4

3

2

1

·        Speech is clear and understandable

·        Presentation is focused and well organized

·        Engages audience.  Demonstrates enthusiasm and authority

·        Strong and convincing conclusion

·        Speech is clear and understandable

·        Presentation is organized

·        Minimal use of notes

·        Engages audience.  Demonstrates knowledge of topic

·        Strong and convincing conclusion

·        Speech is understandable

·        Presentation is organized

·        Minimal use of notes

·        Demonstrates some knowledge of topic

·        Unsubstantiated conclusion

·        Speech is inaudible and/or unintelligible

·        Lack of organization is evident

·        Entire presentation is read

·        Lack of subject knowledge is apparent

·        Weak and/or ineffective conclusions

4

3

2

1

·        Provides clear, accurate, and well supported information

·        Represents logical path to decision made

·        Outstanding visual appeal

·        Lettering, graphs, pictures, and/or drawings are neat, legible and colorful

·        Provides accurate supported information

·        Represents logical path to decision made

·        Good visual appeal

·        Letters, graphs, pictures, and/or drawings are neat

·        Provides generally accurate information

·        Path to decision is not clear

·        Visually appealing

·        Letters are legible.   May contain graphs or pictures, but not both

·        Information provided is inaccurate and or unsupported

·        No concrete basis for decision is evident

·        Little visual appeal

·        Lettering shows a need for practice.  No graphs or pictures

4

3

2

1

·        Skit reflects a mastery of content.

·        Skit is reasonably focused, well written and organized

·        Engages audience.  Demonstrates some enthusiasm and creativity

·        Strong performance

·        Skit reflects a partial mastery of content

·        Skit is understandable

·        Minimal use of notes

·        Engages audience.  Demonstrates some enthusiasm and creativity

·        Skit is clear and audible

·        Strong performance

·        Skit reflects a partial mastery of content

·        Skit is understandable

·        Skit lacks some organization

·        Little evidence of intonation related to action

·        Strong reliance on notes

·        Demonstrates limited enthusiasm and creativity

·        Skit is audible but difficult to understand

·        Lack of organization is evident

·        Entire presentation is read

·        Lack of creativity and enthusiasm is apparent

·        Skit reflects limited knowledge of content

Content

Demonstrators/Skills

Assessment

To find and explain locations and display information you can use: simple physical maps, simple political maps, globes, charts, graphs

Every spot on Earth has an absolute location defined by latitude, longitude and prime meridian.

Physical characteristics of a place include: landforms, climate, water, plants and animals.

After looking at spatial factors, decisions are made about where to locate human activities on the Earth’s surface, (e.g. where to place a store, house and playground).  

To find and explain locations and display information you can use: simple thematic maps, globes, charts and graphs.

The way we live has changed over time for both Kentuckians and Americans because of the differences in many areas:

• Communication

• Technology

• Homes

• Transportation

• Recreation

• Traditions

4^th Grade Social Studies

The following are used to describe or illustrate important ideas and events in Kentucky/US slogans (state, mottoes, passages).

People explored and settled Kentucky for multiple reasons:

• Freedom

• Opportunities

• Fleeing negative situations

As cultures emerge and develop, conflict and competition may occur (e.g. arguments).

Compromise and cooperation are inherent (e.g. conflict resolution, counseling)

(100 Dresses)

Humans settle where there are adequate natural resources to meet their needs:

• Areas with water

• Fertile Land

• Protected land

• Transportation

People depend upon the physical environment for:

• Food

• Shelter

• Clothing

People adapt to or modify the environment to meet their needs such as:

• Producing food

• Building shelter

• Making clothing

The physical environment both promotes and limits human activities:

• Mountains can be seen as barriers or protection

• Rivers used as boundaries or transportation

5^th Grade Social Studies

History is an account of human activities, which is interpretative in nature.

Accounts of historical events sometimes are influenced by perceptions of people.

History is understood by using:

• Variety of primary sources and tools (e.g., artifacts, diaries)

• Variety of secondary sources and tools (e.g. timelines)

Most historical events have multiple causes.

Change over time, competition between two different cultures.

Elements of culture may be shared among various groups.

Elements of culture serve to define specific groups - “salad bowl” or “melting pot”.

