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4th Grade: April/May 2017

Next Generation Science Standards​

  • SEP - Science and Engineering Practices

    • Planning and Carrying Out Investigations

      • Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

        • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1)

    • Analyzing and Interpreting Data

      • Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

        • Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

  • DCI - Disciplinary Core Ideas

    • ESS2.A: Earth Materials and Systems

      • Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

    • ESS2.B: Plate Tectonics and Large-Scale System Interactions

      • The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

  • CCC - Crosscutting Concepts

    • Cause and Effect

      • Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

 

Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions and carry out assigned roles.

      • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

      • d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4th Grade: March 2017

Next Generation Science Standards​

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Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions and carry out assigned roles.

      • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

      • d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4th Grade: February 2017

Next Generation Science Standards

 

Common Core State Standards: Math

  • 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

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Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions and carry out assigned roles.

      • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

      • d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4th Grade: January 2017

Next Generation Science Standards

  • Engineering

    • 3-5-ETS-2. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

    • 3-5-ETS-1. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 

    • 3-5-ETS-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.​

  • Energy

    • 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

 

Common Core State Standards: Math

  • 4.NF. Understand decimal notation for fractions, and compare decimal fractions.

    • 7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when
      the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. (CA)

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Common Core State Standards: English Language Arts

  • SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

    • b. Follow agreed-upon rules for discussions and carry out assigned roles.

    • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of  others.

4th Grade: PLTW Module - Input/Output Computer Systems (2016)

Computer Science Teachers Association K–12 Standards

  • L1:6.CT.1.  Understand and use the basic steps in algorithmic problem solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).

  • L1:6.CT.2. Develop a simple understanding of an algorithm (e.g., search, sequence of events, or sorting) using computer-free exercises.

  • L1:6.CT.5. Make a list of subproblems to consider while addressing a larger problem.

  • L1:6.CL.1. Use productivity technology tools (e.g. word processing, spreadsheet, and presentation software) for individual and collaborative writing, communication, and publishing activities.

  • L1:6.CL.3. Identify ways that teamwork and collaboration can support problem solving and innovation.

  • L1:3.CPP.2. Use developmentally appropriate multimedia resources (e.g., interactive books and educational software) to support learning across the curriculum.

  • L1:6.CPP.5. Construct a program as a set of step-by-step instructions to be acted out.

  • L1:6.CPP.6. Implement problem solutions using a block-based visual programming language.

  • L1:6.CD.1. Demonstrate an appropriate level of proficiency with keyboards and other input and output devices.

  • L1:6.CD.2. Understand the pervasiveness of computers and computing in daily life (e.g., voice mail, downloading videos and audio files, microwave ovens, thermostats, wireless Internet, mobile computing devices, GPS systems).

  • L1:6.CD.3. Apply strategies for identifying simple hardware and software problems that may occur during use.

  • L1:6.CT.3: Demonstrate how a string of bits can be used to represent alphanumeric information.

  • L1:6.CT.6: Understand the connection between computer science and other fields.

  • L1:6.CPP.4: Gather and manipulate data using a variety of digital tools.

  • L1:6.CD.6: Recognize that computers model intelligent behavior.

  • L1:6.CGE.1: Discuss basic issues related to responsible use of technology and information, and the consequences of inappropriate use.

 

Next Generation Science Standards

  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

  • ETS1.A Defining and Delimiting Engineering Problems—Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into accounts.

  • ETS1.B Developing Possible Solutions—Research on a problem should be carried out before beginning to design a solution. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

  • Crosscutting Concept: Influence of Science, Engineering, and Technology on Society and the Natural World—People’s needs and wants change over time, as do their demands for new and improved technologies.

  • Crosscutting Concept: Influence of Science, Engineering, and Technology on Society and the Natural World—Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

  • Crosscutting Concept: Cause and Effect—Cause and effect relationships are routinely identified.

  • Crosscutting Concept: Cause and Effect—Cause and effect relationships are routinely identified, tested, and used to explain change.

 

Common Core State Standards: Math

  • CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.

  • CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.

  • CCSS.Math.Practice.MP4: Model with Mathematics.

  • CCSS.Math.Practice.MP5: Use appropriate tools strategically.

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Common Core State Standards: English Language Arts

  • CCSS.ELA-LITERACY.L.3.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  • CCSS.ELA-Literacy.3.RI.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  • CCSS.ELA-Literacy.3.SL.1: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).​

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