keeping a variable constant in and experiment

VA SOL 4.1

d)appropriate instruments are selected to measure linear distance, volume, mass, and temperature e)appropriate metric measures are used to collect, record, and report data

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Student’s will monitor the change in local temperature

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SCI 5.1 B1 Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies

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NS.K-4.1 Abilities necessary to do scientific inquiry

EEMP SOL 4.1de The students will learn how to measure various units and the appropriate tools needed to make measurements VA SOL 4.1

f)data are displayed using bar and basic line graphs; g)numerical data that are contradictory or unusual in experimental results are recognized; and h)predictions are made based on data from picture graphs, bar graphs, and basic line graphs.

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SCI 5.1 B2 Identify the evidence used in an explanation

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NS.K-4.1 Abilities necessary to do scientific inquiry

EEMP SOLD 4.1fgh The students will use various graphs to organize data and learn how to interpret the data from the graph

VA SOL 4.2

The student will investigate and understand characteristics and interaction of moving objects. Key concepts include a)motion is described by an object’s direction and speed; b)forces cause changes in motion; c)friction is a force that opposes motion; and d)moving objects have kinetic energy.

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SCI 5.7 A1 Recognize that changes in the speed or direction of a moving object are caused by force and that the greater the force, the greater the change in motion will be.

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NS.K-4.2 Position and motion of objects

EEMP SOL 4.2 The students will learn the concepts of force and motion and different forms of energy (kinetic vs potential).

VA SOL 4.3

The student will investigate and understand the characteristics of electricity. Key concepts include a)conductors and insulators; b)basic circuits (open/closed, parallel/series); c)static electricity;

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Recognize that some forces can act at a distance. gravity,magnetismstatic electricity

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NS.K-4.2 Light, heat, electricity, and magnetism

EEMP SOL 4.3abc The students will investigate basic electricity, simple circuits, and conductors and insulators VA SOL 4.3

d)the ability of electrical energy to be transformed into heat, light, and mechanical energy; e)simple electromagnets and magnetism; and f)historical contributions in understanding electricity.

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Heat as a form of energy and heat transfer

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SCI 5.7 B1 Identify sources of heat and demonstrate that heat can be transferred from one object to another

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NS.K-4.2 Light, heat, electricity, and magnetism

EEMP SOL 4.3def

The students will discover how heat transfers, basic electromagnetic concepts, and a brief history of electricity

VA SOL 4.4

The student will investigate and understand basic plant anatomy and life processes. Key concepts include a)the structures of typical plants (leaves, stems, roots, and flowers); b)processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed); c)photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and d)dormancy.

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SCI 5.5 A3 Recognize that plants and animals are composed of different parts performing different functions and working together for the well being of the organism.

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NS.K-4.3 The characteristics of organisms

EEMP SOL 4.4

The students will learn about plant organisms, the parts to a flower, and the process of photosynthesis

VA SOL 4.5

The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include a)behavioral and structural adaptations; b)organization of communities; c)flow of energy through food webs; d)habitats and niches; e)life cycles; and f)influence of human activity on ecosystems.

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The students will learn physical science such as life cycles and the behavior of insects

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SCI 5.5 A1 Identify the roles that organisms may serve in a food chain. SCI 5.5 B2 Recognize that individuals vary within every species, including humans. SCI 5.5 Identify different stages in the lives of various organisms.

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NS.K-4.3 Life cycles of organisms

EEMP SOL 4.5

The students will learn about life cycles, habitats, communities, and the flow of energy that passes through the food chain

VA SOL 4.6

The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a)weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and

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Through news reports and, where possible, their own observations and measurements, students monitor changes in local rainfall, temperature, barometric pressure, sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction.

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SCI 5.8 B3 Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation

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NS.K-4.4 Changes in earth and sky

EEMP SOL 4.6a

The students will learn how to use tools that can help measure the weather such as thermometers, barometers, and rain gauges

VA SOL 4.6

b) weather phenomena (fronts, clouds, and storms)

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Stages of the water cycle (rain, clouds, and evaporation)

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SCI 5.5 B4-6 Observe that when liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below its freezing point. Observe that rain, snow, and other forms of precipitation come from clouds, but that not all clouds produce precipitation. Recognize that clouds and fog are made of tiny droplets of water and possibly tiny particles of ice.

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NS.K-4.4 Changes in earth and sky

EEMP SOL 4.6b

The students will learn how rain, evaporation, and clouds all work together in one great cycle

VA SOL 4.7

The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a)the motions of the Earth, moon, and sun (revolution and rotation); b)the causes for the Earth’s seasons and phases of the moon; c)the relative size, position, age, and makeup of the Earth, moon, and sun; d)historical contributions in understanding the Earth-moon-sun system.