As cultures emerge and develop, conflict and competition may occur (e.g., war, disagreements, arguments exploration, stereotypes).

Exposure to varied cultures (religion, food, geographic location, government, art and humanities, etc.)

Understanding of cultural unity and diversity within and across groups.

Understanding the immigration process.

People explore and settled America and Kentucky for multiple reasons:

• Freedoms

• Opportunities

• Fleeing negative situations

The study of U.S. history is categorized into broad historical periods and eras:

• Age of exploration

• Colonization

• War for Independence

• The Young Republic

• Westward Expansion

• Industrialism

• Twentieth Century

• Uses geographic sources of information and data for a purpose
• Understands the influence of geographic factors on human migration
• Compares regions and identifies similarities and differences
• Describes the connection between people and their environment and can make predictions
• Recognizes that everything has a location
• Uses a variety of means to identify absolute and relative location
• Understands geographic vocabulary: gulf, plateau, etc.
• Absolute and relative location
• Understands geographic vocabulary (e.g.) land forms, waterways, climate and natural resources to explain human and regional relationships
• Understands the influences of geographic factors on human migration
• Describes connections between people and their environment and can make predictions
• Recognize roles within various social groupings
• Identify cultural bias and stereotyping
• Recognize and respect various individual and group belief systems
• Compare the social institutions of different cultures
• Analyze the impact of social institutions (e.g. religious, educational, occupational, and political systems) in society
• Demonstrate knowledge of the development and purpose of rules and laws.
• Investigates cause and effect and recognizes the possibility of several
• Analyze issues from multiple perspectives
• Understands roles within various social groupings and recognizes their beliefs
• Explores conflict resolution strategies for problems arising from cultural tensions
• Explain the influence of geographic factors on human movement
• Compare regions to identify characteristics
• Examine the interaction between people and their environment and predict trends
• Analyze geographic characterizes (e.g. landforms, waterways, climate, and natural resources) to explain human/regional relationships.
• Explores chronological order of events and their relationship in time
• Uses historical data to make inferences about issues, events or people
• Respect for different viewpoints
• Identifies a social problem and suggests positive change
• Compares the social institutions of different cultures
• Investigates how society is influenced by a variety of cultures
• Analyze cultural differences and similarities
• Analyze the benefits and problems of living in a pluralistic society
• Investigates cause and effect and recognizes the possibility of several
• Analyze issues from multiple perspectives
• Recognize continuity and change.
• Examine cause and effect and multiple causation
• Explore temporal relationships of historic events
• Make inferences about issues, events or people based on historical data

• Create their own maps and include all required map components (longitude, latitude, legend, scale of miles, physical features) (4^th)
• Create their own maps and include some thematic feature (refer to Science Activities)
• Pizza Box Salt Map of US Regions (4^th)
• As part of the fictitious short story about a person living during the colonial period they must write  reasons based physical characteristics of the region in which they settled in that area.
• Open Response Questions in which the student demonstrates the understanding of the characteristics of culture and can give an example of each.
• Student must chose the top three components of culture and defend their position in an on demand writing prompt.
• “The Cabin Faced West” assessment
• Open response question on “100 Dresses” and “Tuck Everlasting”
• Power Point/HyperStudio presentations of Ft. Boonesborough and Shakertown
• Artifact Bag
• Oral History
• Timelines
• WebQuest on Revolutionary War :

www.dixie.fayette.k12.ky.us 

• Brochures on Explorers
• Test over Study Guide

Content

Demonstrators/Skills

Assessment

Informational Reading - includes a variety of selections such as excerpts from scientific journals, cultural and news magazines and newspaper articles.  Informational reading requires the application of unique techniques and strategies in order to interpret text effectively.

Identifies how the passage is organized:

• Sequence

• Cause and Effect

• Comparison

Uses the following to more completely understand the passage:

• Pictures

• Charts

• Graphs

• Tables of Contents

• Indexes

• Glossaries

Based on what is read, student is able to:

• Makes predictions

• Draws conclusions

Connect the content of the passage to real life or current events

Literary Reading - includes short stories, novels, essays, poetry and plays.  Literary reading has traditionally formed the foundation of reading and consists of a broad range of classical and modern texts.  The passages represent both historical and cultural perspectives.

