Grade Level 4 - Integrated Curriculum: Science/LA Theme 2: Human Body Grade Level: 4 Length of time/number of lessons 9 weeks Content: x Science and Technology: _x Nature of Science (3.1 and 3.2 should be embedded in all content biology, physical, earth, environmental sciences) _x Biological Sciences (3.3) Physical Science, Chemistry and Physics (3.4) Earth Sciences (3.5) Environment and Ecology (4.1 4.5) 4.1 Ecology 4.2 Watersheds and Wetlands 4.3 Natural Resources 4.4 Agriculture and Society 4.5 Humans and the Environment PDE Content Summative Assessment Common Core State Standards (Literacy) End of module assessment for Human Body: Multiple choice/short answer FOSS test with open ended Science and Technology 3.1 Unifying Themes 3.2 X Inquiry and Design 3.3 X Biological Sciences 3.4 Physical Science, Chemistry and Physics 3.5 Earth Science Environment and Ecology 4.1 Ecology 4.2 Watersheds and Wetlands 4.3 Natural Resources 4.4 Agriculture and Society 4.5 Humans and the Environment Key Ideas and Details 1. X_Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. X Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. X_Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. X Interpret words and phrases as they are used in a text, including, determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. X Analyze the structure 1
of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. X Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and level of Text Complexity 10. X Read and comprehend complex literary and informational texts independently and proficiently. Overarching Idea (Enduring Understandings): The human body is a remarkable system. It is comprised of interrelated parts that must work together in order to function properly. In particular the skeletal system provides locomotion, support, and protection. Essential Questions: 1. What does our skeletal system do for humans? 2. How do bones, joints, and muscles work together to produce movement and coordination? 2
Grade Level 4 - Integrated Curriculum: Science/LA TEACHER PREPARATION PAGE Teacher Preparation To prepare for the teaching of each thematic unit, the following steps should be taken: 1. Send home the parent letter included with this curriculum. It is a means of announcing each unit before it is introduced and keeping parents informed about what their children will be studying in school. 2. Select a sufficient number of library books for a classroom Library Center. Because books and stories are the core of this curriculum, this is a crucial part of teacher preparation. Choose books that you can use for the read aloud portions of each unit as well as books for the children to read themselves during SSR/ Book Sharing. When doing SSR/ Book Sharing, begin with 5 10 minutes in September and build up to 20 30 minutes by the year s end. 3. Set up a Writing Center or area. This should be a place where the teacher can meet with an individual student or with a small group of students (no more than 6) to coach, edit, share and confer about writing. The children should also be able to use this area independently or interdependently. Writing materials, checklists, word picture charts, etc. should be neatly arranged 4. Create a Theme Display Center. Label and display pictures and objects pertaining to the unit. Displays can be arranged on bulletin boards, walls, counters, and tables. 5. Read through this theme to decide on your preferred order of presentation and to correlate materials needed for learning activities. Become familiar with the CCSS that are particular to this unit to ensure teaching toward those standards and students proficiency in meeting them. 6. Help students to develop responsibility and to communicate at home what they ve done in school. Encourage this responsibility by having students bring in items pertaining to the unit for classroom display and/or extended language activity. This activity can be a homework assignment. 3
Grade Level 4 - Integrated Curriculum Science/LA PARENT LETTER Dear Parent, Our class is about to begin an instructional unit on. This unit will take several weeks. Your child will spend time in class talking, reading, writing, researching, and working on projects with other students related to this topic. Please encourage your student to share at home about what he/she is learning in class. Remind your child to complete home assignments and return them to school when due. This will ensure that your child and others can fully participate in their work connecting the home assignment with follow-up activities in class. All WPCS curriculum is designed to build your child s content knowledge and vocabulary and to foster inquiry and problem-solving. Speaking and listening skills are emphasized throughout the curriculum. We align curriculum to the Common Core State Standards adopted by the Pennsylvania Department of Education which endorses an integrated curriculum, text complexity and writing proficiency. Sincerely, Grade 4 Teacher 4
Grade Level 4 - Integrated Curriculum: Science/LA Theme 1: Human Body THEME CONCEPTS Concept #1: Bones have a variety of forms and have 3 major functions in the human body: support, protection, and locomotion. Concept #2: The main function of muscles and joints is to provide movement and coordination of the skeletal system. 5
