Missouri Learning Standards 2017 — Grade 4


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4.DS.A.1

Create a frequency table and/or line plot to display measurement data.

4.DS.A.2

Solve problems involving addition and subtraction by using information presented in a data display.

4.DS.A.3

Analyze the data in a frequency table, line plot, bar graph or picture graph.

4.E4.A.a

Compare and contrast saving and financial investment.

4.E4.A.b

Explain the relationship between profit and loss in economic decisions.

4.E4.A.c

Distinguish among natural, capital and human resources.

4.E4.B.a

Conduct a public cost- benefit analysis.

4.E4.C.a

Explain how the government utilizes taxes to provide goods and services.

4.E4.D.a

Explain factors, past and present, that influence changes in state andregional economies.

4.EG5.A.a

Construct and interpret historical and current maps

4.EG5.B.a

Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.

4.EG5.C.a

Identify and compare physical characteristics of specific regions within the nation.

4.EG5.C.b

Identify and compare diverse human geographic characteristics of the nation.

4.EG5.D.a

Analyze how people are affected by, depend on, adapt to and change their physical environments in the past and in the present.

4.EG5.E.a

Analyze how changes in communication and transportation technologies affect peoples lives.

4.EG5.F.a

Identify different regions in the United States and analyze how their characteristics affect people who live there.

4.EG5.G.a

Use geography to interpret the past and predict future consequences as appropriate to topics or eras discussed.

4.ESS1.C.1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.]

4.ESS2.A.1

Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces.

4.ESS2.B.1

Analyze and interpret data from maps to describe patterns of Earths features. [Clarification Statement: Maps can include topographic maps of Earths land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]

4.ESS3.A.1

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.]

4.ETS1.A.1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

4.ETS1.C.1

Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.

4.ETS1B.1

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

4.GM.A.1

Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines.

4.GM.A.2

Classify two-dimensional shapes by their sides and/or angles.

4.GM.A.3

Construct lines of symmetry for a two-dimensional figure.

4.GM.B.4

Identify and estimate angles and their measure.

4.GM.B.5

Draw and measure angles in whole-number degrees using a protractor.

4.GM.C.6a

Know relative sizes of measurement units within one system of units. a Convert measurements in a larger unit in terms of a smaller unit.

4.GM.C.7

Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money.

4.GM.C.8

Apply the area and perimeter formulas for rectangles to solve problems.

4.GS2.A.a

Explain how the purpose and roles of government were debated c. early settlements to 1800.

4.GS2.C.a

Explain how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and/or current events.

4.GS2.D.a

Identify and explain the functions of the three branches of government in the federal government.

4.GS3.B.a

Analyze peaceful resolution of disputes by courts or other legitimate authoritiesin U.S. history from early settlement to c. 1800.

4.H3.A.a

Describe the migrations of native Americans prior to 1800.

4.H3.A.b

Describe the discovery, exploration and early settlement of America by Europeans prior to 1800.

4.H3.A.c

Describe the reasons African peoples were enslaved and brought to the Americas prior to 1800.

4.H3.B.a

Examine cultural interactions and conflicts among Native Americans, Immigrants from Europe, and enslaved and free Africans and African Americans prior to c. 1800.

4.H3.C.a

Identify and describe the contributions of historically significant individuals to America and the United States prior to c. 1800.

4.H3.D.a

Explain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans and European allies.

4.H3.D.b

Explain the factors thatcontributed to the colonists success.

4.H3.E.a

Describe the historical context for the drafting of the Declaration of Independence, the Constitution and the Bill of Rights.

4.H3.E.b

Explain how the Declaration of Independence, the Constitution and the Bill of Rights affected people in the United States prior to c. 1800

4.H3.F.a

Investigate the causes and consequences of westward expansion prior to 1800.