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SCI 5.9 A1-2 B1Observe patterns that result from the Earth's position relative to the sun and rotation of the Earth on its axis. Recognize and describe the phases of the moon. Describe Earth as one of several planets that orbit the sun and the moon as a satellite of the Earth.

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NS.K-4.4 Changes in earth and sky

EEMP SOL 4.7

The students will understand the Earth, moon, and sun in relation to one another and the various phases of the moon. They will understand the relative size and age of the Earth, reasons for the seasons, and historical background of Earth study

VA SOL 4.8

The student will investigate and understand important Virginia natural resources. Key concepts include a)watershed and water resources; b)animals and plants; c)minerals, rocks, ores, and energy sources; and d)forests, soil, and land.

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Topics may include rock formations; glaciers; the process of erosion; the creation of fossil fuels

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SCI 5.10 B1 Explain how meeting human requirements affects the

environment. National

NS.K-4.6 Science and technology in local challenges

EEMP SOL 4.8

The students will learn about the environment and ecology in the state of Virginia and relate it to other habitats in the country

Social Science History must be written of, by and for the survivors. ~Anonymous History is an important subject to teach in elementary schools because it informs students about the past and presents non-fiction role models for students to study and replicate. History gives students an understanding and appreciation of their roots and heritage. In the state of Virginia, students are taught Virginia studies during their fourth grade year. Virginia studies provides students with knowledge about the beginnings of our nation and invokes a sense of pride and an appreciation for our freedom.

Social Science Standards VA SOL 4.1

The student will develop skills for historical and geographical analysis including the ability to: a) Identify and interpret artifacts and primary and secondary source documents to understand events in history;

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History6.4B8 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will B.State and Nation 8. Discuss the value of the American national heritage including: -Diverse folklore and cultural contributions from New Jersey and other regions in the United States -History and values celebrated in American songs, symbols, slogans, and major holidays -Historical preservation of primary documents, buildings, places of memory, and significant artifacts

National

NSS-USH.K-4.2 Understands the people, events, problems, and ideas that was significant in creating the history of their state.

EEMP SOL 4.1a

The students will correctly identify and interpret important documents and understand their relevance in history.

VA SOL 4.1

b) Determine cause and effect relationships;

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History6.1A1 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will A. Social Studies Skills 1. Explain how present events are connected to the past.

National

NSS-USH.K-4.2 Understands the people, events, problems, and ideas that were significant in creating the history of their state.

EEMP SOL 4.1b

The students will determine cause and effect relationships based on past events affecting the present.

VA SOL 4.1

c) Compare and contrast historical events

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History6.2E9 /6.4A2 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: E.. International Education: Global Challenges, Cultures, and Connections9. Examine common and diverse traits of other cultures and compare to their own culture. A. Family and Community Life 2. Compare family life in a community of the past to life in a community of the present.

National

NSS-USH.K-4.2 Understands the people, events, problems, and ideas that were significant in creating the history of their state.

EEMP SOL 4.1c

The students will correctly compare and contrast historical information.

VA SOL 4.1

d) Draw conclusions and make generalizations; e) Make connections between past and present; f) Sequence events in Virginia history;

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History6.1 A1,4 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. Social Studies Skills 1. Explain how present events are connected to the past. 4. Organize events in a time line.

National

NSS-USH.K-4.2 Understands the people, events, problems, and ideas that were significant in creating the history of their state.

EEMP SOL 4.1d-f The students will come to conclusions and create generalizations about conclusions. The students will understand the way present events develop based on past events. The students will create a timeline of events in Virginia history. VA SOL 4.1

g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing;

Bennett

N/A

NJ

History6.2E6 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: E. International Education: Global Challenges, Cultures, and Connections 6. Explain why it is important to understand diverse peoples, ideas, and cultures.

National

NSS-USH.K-4.2 Understands the people, events, problems, and ideas that were significant in creating the history of their state.

EEMP SOL 4.1g,h The students will evaluate ideas and events from different viewpoints. The students will analyze issues and discuss them in groups. Students will also write about issues. VA SOL 4.1

i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Bennett

N/A

NJ

History6.6A1,3/C1 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.

3. Estimate distances between two places on a map using a scale of miles. C. Physical Systems 1. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.

National

NSS-G.K-12.1 As a result of activities in grades K-12, all students should ----Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. -Understand how to use mental maps to organize information about people, places, and environments in a spatial context. -Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

EEMP SOL 4.1i

The students will understand and use a map to explain important landmarks and features of the earth.

