INSTRUCTIONAL FOCUS DOCUMENT Grade 4 Estudios Sociales,Social Studies

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1 State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST Grade 04 Social Studies Unit 13 Exemplar Lesson 01: The Texas Environment Grade 04 Social Studies Unit 13 Exemplar Lesson 02: Modification of the Texas Environment Estudios Sociales Grade 04 Unit 13 Exemplar Lesson 01: Medio ambiente de Texas Estudios Sociales Grade 04 Unit 13 Exemplar Lesson 02: Modificación del medio ambiente de Texas Grade 04 Social Studies Unit 13 Rubric 01 Grade 04 Social Studies Unit 13 Rubric 02 Social Studies Grade 04 Unit 13: Texas Environmental Issues Estudios Sociales Grade 04 Unit 13: Temas del medio ambiente RATIONALE: This unit bundles student expectations that address environmental issues of Texas and how Texans adapt to and modify their environment to make life better. Prior to this unit, in earlier grades, students have learned about how people modify the environment to help them meet their needs. Students have also learned about responsibilities of every citizen in Texas and the impact of decisions. In this unit, students examine environmental issues that face Texas today. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: None identified page 1 of 12

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 04 Social Studies Unit 13 PI 01 Create an illustrated map of the regions of Texas. For each region, list and then describe ways Texans have adapted to and modified their environment; include information on positive and negative consequences resulting from the changes. Standard(s): 4.6A, 4.7B, 4.9A, 4.21B, 4.21C, 4.21E, 4.22D ELPS ELPS.c.1E Human Environmental Interaction People adapt to and modify their environment. Grade 04 Social Studies Unit 13 PI 02 Create a public service announcement about an environmental issue affecting Texas. Include information about the problem, possible solutions, and recommended process to achieve the solution. Make the presentation to the class. Standard(s): 4.6A, 4.6B, 4.9A, 4.9C, 4.21B, 4.21C, 4.21D, 4.22C, 4.23B ELPS ELPS.c.3H Human Environmental Interaction There are positive and negative consequences when people adapt to and modify their environment. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT page 2 of 12

3 Geographic region an area that is used to identify and organize areas of the Earth s surface for various purposes. Adapt to change yourself to meet the climate or environmental needs Modify to change something to meet your needs Consequence something that happens as a result of a particular action or set of conditions TEKS UNIT LEVEL SPECIFICITY 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 4.6A apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps Apply GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS Grid systems a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates Legends an explanatory list of the symbols appearing on a chart or map is a legend. Sometimes, this is called a key because it is key to understanding what a map is saying. Symbols a symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible. Scales a scale indicates the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include 1 inch equals 1 mile. page 3 of 12

4 Compass rose A compass rose is a circle or similar design which includes graduated degrees or quarter points Other elements of maps Title Date of map Author of map Suggested maps students could construct Physical and Human Maps of Texas 4.6B translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. Translate GEOGRAPHIC DATA, POPULATION DISTRIBUTION, AND NATURAL RESOURCES INTO A VARIETY OF FORMATS Geographic Data Map Texas Region Graph Oil Production in Texas Population Distribution Map Native Americans in Texas Map Major Cities in Texas (At different points in time) Population of Texas (Over decades) Natural Resources Map of Economic Activities in Texas Graph Production of Crops in Texas 4.7 Geography. The student understands the concept of regions. The student is page 4 of 12

5 expected to: 4.7B identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation Identify, Locate, Compare GEOGRAPHIC REGIONS OF TEXAS Political Areas defined by government ( e.g.,. cities, urban area, counties, political parties) Population The number of people in an area Economic The types of industries 4.9 Geography. The student understands how people adapt to and modify their environment. The student is expected to: 4.9A describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams Describe WAYS PEOPLE HAVE ADAPTED TO AND MODIFIED THEIR ENVIRONMENT IN TEXAS, PAST AND PRESENT Timber clearing Lumber was used to construct homes and businesses. (past) Agricultural production Irrigation was used to water crops in dry areas. (past and present) Windmills allowed crops and livestock to be watered in fenced-in areas. (past) Wetlands drainage Galveston Bay was dredged and sand used to page 5 of 12

6 elevate the city of Galveston. Wetlands around Houston have been drained to create stable land. Bayous and wetlands have been drained and redesigned to create the Port of Houston. Energy production Wind farms, solar energy, electricity from rivers and lakes, and drilling of oil (present) Construction of dams Dams were created to prevent severe flooding and electricity. 4.9C compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality. Compare POSITIVE AND NEGATIVE CONSEQUENCES OF HUMAN MODIFICATION OF THE ENVIRONMENT, PAST AND PRESENT, BOTH GOVERNMENTAL AND PRIVATE Removal of Texas Indians for western settlement Wind Farms (Private) Impact on habitats and wildlife The noise has scared birds away from bird sanctuaries Economic Development New and cheaper energy Housing Subdivisions (Private) Impact on habitats and wildlife Displacement of animals Economic Development Provided housing that page 6 of 12

7 resulted in property taxes that support education in the community Highways (Governmental) Impact on air and water quality Resulted in the use of more cars and pollution Economic Development Increased trade between markets 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21B analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions Analyze INFORMATION By using skills of: Sequencing Categorizing Identifying cause-and-effect relationship Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions page 7 of 12

8 4.21C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps Organize, Interpret INFORMATION Information in: Outlines Reports Databases Visuals Graphs Charts Timelines Maps 4.21D identify different points of view about an issue, topic, historical event, or current event Identify POINTS OF VIEW Points of view about: Issue Topic Historical event Current event 4.21E use appropriate mathematical skills to interpret social studies information such as maps and graphs. Use APPROPRIATE MATHEMATICAL SKILLS TO INTERPRET SOCIAL STUDIES INFORMATION page 8 of 12

9 Information on: Maps Graphs 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22C express ideas orally based on research and experiences Express IDEAS BASED ON RESEARCH AND EXPERIENCES Orally 4.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Create WRITTEN AND VISUAL MATERIAL Journal entries Reports Graphic organizers Outlines Bibliographies 4.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: page 9 of 12

10 4.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision Use A DECISION-MAKING PROCESS Identify a situation that requires a decision Gather information Identify options Predict consequences Take action to implement a decision SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral, print, and visual material documents artifacts to acquire information about the United States and Texas. 4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 4.21D Identify different points of view about an issue, topic, historical event, or current event. 4.21E Use appropriate mathematical skills to interpret social studies information such as maps and graphs Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: page 10 of 12

11 4.22A Use social studies terminology correctly. SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. 4.22B Incorporate main and supporting ideas in verbal and written communication. 4.22C Express ideas orally based on research and experiences. 4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. 4.22E Use standard grammar, spelling, sentence structure, and punctuation Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 4.23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 4.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. page 11 of 12

12 ELPS# ELPS.c.1 ELPS.c.1 ELPS.c.1E ELPS.c.3 ELPS.c.3 ELPS.c.3H SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. Cross-curricular second language acquisition/learning strategies The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment Cross-curricular second language acquisition/speaking The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: narrate, describe, and explain with increasing specificity and detail as more English is acquired page 12 of 12