4.L.1.A.a

In speech and written form, apply standard English grammar to: use the be helping verbs with ing verbs

4.L.1.A.b

In speech and written form, apply standard English grammar to: use and order adjectives within sentences to conventional patterns

4.L.1.A.c

In speech and written form, apply standard English grammar to: use progressive verbs to show past, present, and future

4.L.1.A.d

In speech and written form, apply standard English grammar to: use adverbs in writing

4.L.1.A.e

In speech and written form, apply standard English grammar to: use subject/verb agreement with 1st-, 2nd-, and 3rd-person pronouns

4.L.1.A.f

In speech and written form, apply standard English grammar to: use prepositions correctly in a sentence

4.L.1.A.g

In speech and written form, apply standard English grammar to: recognize the difference between and use coordinating conjunctions and subordinating conjunctions

4.L.1.A.h

In speech and written form, apply standard English grammar to: produce and expand the complete simple and compound four types of sentences

4.L.1.A.i

In speech and written form, apply standard English grammar to: correct sentence fragments and run-on sentences in writing

4.L.1.B.a

In written text: write legibly

4.L.1.B.b

In written text: punctuate a dialogue between two or more characters

4.L.1.B.c

In written text: insert a comma before a coordinating conjunction in a compound sentence

4.L.1.B.d

In written text: capitalize proper adjectives

4.L.1.B.e

In written text: use correct capitalization

4.L.1.B.f

In written text: spell words with suffixes by dropping or leaving the final e

4.L.1.B.g

In written text: spell words ending in the long esound

4.L.1.B.h

In written text: alphabetize reference sources

4.L.1.B.i

In written text: use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell accurately unfamiliar multi-syllabic words in context

4.LS1.A.1

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]

4.LS1.D.1

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on System of information transfer.]

4.NBT.A.1

Round multi-digit whole numbers to any place.

4.NBT.A.2

Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form.

4.NBT.A.3

Compare two multi-digit numbers using the symbols >, = or <, and justify the solution.

4.NBT.A.4

Understand that in a multi-digit whole number, a digit represent 10 times what it would represents in the place to its right.

4.NBT.A.5

Demonstrate fluency with addition and subtraction of whole numbers.

4.NBT.A.6

Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution.

4.NBT.A.7

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution.

4.NF.A.1

Explain and/or illustrate why two fractions are equivalent.

4.NF.A.2

Recognize and generate equivalent fractions.

4.NF.A.3

Compare two fractions using the symbols >, = or <, and justify the solution.

4.NF.B.4

Understand addition and subtraction of fractions as joining/composing and separating/decomposing parts referring to the same whole.

4.NF.B.5

Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification.

4.NF.B.6

Solve problems involving adding and subtracting fractions and mixed numbers with like denominators.

4.NF.B.7

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

4.NF.B.8

Solve problems involving multiplication of a fraction by a whole number.

4.NF.C.10

Understand that fractions and decimals are equivalent representations of the same quantity.

4.NF.C.11

Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form.

4.NF.C.12

Compare two decimals to the hundredths place using the symbols >, = or <, and justify the solution.

4.NF.C.9

Use decimal notation for fractions with denominators of 10 or 100.

4.PC1.A.a

With assistance, read and analyze the text of the Declaration of Independence to determine important principles that it contains including inalienable rights, government by the consent of the governed and the redress of grievances.

4.PC1.B.a

Explain the major purposes of the U.S. Constitution.

4.PC1.B.b

With assistance, research and analyze the text of the U.S. Constitution to determine important principles such as limited government, rule of law, majority rules, minority rights, separation of powers, checks and balances and popular sovereignty.

4.PC1.C.a

Explain the major purpose of the Bill of Rights.

4.PC1.C.b

Identify important principles in the Bill of Rights.

4.PC1.D.a

Examine ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.

4.PC1.E.a

Describe the character traits and civic attitudes of historically significant individuals in American history prior to c. 1800

4.PC1.F.a

Recognize and explain the significance of national symbols associated with historical events and time periods being studied.

4.PS2.A.1

Make observations and/or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion.

4.PS2.A.2

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.]

4.PS2.B.1

Plan and conduct a fair test to compare and contrast the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth).

4.PS2.B.2

Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object.

4.PS3.A.1

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

4.PS3.B.1

Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects)

4.PS3.B.2

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.]

4.PS3.C.1

Use models to explain that simple machines change the amount of effort force and/or direction of force. [Clarification Statement: memorization of a simple machine is not the focus, concept builds on the application of force and motion .]

