Noblesville Schools
Unit Title:
Physical Features-Q1a
Enduring Understandings:
The physical features of the land shape Indiana’s society.
Essential Questions:
How have people over time adapted to the changes in the land?
How do people over time use the land’s natural resources?
How have people benefited from the three regions created by the glaciers?
How do maps help us understand Indiana’s key features?
Indiana Academic Standards:
4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal* and
intermediate directions* when referring to relative location.
Content-Specific Vocabulary:
Cardinal directions
Physical landscape
Regions
Scale
Common Core Literacy Standards:
Literature Standards:
**4.2.7 Use a variety of information resources* to take a position or recommend a course of action
on a public issue relating to Indiana’s past or present.
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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..
Core Texts/Source Materials:
Writing, Language and Listening and Speaking Standards:
4.3.4 Map and describe the physical regions of Indiana and identify major natural resources and crop
regions.
4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and
animals (biosphere*).
4.3.8 Identify the challenges in the physical landscape of Indiana to early settlers and modern day
economic development. (Individuals, Society and Culture)
4.3.9 Explain the importance of major transportation routes, including rivers, in the exploration,
settlement and growth of Indiana and in the state’s location as a crossroad of America.
* 4.3.12 Read and interpret thematic maps — such as transportation, population and products — to
acquire information about Indiana in the present and the past.
* Embedded throughout all s.s. topics, but starts with this concept.
** Embedded throughout all s.s. topics.
Social Studies-Unit 1, Lessons 1-3
Social Studies-Skills and Features p.T10
•
Map and Globe Skills
•
Datagraphic
Core Activities / Assessments:
Intermediate direction
Landforms
Natural resources
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing Standards:
CC.4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
**Bolded standards are embedded into all units. Underlined unit is the focus of each unit. Unit Title:
Conflict and Change-Q4a
Enduring Understandings:
Conflict and change happen in society.
Essential Questions:
How did the people of Indiana adapt over time to conflict and change?
How does a society grow through conflict and change?
How have different cultural groups influenced and changed Indiana?
Content-Specific Vocabulary:
Slavery
Immigration
Century
Conflict
Society
Culture
Industrial
Civil
Adapt
Agriculture
Indiana Academic Standards:
4.1.7 Explain the roles of various individuals, groups and movements in the social conflicts leading
to the Civil War. (Individuals, Society and Culture)
4.1.8 Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe the
participation of Indiana citizens in the Civil War.
4.1.9 Give examples of Indiana’s increasing agricultural, industrial, political and business
development in the nineteenth century.
4.1.10 Describe the participation of Indiana citizens in World War I and World War II.
4.1.11 Identify and describe important events and movements that changed life in Indiana in the
early twentieth century.
4.1.12 Describe the transformation of Indiana through immigration and through developments in
agriculture, industry and transportation. (Individuals, Society and Culture)
4.1.13 Identify and describe important events and movements that changed life in Indiana from the
mid- twentieth century to the present.
Common Core Literacy Standards:
Literature Standards:
Core Texts/Source Materials:
Writing, Language and Listening and Speaking Standards:
Journeys
•
Lesson 2
•
Lesson 16
•
Lesson 19
Social Studies-Unit 4, Lessons 1-6
Social Studies-Unit 5, Lessons 2-6
Social Studies-Skills and Features p.T10
•
Datagraphic
•
Primary Sources
Core Activities / Assessments:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing Standards:
CC.4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Heat and Electricity-Q2b
Enduring Understandings:
Electrical energy is created and transformed.
Heat is generated and transferred in different ways.
Heat and electricity are forms of energy.
Essential Questions:
How is electrical energy created and transformed?
How is heat generated and transferred?
How do we use electricity and heat?
How are heat and electricity related?
Content-Specific Vocabulary:
Energy
Power source
Conductors
Indiana Academic Standards:
4.1.1 Describe and investigate the different ways in which heat can be generated.
4.1.2 Investigate the variety of ways in which heat can be generated and moved from one place to
another. Explain the direction the heat moved.
4.1.3 Construct a complete circuit through which an electrical current can pass as evidenced by the
lighting of a bulb or ringing of a bell.
4.1.4 Experiment with materials to identify conductors and insulators of heat and electricity.
4.1.5 Demonstrate that electrical energy can be transformed into heat, light, and sound.
Common Core Literacy Standards:
Literature Standards:
Core Texts/Source Materials:
Writing, Language and Listening and Speaking Standards:
Unit 2 Science: Lesson 1-6
Core Activities / Assessments:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Generate
Transformed
Protons/electrons
Circuits
Insulators
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing Standards:
CC.4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Motion-Q2A
Enduring Understandings:
Motion is controlled by force.