Knows the difference among:

• Fiction

• Non-fiction

Describes:

• Characters

• Plot – how problem is solved

• Setting

• Conflict of a passage – problem

Persuasive Reading- includes excerpts from speeches, editorials, and advertisements.  In order for students to respond as critical thinkers, they must possess the skills, which will allow them to distinguish between fact and opinion in reading materials.

Core Content

Identify the author’s opinion about a subject  

Identify fact and opinion

Identify information which is supported by fact.

Use word recognition strategies to determine pronunciations and meanings of words in passages:

Phonetic principals

Context clues

Structural Analysis

Knows the following for comprehension:

• Synonyms, antonyms, homonyms, compound words

Know the following are used by the author:

• Capitalization

• Punctuation

• Question individuals to obtain information
• Identify and use print and non-print (e.g. video, CD-ROM) resources to obtain information
• Use a variety of strategies to construct meaning (prior knowledge, predict, questions summarize)
• Select and use appropriate print materials for a variety of purpose
• Use a variety of strategies (e.g. prior knowledge, predict, question, summarize) to construct meaning
• Respond to reading through a variety of forms
• Relate reading experiences to life situations
• Select and use appropriate print materials for a variety of purposes
• Use a variety of strategies (e.g. prior knowledge, predict, question, summarize) to construct meaning

• Brochure on Explorers
• Choice of PowerPoint, skit or webpage to address a problem in society and offer solutions
• Story Map and/or summary of “Tuck Everlasting” and “Walk Two Moons”
• Oral assessment
• Listening Comprehension
• Story Maps and Summaries
• Oral Assessments
• Reading response log:

• Story maps

• Book talks

• Teacher developed performance task

• Cloze vocabulary activity

• Understands reason for writing

• Understands which idea to develop

• Make idea clear to reader

• Support idea with relevant details

• Sequences

• Writing Process

• Complex, compound

• Handwriting

• Spelling

• Capitalization

• Punctuation

• Grammar

• 4^th Grade –Personal Narrative

• 5^th Grade –Memoir

• Short Story

• Various types (narrative, transactive, literacy) (I)

• Web Search

• Organize Information

• Express Ideas

• Graphics

• Tables, Charts

• Text

• Keyboarding

• Writes to convey message to self and others
• Writes for authentic purpose
• Elaborates with specific details relevant to ideas
• Prewrites independently to plan draft
• Uses logical approach to organization that fits type of writing (e.g. plot, sequential, compare and contrast)
• Varies sentence types and structures (e.g. complex and compound sentences)
• Uses legible cursive writing
• Spells high frequency words correctly
• Makes few errors in punctuation, capitalization, and spelling in relation to length of piece
• Self-initiates editing to correct misspellings and follow conventions
• Writes personal narratives (focus on important event), memoirs (focus on important period in life or relationship), and vignettes (focus on moment)
• Engages in expressive writing (journal, writing to learn, free writing, reading response or learning log)
• Writes stories and plays with organized plot; fully developed characters; and theme or moral.
• Produce writing in and on-demand situation that narrates, persuades, or responds to text, graphic, chart or real world experience.
• Experiences a variety of writing opportunities (include personal, practical, informational, persuasive and reflective writing, writing responses to on demand prompts and open-ended questions; completing many draft-and-drops; using all steps of the writing process, using many different discourse forms)
• Use technology to gather, organize, manipulate and express ideas and information for a variety of authentic purposes.

• On Demand and Open Response
• Literary, Transactive and Personal Expressive Writing
• Spelling Test
• Daily Oral Language
• Editing Checklist
• WebQuest
• Inspiration
• Success with Keyboarding
• UltraKey

The earth is layered. The lithosphere is the thin crust of the Earth. Lithospheric plates move slowly in response to movements in the mantle. There is a dense core at the center on the Earth.

SC-M-2.1.4

Soil consists of weathered rocks and decomposed organic material from dead plants, animals, fungi, protests and bacteria. Soils are often found in layers, with each having different chemical composition and texture.

SC-M-2.15

Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water dissolves minerals and gases and may carry them to the oceans.

SC-M-2.1.6

Earth is surrounded by a relatively thin blanket of air called the atmosphere. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.

SC-M- 2.3.4

• Demonstrate the dynamics of a convection cell in a tank of water by lowering a vial of colored cold water and colored warm water to observe the interaction of the systems.

• Use the cross section of an apple or a hard-boiled egg as a model that represents the crust, mantle and core.

• Construct a flip book to model the movements of the plates from the super continent Pangaea to the present day continents.

• Explain how the behavior of the solid floating on a liquid relates to the earth’s crust floating on the mantle.

• Crumble rocks into small pieces. Predict natural forces that break rocks to become components of soil.

• Observe various types of soil and classify soil particles according to size and/or living, nonliving and once living.

• Explain why rainfall formed over the ocean is not salty.
• Investigate and observe property changes of equal but small amounts of powders (salt, sugar, cocoa, flour, and soda) as they interact with water. Compare the dissolving rates with other liquids.
• Use common and advanced technological tools (i.e. anemometer, barometer, hygrometer) to measure and collect atmospheric data. Base conclusion and predictions of water changes on collected data.
• Chart rainfall amounts that occur as the result of a weather system as it moves across the continental US. Use the National Weather Service as a source of data.

• Exams

• Rubric for open ended questions

• Science Journal

• Hyperstudio Jeopardy Game (for key vocabulary)

• Whole Numbers
• Meaning of multiplication
• Meaning of division
• Multiply whole numbers using a variety of methods
• Divide numbers using a variety of methods
• How properties of multiplication are used in computation
• How properties of division are used in computation.
• Measurement
• Use standard units to measure temperature.
• Use standard units to measure weight.
• Choose appropriate tools for specific measurement tasks.
• Identify measurable attributes, choose appropriate unit, make estimate, measure, and compare estimate with measure. 
• Understand find and use: average (mean), median, mode, range, the process of using data to answer questions, i.e. pose question collect data, organize and display data, interpret data to answer question.

• Add, subtract, multiply and divide money

• Multiply two digit and three digit numbers by two digit numbers

• Divide by two digit divisor

• Choose correct operation (+,-, x, /,)

• Review adding and subtracting of three digit and four digit numbers with regrouping  (column addition)

• Review fact families for multiplication and division ( Inverse operations)

• Introduce interpreting remainders (represents parts of whole)

• Develop order of operations

• Develop recognizing and using associative (grouping) and commutative (order) properties

• Develop doing multi-step story problems using all operations

• Develop choosing appropriate problems solving strategies  

• Develop estimation sums, difference, products and quotients of whole numbers

• Develop using a variety of mathematic vocabulary and symbols (sum, difference, product, and quotient)

• Use metric and customary measures to determinate length (measure to the nearest 1/8 Th. 1/16 Th. Inch or millimeter) weight/mass, temperature, capacity

• Round measurements

• Choose appropriate measurement tools

• Add a subtract time

• Review measuring perimeter of: square, rectangle, triangles and polygons

• Develop understanding relationship within the same measurement system (customary, metric)  

• Develop estimating time

• Develop reading time zones.

• Draw conclusion and make inferences based on data

• Review constructing, reading and interpreting line and bar graphs and charts and tables

• Choose the appropriate ways to organize data

• Find mean, median, mode, and range of data.

SC-E-3.3.1:  Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

SC-E-3.3.2:  The world has many different environments, and distinct environments support the life of different types of organisms. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

• Differentiate between the ways producers and consumers get their food.

• Describe how animals in many kinds of environments use plants as a food source.

• Describe how plants and animals (including people) depend upon each other for life and illustrate a variety of examples.

• Determine an organisms optimum conditions and environmental preferences.

• Relate the behavior of an animal to environmental factors e.g. water, light, temperature, or chemicals.

• Exams

• Science Journal  

• Rubric for open ended questions

• PowerPoint - organisms response to environment.

Whole Numbers:

• Meaning of multiplication and division

• Place Value

• Number magnitude

• Multiply whole numbers using a variety of methods

• Divide whole numbers

• How properties of addition are used in computation

• How properties of subtraction are used in computation

• How the base ten number system relates to place value

• Add and subtract three digit and four digit numbers with regrouping (column addition)  

• Add, subtract, and multiply money

• Multiply by one digit and two digit factors  

• Use multiples of ten, hundreds, and thousands  

• Find missing factors

• Find factor pairs  

• Recognize fact families for multiplication and division (inverse operations)

• Divide by one digit  

• Divide by multiples of ten

• Review multiplication facts to 9

• Introduce division by two digits

• Introduce using zeros in the quotient  

• Introduce order of operations

• Exams

• Rubric for open ended questions

• Math/Change Journal

• Math Exercise Folder

Math/Science

• KWL Chart

• Brainstorming/Webbing- Inspiration

• Journal Entry-discuss your thoughts and opinions about 4^th/5^th grade….have your opinions changed?

• La calle es libre- Teacher Reads Aloud

• The Streets Are Free- Reader’s Theater(5^th Grade – Spanish/4^th Grade English) Will make an audio tape

• Time Capsule/Montage

• Success with Keyboarding-extension UltraKey

4^th Grade

Organisms and their environments

Whole number operations

•     Addition and subtraction

•     Multiplication

•     Division

5^th Grade

Earth in the Solar System

Whole number operation review

SCIS 3

Matematicas

Special Lesson

Matematicas

•  “100 Dresses”(4^th) “Tuck Everlasting” (5^th)

•  Facts/Opinions

•  Open Response as Assessment

• Conflict among cultures (4^th)/social economic classes (5^th)-characteristics of culture/social economic classes

• Conflict Resolution (Guidance Counselor)

4th Grade

Organisms and their environments

Whole number operations

•     Addition and subtraction

•     Multiplication

•     Division

5th Grade

Earth in the Solar System

SCIS 3

Matematicas

Special Lesson

• Continue “Tuck Everlasting” (5^th)

• Begin “Walk Two Moons” (4^th)

• Webbing “Changes you have Experienced in your Life” - Inspiration

• “I AM” poem in - Power Point Template (4^th)

•  “All About Me” – HyperStudio (5^th)

• Map Skills

• Group Revision Exercise emphasis on transitional words (4^th Grade “How to..” 5^th Grade Sequence of Events from T.E.)

4^th Grade

Organisms and their environments

Whole number operations

•     Addition and subtraction

•     Multiplication

•     Division

5^th Grade

Structure of the Earth System

Measurement, (temperature, length, weight)

SCIS 3

Matematicas

Aims and Ciencias Naturales

Matematicas

• Map Skills (www.mapquest.com) Map of Neighborhood

• Longitude and Latitude - internet

• “Walk Two Moons” – chart map of Sal’s travels and distances (4^th)

• Treasure Hunt Activities with Lexington Map (4^th)

• Thematic Maps (5^th) (climate, political)

• Personal Narrative (4^th) Inspiration Brainstorming by Children

• Memory Box “Gordon…”/Filmstrip “Come A Tide” (4^th)

4^th Grade

Organisms and their environments

Whole number operations

•     Addition and subtraction

•     Multiplication

•     Division

5^th Grade

Structure of the Earth System

Measurement, (temperature, length, weight)

SCIS 3

Matematicas

Aims and Ciencias Naturales

Matematicas

• US Regions (4^th)-refer to “Walk Two Moons” and talk about the regions she has been in

• Explorers (5^th)

  • Inspiration Template about Explorer

  • Research their Explorer

  • Create a Brochure

  • Present the Information

  • Create Study Guide – 5 facts

  • Test will be created from Study Guides

• Memoir (5^th) Inspiration Template

• Finish Personal Narratives

4^th Grade

Organisms and their environments

Whole number operations

•     Addition and subtraction

•     Multiplication

•     Division

5^th Grade

Structure of the Earth System

Measurement, (temperature, length, weight)

SCIS 3

Matematicas

Aims and Ciencias Naturales

Matematicas

• Regions (4^th)

• Explorers (5^th)

• Complete Memoirs (5^th)

• Finish “Walk Two Moons”

• Character Cinquain with “Walk Two Moons”

4^th Grade

Organisms and their environments

Number sense

5^th Grade

Properties and Changes in Properties of Matter

Measurement, (temperature, length, weight)