4.PS4.A.1

Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. (Boundary: The terms amplitude and wavelength should not be assessed.) [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.]

4.R.1.A.a

Develop and demonstrate reading skills in response to text by: drawing conclusions and inferring by referencing textual evidence of what the text says explicitly as well as inferences drawn from the text

4.R.1.A.b

Develop and demonstrate reading skills in response to text by: drawing conclusions by providing textual evidence of what the text says explicitly

4.R.1.A.c

Develop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks down

4.R.1.B.a

Develop an understanding of vocabulary by: determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes

4.R.1.B.b

Develop an understanding of vocabulary by: using the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning words

4.R.1.B.c

Develop an understanding of vocabulary by: completing analogies

4.R.1.B.d

Develop an understanding of vocabulary by: identifying the meaning of common idioms and figurative language

4.R.1.B.e

Develop an understanding of vocabulary by: using a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words

4.R.1.B.f

Develop an understanding of vocabulary by: using conversational, general academic, and domain-specific words and phrases

4.R.1.C.a

Explain relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)

4.R.1.C.b

Explain relevant connections between: text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame)

4.R.1.D.a

Read independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriate

4.R.1.D.b

Read independently for multiple purposes over sustained periods of time by: producing evidence of reading

4.R.2.A.a

Read, infer, analyze, and draw conclusions to: summarize and sequence the events/plot, explain how past events impact future events, and identify the theme

4.R.2.A.b

Read, infer, analyze, and draw conclusions to: describe the personality traits of characters from their thoughts, words, and actions

4.R.2.A.c

Read, infer, analyze, and draw conclusions to: describe the interaction of characters, including relationships and how they change

4.R.2.A.d

Read, infer, analyze, and draw conclusions to: compare and contrast the adventures or exploits of characters and their roles

4.R.2.A.e

Read, infer, analyze, and draw conclusions to: compare and contrast the point of view from which stories are narrated; explain whether the narrator or speaker of a story is first or third person

4.R.2.B.a

Read, infer, and draw conclusions to: explain structural elements of poetry

4.R.2.C.a

Read, infer, and draw conclusions to: analyze how characters change from the beginning to the end of a play or film

4.R.2.C.b

Read, infer, and draw conclusions to: explain structural elements of dramatic literature

4.R.3.A.a

Read, infer, and draw conclusions to: use multiple text features to locate information and gain an overview of the contents of text

4.R.3.A.b

Read, infer, and draw conclusions to: describe the sequence of events, ideas, concepts, or steps needed to carry out a procedure

4.R.3.A.c

Read, infer, and draw conclusions to: interpret and explain factual information presented graphically

4.R.3.B.a

Read, infer, and draw conclusions to: explain similarities and differences between the events and characters experiences in a fictional work and the actual events and experiences described in an authors biography or autobiography

4.R.3.B.b

Read, infer, and draw conclusions to: analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to explain the authors purpose; and support the analysis

4.R.3.B.c

Read, infer, and draw conclusions to: explain how an author uses language to present information to influence what the reader thinks or does

4.R.3.C.a

Read, infer, and draw conclusions to: distinguish fact from opinion in a text and explain how to verify what is a fact

4.R.3.C.b

Read, infer, and draw conclusions to: explain explicit and implicit relationships among ideas in texts

4.R.3.C.c

Read, infer, and draw conclusions to: explain authors purpose

4.R.3.C.d

Read, infer, and draw conclusions to: compare and contrast a firsthand and secondhand account of the same event or topic

4.R.4.A.a

Read to develop an understanding of media and its components by: explaining the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior

4.R.4.A.b

Read to develop an understanding of media and its components by: explaining how various design techniques used in media influence the message

4.R.4.A.c

Read to develop an understanding of media and its components by: comparing various written conventions used for digital media

4.R.4.A.d

Read to develop an understanding of media and its components by: explaining text structures and graphics features of a web page and how they help readers to comprehend tex

4.RA.A.1

Multiply or divide to solve problems involving a multiplicative comparison.

4.RA.A.2

Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer.

4.RA.A.3

Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution.

4.RA.B.4

Recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number.

4.RA.B.5

Determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100.