Grade Level 4 - Integrated Curriculum Science/LA LEARNING OBJECTIVES for THEME # 2 Human Body 1. Students will be able to describe the body systems that work together after performing a physical activity by writing an informative paragraph. 2. Students will be able to understand that bones are part of a system that works together by constructing a bones puzzle. 3. Students will be able to synthesize their understanding understand that bones, muscles, ligaments, and tendons work together to provide movement by constructing a working model. 4. Students will be able to analyze the effects of variables on stimulus and response times by completing a lab report. 5. Students will be able to read, comprehend, and follow directions using informational/narrative text about the human body such as FOSS human body book, Internet articles, lab reports, journals, and charts. Students will be able to report on a topic or text, recount an experience using appropriate facts and details. 6
Grade Level 4 - Integrated Curriculum: Science/LA VOCABULARY for: Human Body Skeleton Bones Cartilage Joint Skeleton Skull Torso Joint Articulated Opposable thumb Immobilize Compensate Ball and socket joint Hinge joint Gliding joint Tissue Muscle Contract Tendon Ligament Coordination Stimulus Response Response Time 7
Grade Level 4 - Integrated Curriculum: Science/LA Theme 2: Human Body Concept #1: Bones have a variety of forms and have 3 major functions in the human body: support, protection, and locomotion Initiating Activity Essential Questions: List questions: What does our skeletal system do for humans? Engage Phase: The teacher states the purpose of the lesson and expectations for learning. This is also a means of getting the students attention and focus; this phase provides an opportunity to activate learning, assess prior knowledge, have students share their prior experiences about the topic, and identify misconceptions. Common Core State Standards SL 3 SL 4 Engage Jump rope activity: 1. Have students jump rope for 1 min. 2. Then have students jump rope for 1 minute while thinking What parts of my body are working so I can jump rope? 3. Create 1 chart and brainstorm all body parts that were used. 4. Then create more charts based on each body system. For instance, students will identify body parts like the lungs, and connect this organ to the respiratory system. Teacher will pose the Essential Questions: What does our skeletal system do for humans? Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: These are common teaching routines that will appear throughout the 5E s: Teacher chooses which to do Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words o Formative Assessment Strategies: Exit tickets on post its/index cards; Quick write; Observation; Journal Entries; Think Pair Share; Random Reporter from group; Informational paragraph ABC Summaries (assign each child a letter of the alphabet and they use it to write something they learned today) SL 3 SL 4 2d SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 8
Focusing Activities Explore Phase: The teacher focuses his/her students attention on questions that they may want to answer through inquiry. The most important feature of this phase for the teacher to remember is the facilitation of student question development so that they stay within the confines of identified learning objectives. In this phase students will conduct investigations in small groups or pairs throughout the theme such as: FOSS Investigations 1 and 2 : parts 1 4 Students will work in a small group to identify how each body system works and what each system does for the human body overall using library materials and internet. Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All about ones and Muscles SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz FOSS Human Body book Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Explore: Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words Formative Assessment Strategies: Exit tickets on post its/index cards Lab Report Quick write Observation Journal Entries Think Pair Share Random Reporter from group Group Poster The teacher can create grading guidelines for formative assessments. 9
Explain Phase: The information gathered in the explore phase is discussed and the teacher often explains the concept to ensure accuracy. Students MUST have the opportunity to verbalize their thinking and compare/contrast their own understanding with others. Students will work in small groups/partners to discuss their thinking based on investigations completed as part of the explore phase. Students will clear up misconceptions by sharing their own. Teacher facilitates the discussion by leading them to accuracy this discussion allows student and teacher to express their own interpretations of results and come to accurate conclusions on their own interpretation of results and sharing them with the class. Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 Explain: Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words Formative Assessment Strategies: Exit tickets on post its/index cards Quick write Journal Entries Think Pair Share Random Reporter from group 10
Expand Phase: Students will expand upon these ideas of Biology through various types of research and on line search of various fields of biological science to share with the class i.e. Bacteriology: the study of bacteria in relation to disease or Zoology: the study of animals. Teachers provide learning opportunities for students to apply their knowledge and to gain a deeper understanding of the skeletal system and how the human body systems are dependent on each other. Activities can include reading articles and books, writing, designing other experiments, and exploring related topics on the internet such as: bone disease, and sports injuries FOSS investigations 1 and 2 parts 1 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Expand: Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words Formative Assessment Strategies: Turn and Talk Oral Questioning One Sentence Summary Exit ticket Report 11