VA SOL 4.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by: a) locating Virginia and its bordering states on maps of the United States;

Bennett

N/A

NJ

History6.6A1 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.

National

NSS-G.K-12.1 As a result of activities in grades K-12, all students should -Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. -Understand how to use mental maps to organize information about people, places, and environments in a spatial context. -Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

EEMP SOL 4.2a

The students will show knowledge about Virginia by locating the state on a map along with its bordering states.

VA SOL 4.2

b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;

Bennett

Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

NJ

History6.6A5 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. The World in Spatial Terms 5. Identify the major countries, continents, bodies of water, and mountain ranges of the world.

National

NSS-G.K-12.3 As a result of their activities in grades K-12, all students should. -Understand the physical processes that shape the patterns of Earth's surface -Understand the characteristics and spatial distribution of ecosystems on Earth's surface.

EEMP SOL 4.2b

The students will correctly locate and describe Virginia’s Coastal Plain, Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

VA SOL 4.2

c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);

Bennett

N/A

NJ

History6.6A5 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. The World in Spatial Terms 5. Identify the major countries, continents, bodies of water, and mountain ranges of the world.

. National

NSS-G.K-12.1 As a result of activities in grades K-12, all students should ----Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. -Understand how to use mental maps to organize information about people, places, and environments in a spatial context. -Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

EEMP SOL 4.2c

The students will show knowledge about Virginia by identifying important bodies of water, such as the following: Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River.

VA SOL 4.2

d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;

Bennett

Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

NJ

History6.2E1/6.6A1,3 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: E. International Education: Global Challenges, Cultures, and Connection.

1. Explain that the world is divided into many nations consisting of territory and people, with their own government, languages, customs, and laws. A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities. 3. Estimate distances between two places on a map using a scale of miles. . National

NSS-G.K-12.1 As a result of activities in grades K-12, all students should ----Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. -Understand how to use mental maps to organize information about people, places, and environments in a spatial context. -Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

EEMP SOL 4.2d

The students will correctly identify three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.

VA SOL 4.2

e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

Bennett

N/A

NJ

History6.6 C1 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: C. Physical Systems 1. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.

National

NSS-G.K-12.6 As a result of activities in grades K-12, all students should

-Understand how human actions modify the physical environment. -Understand how physical systems affect human systems. -Understand the changes that occur in the meaning, use, distribution, and importance of resources. EEMP SOL 4.2e

The students will describe how the Native Americans were able to adapt to the climate and environment while providing food, clothing, and shelter for themselves.

VA SOL 4.3 The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b)describing how geography influenced the decision to settle at Jamestown; c) identifying of the charters of the Virginia Company of London in establishing the Jamestown settlement; d) identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America; e) identifying the importance of the arrival of Africans and women to the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers. Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings.

NJ

History6.4 B2 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: B. State and Nation 2. Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England.

National

NSS-USH.K-4.3 The History of the United States: Democratic Principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: -Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols -Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago -Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

EEMP SOL 4.3

The students will demonstrate understanding of the first permanent English settlement by explaining the reasons for the settlement and importance of the location of the settlement. Students will identify the charters of the Virginia Company of London . Students will also identify both the importance as the Virginia Assembly and the Africans and women in Jamestown. The students will understand the hardships faced while creating this settlement considering the Indians, the English, and the harsh conditions.

VA SOL 4.4

The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery; b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;

c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond; d) describing how money, barter, and credit were used. Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings…Where possible, local and state developments are highlighted. Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

NJ

History6.4 B6 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: B. State and Nation 6. Discuss the experiences of immigrants who came to the United States and New Jersey, including reasons for immigrating, experiences at Ellis Island, and working and living conditions in America.

National

NSS-USH.K-4.3 The History of the United States: Democratic Principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: -Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols -Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago -Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage. NSS-EC.K-4.5 Gain from Trade At the completion of Grade 4, students should know the following benchmarks for this standard: -Exchange is trading goods and services with people for other goods and services or for money. -The oldest form of exchange is barter the direct trading of goods and services between people.

-People voluntarily exchange goods and services because they expect to be better off after the exchange.

EEMP SOL 4.4

The students will show an understanding of the Virginia colonies by explaining the importance of agriculture and how the immigrants influenced the cultural landscape. The students will understand the concept of the terms money, barter, and credit during this time. They will also understand the importance of the geography of the Virginia’s capital and why it was moved 3 times.

VA SOL 4.5

The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence; b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry; c) identifying the importance of the American victory at Yorktown.