4.RA.C.6

Generate a number pattern that follows a given rule.

4.RA.C.7

Use words or mathematical symbols to express a rule for a given pattern.

4.RF.3.A.a

Develop phonics in the reading process by: decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context

4.RF.3.A.b

Develop phonics in the reading process by: reading root words, prefixes, and suffixes and important words from specific content curricula

4.RF.4.A.a

Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessary

4.RI6.A.a

Compare cultural characteristics across historical time periods in U.S. history prior to c. 1800.

4.RI6.B.a

Apply constructive processes or methods for resolving conflicts.

4.RI6.C.a

Research stories and songs that reflect the cultural history of the early United States prior to 1800.

4.RI6.D.a

Analyze the preservation of cultural life, celebrations, traditions, and commemorations over time.

4.RI6.E.a

Examine roles among Native Americans, Immigrants, African Americans, women and others from early migrations to c. 1800.

4.SL.1.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by: following, generating, and justifying classroom listening rules

4.SL.1.A.b

Develop and apply effective listening skills and strategies in formal and informal settings by: posing and responding to specific questions to clarify or follow up on information, making comments that contribute to the discussion, and linking to the remarks of others

4.SL.1.A.c

Develop and apply effective listening skills and strategies in formal and informal settings by: following and restating multi-step instructions that involve a short related sequence of actions, according to classroom expectations

4.SL.2.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by generating and following active listening rules, according to classroom expectations

4.SL.3.A.a

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: contributing to discussion after listening to others ideas, according to classroom expectations

4.SL.3.A.b

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: expressing opinions of read-alouds and independent reading and relating opinion to others

4.SL.4.A.a

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: paraphrasing portions of a text read aloud or information presented in diverse media and formats

4.SL.4.A.b

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: using efficient presentation skills with available resources

4.SL.4.A.c

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: incorporating descriptive and sequential details in a student-designed or teacher-assigned topic

4.SL.4.A.d

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: giving a formal presentation to classmates, using a variety of media

4.SL.4.A.e

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: speaking with expression and fluency

4.SL.4.A.f

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: adjusting formal/informal language according to context and topic

4.TS7.A.a

Select, analyze, and evaluate primary and secondary social studies sources with guidance and support.

4.TS7.A.b

Analyze and use artifacts to share information on social studies topics.

4.TS7.B.a

Use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas with guidance and support, as needed.

4.TS7.B.b

Create products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding.

4.TS7.C.a

Distinguish between fact and opinion and recognize bias and point of view in social studies topics.

4.TS7.D.a

With assistance, conduct and present social studies research to an audience using appropriate sources.

4.TS7.E.b

Apply a research process to a compelling social studies question.

4.TS7.E.c

Identify and use appropriate resources for investigating a compelling social studies question.

4.TS7.F.a

Research an appropriate social studies question and share results with an audience.

4.W.1.A.a

Follow a writing process to plan a first draft by: selecting a genre appropriate for conveying the purpose to an intended audience

4.W.1.A.b

Follow a writing process to plan a first draft by: formulating questions related to the topic

4.W.1.A.c

Follow a writing process to plan a first draft by: accessing prior knowledge or building background knowledge related to the topic

4.W.1.A.d

Follow a writing process to plan a first draft by: using a prewriting strategy

4.W.1.B.a

Appropriate to genre type, develop a draft from prewriting by: generating a main idea to support a multiple-paragraph text, using a variety of sentence types, including compound

4.W.1.B.b

Appropriate to genre type, develop a draft from prewriting by: establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph

4.W.1.B.c

Appropriate to genre type, develop a draft from prewriting by: categorizing, organizing, and sequencing facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs

4.W.1.B.d

Appropriate to genre type, develop a draft from prewriting by: addressing an appropriate audience

4.W.1.C.a

Reread, revise, and edit drafts with assistance to: strengthen writing as needed by revising

4.W.1.C.b

Reread, revise, and edit drafts with assistance to: edit for language conventions

4.W.1.D.a

With assistance from adults/peers: use technology, including the Internet, to produce and publish writing

4.W.1.D.b

With assistance from adults/peers: demonstrate sufficient command of keyboarding skills to type a minimum of one page, ideally in a single sitting