Evaluate: Closure Activities Evaluate Phase: The teacher brings closure to the unit by summative assessing student progress in relation to the targeted learning objectives. Teachers must be sure to include a means of rating/evaluating student achievement of learning objectives via a rubric, rating scale, checklist, and letter grade/percentage. Concept Assessment Strategies: Teacher created quiz or FOSS investigations 1 and 2 parts 1 4 quiz Summative Assessment Strategies: See summative evaluation page for FOSS summative assessment Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c SL 4 RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words 12
Grade Level 4 - Integrated Curriculum: Science/LA Theme 2: Human Body Concept #2: The main function of muscles and joints it to provide movement and coordination of the skeletal system. Initiating Activity Essential List questions: How do bones, joints, and muscles work together to produce Questions: movement and coordination? Engage Phase: The teacher states the purpose of the lesson and expectations for learning. This is also a means of getting the students attention and focus; this phase provides an opportunity to activate learning, assess prior knowledge, have students share their prior experiences about the topic, and identify misconceptions. Complete the following engage activities to help children to see the relationship between bones, joints, and muscles. Action Words A simple game of "Simon Says" can get your child moving and learning new actions, but you can also play a game of action words that teaches your child to move quickly. Write a dozen or so action words on small pieces of paper, suggests the Sonoma State University Department of Kinesiology. Fold them all to the same size and dump them in a hat. With your child nearby, pull a word out of the hat and read it. Your child must then quickly do the action you read. Read more: http://www.livestrong.com/article/100837 coordination exerciseskids/#ixzz2xlfdbipk Common Core State Standards SL 3 SL 4 Engage Line Walk Learning to walk in a straight line can help children learn about balance and walking with one foot in front of the other. It is an exercise used by the Hospital for Special Surgery for rehabilitation patients. You can use a balance beam, but for smaller children, head outside and draw a line along your driveway with sidewalk chalk. Challenge your child to walk along the line without falling off. When she masters it, draw a matching line parallel to the first, and challenge her to a race. Read more: http://www.livestrong.com/article/100837 coordination exerciseskids/#ixzz2xlgq1j68 Teacher will pose the Essential Questions: How do bones, joints, and muscles work together to produce movement and coordination. Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Bone and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: These are common teaching routines that will appear throughout the 5E s: Teacher chooses which to do Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words SL 3 SL 4 2d SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 Formative Assessment Strategies: Exit tickets on post its/index cards; Quick write; Observation; Journal Entries; Think Pair Share; Random Reporter from group; Informational paragraph; ABC Summaries RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 13
Explore: Focusing Activities Explore Phase: The teacher focuses his/her students attention on questions that they may want to answer through inquiry. The most important feature of this phase for the teacher to remember is the facilitation of student question development so that they stay within the confines of identified learning objectives. In this phase students will conduct investigations in small groups or pairs throughout the theme such as: FOSS Investigations 3 and 4 : parts 1 4 Students will work in a small group to identify how each body system works and what each system does for the human body overall using library materials and internet. Read Aloud/Readings: See Appendix C Show following movies when appropriate, All about ones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz FOSS Human Body book Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words Formative Assessment Strategies: Exit tickets on post its/index cards Lab Report Quick write Observation Journal Entries Think Pair Share Random Reporter from group Group Poster SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 14
Explain: Explain Phase: The information gathered in the explore phase is discussed and the teacher often explains the concept to ensure accuracy. Students MUST have the opportunity to verbalize their thinking and compare/contrast their own understanding with others. Students will work in small groups/partners to discuss their thinking based on investigations completed as part of the explore phase. Students will clear up misconceptions by sharing their own interpretation of results and sharing them with the class. Teacher facilitates the discussion by leading them to accuracy this discussion allows student and teacher to express their own interpretations of results and come to accurate conclusions on their own. Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 Formative Assessment Strategies: Exit tickets on post its/index cards Quick write Journal Entries Think Pair Share Random Reporter from group 15