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings…Where possible, local and state developments are highlighted. Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

NJ

History6.4 B2 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: B. State and Nation 2. Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England.

National

NSS-USH.K-4.3 The History of the United States: Democratic Principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: -Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols -Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago -Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

EEMP SOL 4.5

The students will identify the role that Virginia played in the American Revolution by recognizing why the colonies went to war with England, knowing the important leaders that had an impact during the time, and understanding the importance of the American victory at Yorktown.

VA SOL 4.6

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”; b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom; c) explaining the influence of geography on the migration of Virginians into western territories. Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the…daily life in the colonies; the Declaration of Independence and the American Revolution; The Constitutional Convention;…Where possible, local and state developments are highlighted. Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

Bennett

NJ

History6.4 B2 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

B. State and Nation 2. Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England.

National

NSS-USH.K-4.3 The History of the United States: Democratic Principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: -Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols -Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago -Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

EEMP SOL 4.6

The students will understand the role that Virginia played in the establishment of the new American nation by recognizing the leaders that had responsibility in creating the nation. The two major leaders are George Washington (Father of our Country) and James Madison (Father of the Constitution). Students will also identify the ideas George Mason and Thomas Jefferson incorporated into the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom. Finally, students will explain the influence geography had on travelers moving into Virginia.

VA SOL 4.7

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings…

NJ

N/A

National

N/A

EEMP SOL 4.7

The students will demonstrate understanding as to what led up to the Civil War by comprehending the differences between the north and the south states that led, eventually, to the creation of West Virginia. Students will also describe the role that Virginia played in the war and have knowledge of the important battles that took place in Virginia.

VA SOL 4.8

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia; c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… growth of canals and railroads; and sectional differences preceding the Civil War.

NJ

N/A

National

N/A

EEMP SOL 4.8

The students will show understanding of the reconstruction of Virginia after the Civil War by comprehending the effects from Reconstruction and the effects of segregation and “Jim Crow”. Students will recognize the importance of railroads, new industries, and the growth of cities which participated in Virginia’s economic development.

VA SOL 4.9

The student will demonstrate knowledge of twentieth century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries; b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; c) identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

Bennett

N/A

NJ

N/A

National

N/A

EEMP SOL 4.9

The students will show understanding of the twentieth century Virginia by grasping the change to an urban, industrialized society from a rural, agricultural one. Students will also know the reasons people came to Virginia from other states and countries. Students will identify the major social and political events that took place in Virginia, along with the contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

VA SOL 4.10

The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each; b) describing the major products and industries of Virginia’s five geographic regions; c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Bennett

Civics covers the functions of the three branches of government, the two-party system, and constitutional issues surrounding slavery.

NJ

History6.2 A1-5 Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. Civic Life, Politics, and Government 1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good). 2. Differentiate between power and authority. 3. Recognize that government exists at the community, county, state, and federal levels. 4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion. 5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.

National

NSS-EC.K-4.16: At the completion of Grade 4, students should know the following benchmarks for this standard: -Governments provide certain kinds of goods and services in a market economy. -Governments pay for the goods and services they use or provide by taxing or borrowing from people.

EEMP SOL 4.10

The students will exemplify knowledge of government, geography and economics by identifying the three branches of Virginia government and their function, understanding the five regions of Virginia and the major products of each, and describe

how transportation, communication and technology have made Virginia prosper in the world and global economy.

Conclusion All of these forms of standards provide great outlines for teachers to understand what they need to teach, as well as what others believe needs to be learned at a particular grade level. With this framework, it makes it so simplistic for a teacher to be organized and plan out a calendar year of what needs to be taught. By comparing all of these different kinds of standards to one another, it gives a well rounded concept of what should be taught in the classroom. It is so important not to get stuck in one’s own beliefs as to how things should be taught. Instead teachers should broaden their horizons by exploring other people’s opinions as to what’s important and valued in the classroom at a particular grade level. Virginia, New Jersey, Bennett, and National Standards all provide great outlines for a great basis for learning. If these standards are utilized in the classroom by teachers, the world of teaching will become a more enjoyable place, and the joys of learning can flourish.

Works Cited Bennett, William J.(1988). Bennett’s Goals .Education Week, pp. 39-40 National Learning Standards. Retrived September 16, 2007 from Education World Web Site: http://www.education-world.com/index.shtml .New Jersey Department of Education. Core Curriculum Content Standards. Retrieved September 14, 2007.Web Site: http://www.state.nj.us/education/cccs/ Virginia Department of Education.Virginia Standards of Learning. Retrived September 10, 2007. WebSite: http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml