Week 1 Curriculum Focus
Click below for curriculum for the year
year_at_a_glance.doc |
Language ArtsWeek 3-3
Concept: Problem and Solution Essential Question: How can I help my community? Genre: Biography Comprehension Skill: Authors Point Of View Vocabulary Strategy: Four Types of Sentences Vocabulary Words:
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MathStrand: NUMBER AND OPERATIONS IN BASE TEN
(4.NBT) Generalize place value understanding for multi-digit whole numbers by analyzing patterns, writing whole numbers in a variety of ways, making comparisons, and rounding (Standards 4.NBT.1-3). Use place value understanding and properties of operations to perform multi-digit addition, subtraction, multiplication, and division using a one-digit divisor (Standards 4.NBT.4-6). Expectations in this strand are limited to whole numbers less than or equal to 1,000,000. Standard 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Standard 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Standard 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Standard 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm |
ScienceScience Benchmark
Utah has diverse plant and animal life that is adapted to and interacts in areas that can be described as wetlands, forests, and deserts. The characteristics of the wetlands, forests, and deserts influence which plants and animals survive best there. Living and nonliving things in these areas are classified based on physical features. Standard 5 Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment. Objective 1 Describe the physical characteristics of Utah's wetlands, forests, and deserts. A. Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts. B. Describe Utah's wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment) forests (e.g., oak, pine, aspen, juniper areas where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provided an environment where plants needing little water are a major feature of the environment). C. Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah. D. Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts. E. Create models of wetlands, forests, and deserts. Objective 2 Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live. A. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts. B. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating). C. Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp). D. Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert. E. Find examples of endangered Utah plants and animals and describe steps being taken to protect them. Objective 3 Use a simple scheme to classify Utah plants and animals. Objective 4 Observe and record the behavior of Utah animals. |
Social StudiesSocial Studies Benchmark: Utah's physical geography has a direct impact on the cultures of the various peoples who have inhabited it throughout time. By learning about the physical geography of Utah and how it has changed over time, students will be able to understand the interrelationships between the physical geography of Utah and human cultural development.
Standard 1 Students will understand the relationship between the physical geography in Utah and human life. Objective 1 Classify major physical geographic attributes of Utah. A. Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools. B. Examine the forces at work in creating the physical geography of Utah (e.g. erosion, seismic activity, climate change). Objective 2 Analyze how physical geography affects human life in Utah. A. Identify population concentrations in the state and infer causal relationships between population and physical geography. B. Classify the distribution and use of natural resources. C. Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism). D. Make inferences about the relationships between the physical geography of Utah and the state's communication and transportation systems (e.g. trails, roads, telegraph, rail lines). E. Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire). F. Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations). Objective 3 Analyze how human actions modify the physical environment. A. Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g. reservoirs, irrigation, climate, transportation systems and cities). B. Explain viewpoints regarding environmental issues (e.g. species protection, land use, pollution controls, mass transit, water rights, trust lands). C. Outline the development of recreation in Utah since 1900 (e.g. sports, tourism, state, and national parks). D. Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs. |