Expand Phase: Students will expand upon these ideas of Biology through various types of research and on line search of various fields of biological science to share with the class i.e. Bacteriology: the study of bacteria in relation to disease or Zoology: the study of animals. Teachers provide learning opportunities for students to apply their knowledge and to gain a deeper understanding of the skeletal system and how the human body systems are dependent on each other. Activities can include reading articles and books, writing, designing other experiments, and exploring related topics on the internet such as: bone disease, and sports injuries L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c FOSS investigations 3 and 4 parts 1 4 Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Expand: Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions o KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening o Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) o Use correct capitalization, punctuation, and spelling o Use main idea statements and details to support main ideas o Correct sentence formation and correct paragraph formation o Consult reference materials when needed o Provide synonym and antonyms for words Formative Assessment Strategies: Turn and Talk Oral Questioning One Sentence Summary Exit ticket Report 16
Evaluate: Closure Activities Evaluate Phase: The teacher brings closure to the unit by summative assessing student progress in relation to the targeted learning objectives. Teachers must be sure to include a means of rating/evaluating student achievement of learning objectives via a rubric, rating scale, checklist, and letter grade/percentage. Concept Assessment Strategies: Teacher created quiz or FOSS investigations 3 4 parts 1 4 quiz Summative Assessment Strategies: See summative evaluation page for FOSS summative evaluation Read Aloud/Readings: See Appendix C Show following movies when appropriate All About Cells and Body Systems, Skeleton, All About Bones and Muscles Read Aloud Text: Kidbiz 3,000 articles about bones and body systems through search via Kidbiz Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? Language Arts Connections: Writing Suggestions KWL Chart, BDA Question Chart, Body system chart, informational paragraph, Journals, Writing informative/explanatory text about bones, quick writes, exit tickets Speaking/Listening Think, Pair, Share, vocabulary chart, system chart discussion Language (mechanics, vocabulary) Use correct capitalization, punctuation, and spelling Use main idea statements and details to support main ideas Correct sentence formation and correct paragraph formation Consult reference materials when needed Provide synonym and antonyms for words SL 4 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c L5c SL 4 RI 1, RI 2, RI 3, RI 4, RI 5, RI 7, RI 10 L 1a, 1b, 1c L 2a, 2d L 3a, 3b, 3c L 4c, L5c 17
Evaluate: Summative Assessment Theme 2: Human Body Task: Students will complete a multiple choice/short answer end of unit test. MC/SA test will be graded based on FOSS answer key. Students will complete 1 open ended question as part of the end of unit test to be graded using the following rubric. Rubric: Comparing Joints Open Ended Question CCSS Anchor Standards Advanced 4 Proficient 3 Basic 2 Insufficient 1 Key Ideas and Details Student showed exceptional ability to cite the generalization that states that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student showed the ability to cite generalization that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student showed some ability to cite generalization that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student demonstrated inadequate or no ability to cite generalization that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Craft and Structure Student excelled in demonstrating accurate use of human body system specific vocabulary Student demonstrated accurate of human body system specific vocabulary Student demonstrated some accuracy with human body system specific vocabulary Student demonstrated confusion and/or inaccuracies of human body system specific vocabulary Research to Build and Present Knowledge Student conducted research to human body module using 3 or more sources for multiple avenues of exploration. There is clear evidence of both analysis and reflection. Student conducted research to address human body module on 2 sources for multiple avenues of exploration. There is clear evidence of both analysis and reflection. Student conducted minimal research to address human body module answer questions drawing on one resource. There is some evidence of reflection. Student provided no evidence of conducting research to human body module and/or answer questions. Integration of Knowledge and Ideas Student significantly compared/contrasted texts, experiences, etc. to show that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student thoroughly compared/contrasted texts, experiences, etc. to show that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student showed some evidence of comparing/contrasting texts, experiences, etc. to show that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Student showed little evidence of comparing/contrasting texts or experiences to show that a ball and socket joints allows more movement because the joint can pivot in any direction and that the hinge joint allows only movement back and fourth. Acceptable score: 12/16 Proficient 18