SCIS 3

Matematicas

Aims and Ciencias Naturales

Matematicas

Finishing Explorers (5^th)

Culture and History-Brainstorming about “What is Culture” (4^th)

Reintroduce the Characteristics of Culture and Examples

Historical Sources (4^th) – Journal Activity-Historical Bias

Artifact Bag (Primary/Secondary Sources) (4^th)

Finish “Walk Two Moons” – Sequencing Activity – Story Map and Summary (4^th)

Scholastic Related to Memoir – America’s- Unit 5 (T260) (5^th)

4^th Grade

Positions and motions of objects

Number sense Number sense

5^th Grade

Properties and Changes in Properties of Matter

Measurement, (temperature, length, weight)

SCIS 3 and AIMS

Matematicas

Aims and Ciencias Naturales

Matematicas

• Scholastic – How People Have Changed the World (Unit 6-4^th)

• Early Kentucky History – Culture and Contact (4^th)

• Video about Early Kentucky History (4^th)

• Timelines – of the teacher’s life (4^th)

• Children pick someone they want to interview and create a timeline of their important events (4^th) –Tom Synder’s Timeliner/Inspiration

• Choose one event from the person child interviewed and write an oral history an account of that event (4^th)

• Colonization Timeline (5^th) –Tom Synder’s Timeliner

  • Divide the class into groups

  • Research a specific colony

  • Create the timeline for the colony

  • Create and entire timeline for all colonies

• Introduce the elements of Short Story and write a short story of Fictitious Person living during the Colonial Period (5^th)

• Field Trip to Ft. Boonesborough (4^th)/Shakertown (5^th) – Virtual Tours

• Power Point Presentation of Boonesborough/Shakertown posted to the web

4^th Grade

Positions and motions of objects

Statistics

5^th Grade

Properties and Changes in Properties of Matter

Fractions (addition, subtraction, multiplication)

SCIS 3 and AIMS

Matematicas

Aims and Ciencias Naturales

Matematicas

• Continue with Colonization (5^th)

• Continue with Power Point Presentation and Web Posting (4^th)

• Scholastic – “James Ale” Unit 6 (4^th)

• Introduce Persuasive Writing (4^th) (T124)

• Pick an issue and try to effect change by reading about problems in the Newspaper- Power Point/Skit /WebPage (4^th)

• Begin “Sign of the “Circle of Gold”, “Mississippi Bridge”, “Roll of Thunder Hear my Cry”,  “Johnny Tremain” or another book

• Finish the Short Story about Fictitious Person

4^th Grade

Positions and motions of objects

Statistics

5^th Grade

Properties and Changes in Properties of Matter

Fractions (addition, subtraction, multiplication)

SCIS 3 and AIMS

Matematicas

Aims and Ciencias Naturales

Matematicas

• Pioneers/Frontiers/Reasons for Exploration and Settlement (4^th)

  • Settlement

  • Homes

  • Lifestyles

  • Start “The Cabin

• Faced West”(4^th)

• Continue working on “change presentation”

• WebQuest on Revolutionary War  (5^th)– www.dixie.fayette.k12.ky.us

4^th Grade

Positions and motions of objects

Statistics

5^th Grade

Properties and Changes in Properties of Matter

Fractions (addition, subtraction, multiplication)

SCIS 3 and AIMS

Matematicas

Aims and Ciencias Naturales

Matematicas

• Continue with Pioneers/Frontiers/Reasons for Exploration and Settlement (4^th)

• Continue with Revolutionary War (5^th)

• Change Presentation will be made (4^th)

• Write a Persuasive Letter regarding the issue they want to change to an official (4^th)

• Continue with “The Cabin Faced West” (4^th)

• Continue book (5^th)

• Character Analysis (5^th)

• Compare and Contrast Open Response (4^th)

4^th Grade

Objects in the sky

Measurement

5^th Grade

Motions and Forces

Fractions (addition, subtraction, multiplication)

SCIS 3 and special lessons

Matematicas

SCIS 3 (energy sources)

Matematicas

4^th  Grade

Objects in the sky 

Measurement

5^th Grade

Motions and Forces

Statistics (graphs, etc)

SCIS 3 and special lessons

Matematicas

SCIS 3 (energy sources)

Matematicas