4.W.2.A.a

Write opinion texts that: introduce a topic or text being studied, using an introductory paragraph

4.W.2.A.b

Write opinion texts that: state an opinion or establish a position and provide reasons for the opinion/position supported by facts and details

4.W.2.A.c

Write opinion texts that: use specific and accurate words that are related to the topic, audience, and purpose

4.W.2.A.d

Write opinion texts that: contain information using students original language except when using direct quotation from a source

4.W.2.A.e

Write opinion texts that: reference the name of the author(s) or name of the source used for details or facts included in the text

4.W.2.A.f

Write opinion texts that: use transitions to connect opinion and reason

4.W.2.A.g

Write opinion texts that: organize the supporting details/reasons into introductory, supporting, and concluding paragraphs

4.W.2.B.a

Write informative/ explanatory texts that: introduce a topic using a topic sentence in an introductory paragraph

4.W.2.B.b

Write informative/ explanatory texts that: develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations

4.W.2.B.c

Write informative/ explanatory texts that: use specific, relevant, and accurate words that are suited to the topic, audience, and purpose

4.W.2.B.d

Write informative/ explanatory texts that: contain information using students original language except when using direct quotations from a source

4.W.2.B.e

Write informative/ explanatory texts that: use transitions to connect categories of information

4.W.2.B.f

Write informative/ explanatory texts that: use text structures when useful

4.W.2.B.g

Write informative/ explanatory texts that: create a concluding paragraph related to the information

4.W.2.C.a

Write fiction or non-fiction narratives and poems that: establish a setting and situation/topic and introduce a narrator and/or characters

4.W.2.C.b

Write fiction or non-fiction narratives and poems that: use narrative techniques, such as dialogue, motivation, and descriptions

4.W.2.C.c

Write fiction or non-fiction narratives and poems that: organize an event sequence that unfolds naturally to establish a beginning/middle/ end

4.W.2.C.d

Write fiction or non-fiction narratives and poems that: use a variety of transitions to manage the sequence of events

4.W.2.C.e

Write fiction or non-fiction narratives and poems that: use specific, relevant, and accurate words that are suited to the topic, audience, and purpose

4.W.3.A.a

Apply research process to: generate a list of subject-appropriate topics

4.W.3.A.b

Apply research process to: create a research question to address relevant to a chosen topic

4.W.3.A.c

Apply research process to: identify a variety of relevant sources, literary and informational

4.W.3.A.d

Apply research process to: use organizational features of print and digital sources efficiently to locate information

4.W.3.A.e

Apply research process to: convert graphic/visual data into written notes

4.W.3.A.f

Apply research process to: determine the accuracy of the information gathered

4.W.3.A.g

Apply research process to: differentiate between paraphrasing and plagiarism when using ideas of others

4.W.3.A.h

Apply research process to: record bibliographic information from sources according to a standard forma

4.W.3.A.i

Apply research process to: present and evaluate how completely, accurately, and efficiently the research question was explored or answered using previously established teacher/student criteria

4TS.7.E.a

Generate compelling research questions about a social studies topic.

Health-4.FS.1.B.

Describe how muscles affect overall health (e.g., burning calories, good posture, healthy heart)

Health-4.FS.1.C.

Identify the different types of bones (i.e., long, flat, wide, short, and curved) and their functions (mineral storage, calcium, red blood cells, growth plates)

Health-4.FS.1.D.

Determine the cause/effect of healthy lifestyle choices as they relate to the three layers of skin (nutrition, hydration, exercise

Health-4.FS.1.E.

Show the effects of lifestyle choices (e.g., high fat diet, physical activity) on the cardio-respiratory system and relate how the cardio-respiratory system affects quality of life

Health-4.FS.1.F.

Describe the function of the respiratory system (e.g., exchange of carbon dioxide and oxygen) between air sacs and capillaries

Health-4.FS.1.G.

Define and distinguish between short-term and long-term memory

Health-4.FS.1.I.

Label the major components (i.e., kidneys, ureters, bladder, urethra) and functions of the urinary/excretory system (e.g., removes liquid waste from the body)

Health-4.FS.1.J.