Grade Level 4 - Integrated Curriculum: CCSS Alignment with Modes of Writing Appendix 4 -A Mode: Argument Informational/ Explanatory Human W 2b, W 2c,, W4, W5, Body W6, W7, W8, W10 Narrative W 3c, W 3d, W10 19
Appendix 4 - B: CCSS Exemplary Writing Grade Level Targets for each Mode These descriptions describe the type of writing being used in Appendix A ARGUMENT Introduces a claim Organizes the reasons and evidence clearly Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the topic Uses transition, phrases, and clauses to clarify the relationship between the claim and reasons Establishes and maintains a formal style Provides a concluding statement that follows from the argument presented Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). INFORMATIONAL/EXPLANATORY Introduces the topic clearly, provides a general observation and focus, and groups related information logically Develops the topic with facts, definition, concrete details, quotations, or other information and examples related to the topic Links ideas within and across categories of information using transition words, phrases and clauses Uses précis language and domain-specific vocabulary to inform about or explain the topic Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). NARRATIVE Orients the reader by establishing a situation and introducing the narrator Organizes an event sequence that unfolds naturally and uses a variety of transitional words, phrases, and clauses to manage the sequence of events. Uses narrative techniques to develop experiences and events or show the responses of characters to situations. Uses concrete words and phrases and sensory details to convey experiences and events precisely Provides a conclusion that follows from the narrated experiences or events. Demonstrates good command of conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). 20
Appendix 4 C (continued) Grade 4 (Teacher Read-Alouds and Readings) SCIENCE The Human Body FOSS book Show following movies when appropriate All About Cells and Body Systems, All About Bones and Muscles, Skeleton Read Aloud Text: from WPCS Library Move your Bones, The Circulatory System, The Skeletal System, The Nervous System, The Heart, The Lungs, The Muscular System, How does Your Heart Work? How do your Lungs Work? WEBSITES for ENGAGE PHASE http://kidshealth.org/kid/closet/movies/how_the_body_works_interim.html http://kids.discovery.com/tell-me/science/body-systems http://www.youtube.com/watch?v=gbttj-5do9m http://www.youtube.com/watch?v=z_xccjtxlkk&list=pltkpchuwxfsc7thpoggwzgyjs-dfhyhpm http://www.youtube.com/watch?v=o6uog6zt79y http://www.youtube.com/watch?v=sqxaovixyig 21
Appendix 4 - D: Curriculum Resources for Grade Level 4 ART: Create action figures DRAMA: Do movement; act out disabilities (wheel chair needed) broken leg, broken arm, etc. Music: Bone songs LANGUAGE ARTS: Bone facts journal Research joint disease Write captions for pictures Physical Education: Twister Research sports injuries Jump Rope LEARNING CENTERS: Each investigation has small group/partner work Computer partner work MATH Problem of the week Measure how far you can jump SCIENCE Text Foss Stories that go with each investigation Kit FOSS Human Body Other (?) 22
Extensions: Field Trips Possible trip to WU nursing school Parental Involvement Send in X Rays Community Involvement Possible Crozer involvement Home Activities Measure your height in inches throughout the marking period After School 23
Appendix E Targeted Standards for Grades 1 5 CCSS Speaking and Listening Standards (Grades 4 and 5) Anchor Grade 4 Grade 5 1. Engage effectively in a range of collaborative discussions (oneon 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. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points. claim is supported by reasons and evidence. Comprehension and Collaboration Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1) 1. Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacher led) with diverse partners on grade 5 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 by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3.) 24
Reading Standards for Informational Text (Grades 4 and 5) Anchor Grade 4 Grade 5 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Key Ideas and Details Craft and Structure 4. Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 4. Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area. 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. 25
Reading Standards for Literature (Grades 4 and 5) Anchor Grade 4 Grade 5 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations. 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 8. (Not applicable to literature) 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator s or speaker s point of view influences how events are described. 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 8. (Not applicable to literature) 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Range of Reading and Level of Text complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. 26
CCSS Writing Standards (Grades 4 and 5) Anchor Grade 4 Grade 5 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 27
Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 5.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s] ). 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. 28