The greater the force, the greater the change in motion.
Essential Questions:
How do physical properties impact motion?
How do forces affect motion?
How is speed affected by force?
Why do objects move?
Indiana Academic Standards:
4.4.1 Investigate transportation systems and devices that operate on or in land, water, air and space
and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.
4.4.2 Make appropriate measurements to compare the speeds of objects in terms of the distance
traveled in a given amount of time or the time required to travel a given distance.
4.4.3 Investigate how changes in speed or direction are caused by forces: the greater the force
exerted on an object, the greater the change.
4.4.4 Define a problem in the context of motion and transportation. Propose a solution to this
problem by evaluating, reevaluating and testing the design. Gather evidence about how well the
design meets the needs of the problem. Document the design so that it can be easily replicated.
Core Texts/Source Materials:
Science Unit 5: Lessons 1-5
Core Activities / Assessments:
Content-Specific Vocabulary:
Motion
Systems
Devices
Friction
Gravity
Thrust
Acceleration
Common Core Literacy Standards:
Literature Standards:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Force
Speed
Drag
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
CC.4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Changes over time-Q3a
Enduring Understandings:
Our Earth changes over time.
Organisms have to adapt to environmental changes.
Essential Questions:
How do humans impact natural resources?
How do inherited traits allow organisms to adapt and survive?
How do plants and animals respond to the changes caused by humans?
How do humans change the environment?
How have the Earth’s processes affected our environment?
Indiana Academic Standards:
4.2.2 Describe how wind, water and glacial ice shape and reshape earth’s land surface by eroding
rock and soil in some areas and depositing them in other areas in a process that occurs over a long
period of time.
4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change the shape of the land.
4.2.4 Investigate earth materials that serve as natural resources and gather data to determine which
ones are limited by supply.
4.2.5 Describe methods that humans currently use to extend the use of natural resources.
4.2.6 Describe ways in which humans have changed the natural environment. Explain if these
changes have been detrimental or beneficial.
4.3.1 Observe and describe how offspring are very much, but not exactly, like their parents or one
another. Describe how these differences in physical characteristics among individuals in a population
may be advantageous for survival and reproduction.
4.3.2 Observe, compare and record the physical characteristics of living plants or animals from
widely different environments. Describe how each plant or animal is adapted to its environment.
4.3.3 Design investigations to explore how organisms meet some of their needs by responding to
stimuli from their environments.
s.s. 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment.
s.s. 4.3.7 Explain the effect of the Earth/sun relationship* on the climate of Indiana.
** 4.3.11 Create maps of Indiana at different times in history showing regions and major physical
and cultural features; give examples of how people in Indiana have modified
their environment over time.
Content-Specific Vocabulary:
Organisms
Environment
Heredity
Natural resources
Adapt
non-renewable
Relationships
Erosion
Trait
Weathering
Common Core Literacy Standards:
Literature Standards:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
** Scientific method embedded throughout all concepts.
Core Texts/Source Materials:
Journeys
•
Lesson 11-15
•
Lesson 17
•
Lesson 23-30
Science Unit 3: Lessons 1, 2, 3, and 5
Science Unit 4: Lessons 1, 2, and 4
Core Activities / Assessments:
climate
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
.
CC.4.W.1 (4.5.2) Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Native Americans-Q1b
Enduring Understandings:
Challenges occur when different groups of people interact.
Cultural groups developed as a result of the interactions of people and physical features of the region that was to become Indiana.
Essential Questions:
How did cultural challenges influence the Native Americans?
How did the different groups of people influence each other’s lives?
What were the effects of the interactions between cultural groups that helped shape Indiana?
How did the Native Americans in Indiana adapt and use the land features?
Indiana Academic Standards:
4.1.1 Identify and compare the major early cultures that existed in the region that became Indiana
prior to contact with Europeans. (Individuals, Society and Culture)
4.1.2 Identify and describe historic Native American Indian groups that lived in Indiana at the time of
early European exploration, including ways these groups adapted to and interacted with the physical
environment. (Individuals, Society and Culture)
4.1.3 Explain the importance of the Revolutionary War and other key events and people that
influenced Indiana’s development.
4.1.5 Identify the causes of removal of Native American Indian groups in the state and their
resettlement during the 1830s. (Individuals, Society and Culture)
* 4.1.6 Explain how key individuals and events influenced the early growth of and changes in
Indiana.
* 4.1.15 Create and interpret timelines that show relationships among people, events, and
movements in the history of Indiana. (Individuals, Society and Culture)
4.3.10 Identify immigration patterns and describe the impact diverse ethnic and cultural groups have
had on Indiana. (Individuals, Society and Culture)
* 4.4.3 Explain how both parties can benefit from trade* and give examples of how people in
Indiana engaged in trade in different time periods.
Core Texts/Source Materials:
Journeys
•
Lesson 20
Social Studies-Unit 2, Lessons 1-7
Social Studies-Unit 3, Lessons 1-3
Social Studies-Skills and Features p.T10
•
Datagraphic
•
Primary Sources
Core Activities / Assessments:
Content-Specific Vocabulary:
Society
Culture
Settlement
Physical Features
Trade
Adapt
Challenges
Immigration
Common Core Literacy Standards:
Literature Standards:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
CC.4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Economics-Q4b
Enduring Understandings:
Economies change and evolve over time.
Essential Questions:
How have world events affected Indiana’s economy?
How does currency shape society?
How have the kinds of goods and services in Indiana changed?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
4.4.1 Give examples of the kinds of goods* and services* produced in Indiana in different historical
periods.
4.4.2 Define productivity* and provide examples of how productivity has changed in Indiana during
the past 100 years.
4.4.4 Explain that prices change as a result of changes in supply* and demand* for specific products.
* 4.4.5 Describe Indiana’s emerging global connections.
4.4.6 List the functions of money* and compare and contrast things that have been used as money in
the past in Indiana, the United States and the world.
4.4.8 Define profit* and describe how profit is an incentive for entrepreneurs.
Core Texts/Source Materials:
Journeys
•
Lesson 4
Social Studies-Unit 5, Lessons 1
Social Studies-Unit 6, Lessons 4-6
Social Studies-Skills and Features p.T10
•
Datagraphic
Content-Specific Vocabulary:
Currency
Supply
Demand
Entrepreneurs
Goods
Services
Productivity
Economy
Profit
Import
Export
Core Activities / Assessments:
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
.
CC.4.W.1 (4.5.2) Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.4.W.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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit Title:
Government and Citizenship-Q3b
Enduring Understandings:
Indiana’s government provides structure for our daily lives.
Citizenship comes with rights and responsibilities.
Essential Questions:
How does the structure of government represent all of the citizens of Indiana?
How can we have freedom in structure?
How does Indiana’s Bill of Rights protect an individual’s freedom?
How did key documents lay the framework for the development of Indiana’s constitution?
Indiana Academic Standards:
Content-Specific Vocabulary:
Preamble
Freedom
Government
Structure
Citizens
Bill of Rights
Responsibilities
Common Core Literacy Standards:
Literature Standards:
4.1.4 Summarize and explain the significance of key documents in Indiana’s development from a
United States territory to statehood.
4.2.4 Identify major state offices, the duties and powers associated with them, and how they are
chosen, such as by election or appointment.
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.
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.
5. Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems and drama 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 thirdperson 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
and patterns of events in stories, myths, and traditional literature
from different cultures.
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.
Core Texts/Source Materials:
Writing, Language and Listening and Speaking Standards:
* 4.1.17 Using primary and secondary sources* and online source materials, construct a brief
narrative about an event in Indiana history.
4.2.1 Explain the major purposes of Indiana’s Constitution as stated in the Preamble.
4.2.2 Describe individual rights, such as freedom of speech, freedom of religion and the right to
public education, that people have under Indiana’s Bill of Rights (Article I of the Constitution).
4.2.3 Identify and explain the major responsibilities of the legislative, executive and judicial branches
of state government as written in the Indiana Constitution.
Journeys
•
Lesson 22
Social Studies-Unit 3, Lessons 4
Social Studies-Unit 6, Lessons 1-3
Social Studies-Skills and Features p.T10
•
Citizenship
Core Activities / Assessments:
Constitution
Branches of Government
Rights
Informational Text Standards:
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.
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 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.
7. Interpret information presented visually, orally, or quantitatively
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.
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.
Writing Standards:
.
CC.4.W.1 (4.5.2) Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.4.W.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.
CC.4.W.7 (4.5.3) Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.4.W.8 (4.4.5, 4.4.7, 4.5.3) 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.
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.