Identify and describe the basic structure and functions of the endocrine system including growth (pituitary), reproduction (ovaries, testes), fight or flight responses (adrenal), energy, metabolism (thyroid)

Health-4.FS.1.K.

Identify and describe the basic structure and function of the male and female reproductive system (e.g., menstrual cycle, nocturnal emissions)

Health-4.FS.1.L.

Describe how to keep the immune system healthy and explain the principles of vaccination and immunization

Health-4.FS.2.B.

Relate the effects of human actions towards people with diverse backgrounds and demonstrate ways to effectively communicate with them

Health-4.HM.1.A.

Classify activities as they relate to the health related fitness components and identify behaviors, that if performed regularly, can contribute to a healthy lifestyle (eating breakfast daily, not smoking, adequate sleep, maintain normal weight, regular physical activity, avoiding alcohol, healthy snacking)

Health-4.HM.2.A.

Identify the sources and basic functions of the six essential nutrients including fiber, and locate five essential nutrients (carbohydrates, fats, proteins, vitamins, minerals) on food labels and recognize that this information helps one make healthy food choices

Health-4.HM.2.B.

Make decisions regarding food choices based on balance (e.g., food log, meal planning, grocery shopping), moderation and variety

Health-4.HM.2.D.

Describe proper food guidelines and storage (e.g., expiration date, refrigerated vs. non-refrigerated food)

Health-4.HM.3.A.

Collect and display examples of how the media can influence a consumer decision regarding health practices and products (e.g., magazine, newspaper, commercial)

Health-4.HM.3.C.

Compare and contrast community helpers and agencies who can provide assistance for specific health issues or problems (e.g., firemen, policemen, paramedics, American Heart Association)

Health-4.HM.4.A.

Explain and cite examples where the decision making process may be used (e.g., choosing sports, snacks, friends)

Health-4.HM.4.B.

Identify steps of conflict resolution: (1) identify the conflict; (2) agree to disagree; (3) listen to each other; (4) negotiate; (5) compromise on a solution

Health-4.HM.4.C.

Assess situations that may require coping strategies (e.g., loneliness, boredom, grief, anger, shyness) and list assets that would help address these situations

Health-4.HM.4.D.

Identify personal stressors in daily living (e.g., large groups, tests, family pressures, too busy, language barriers) and describe strategies to deal with these stressors (coping, time management, decision-making)

Health-4.HM.4.E.

Describe strategies to prevent bullying (e.g., avoid being alone, stay away from people who fight, ignore insults)

Health-4.RA.1.A.

Identify and describe basic causes, symptoms, treatments, and management of common communicable diseases and health problems

Health-4.RA.1.B.

Explain how healthy behaviors enhance the bodys basic lines of defense (e.g., sleep, physical activity, healthy food choices)

Health-4.RA.1.C.

Identify that there are certain conditions and lifestyle behaviors that enhance both the growth and spread of pathogens (e.g., person-to-person, food, water, not washing hands, improper refrigeration, lack of purification)

Health-4.RA.1.E.

Describe how HIV affects the immune system

Health-4.RA.2.A.

Assess personal environment and recognize the potential for danger in everyday situations (e.g., not wearing seatbelt, too many plugs in one outlet, telling caller parents are out)

Health-4.RA.2.B.

Demonstrate basic first aid procedures for handling weather-related emergencies (e.g., hypothermia, frostbite, and heat exhaustion)

Health-4.RA.2.C.

Predict the outcome when safety equipment is used/not used in physical activity

Health-4.RA.2.D.

Explain the cause and effect of following water safety rules

Health-4.RA.3.A.

Classify substances in the home according to proper and improper usage (e.g., bleach is for cleaning and not for ingesting; vitamins are one a day and not several a day)

Health-4.RA.3.B.

Identify the purposes of prescriptions, OTC drugs, and other natural substances (herbs) and how they can be used safely (e.g., treat illness, prevent health problems)

Health-4.RA.3.C.

Describe how TAOD can affect the body systems (e.g., circulatory, respiratory, nervous)

Health-4.RA.4.A.

Compare the air quality between the smoking and non-smoking area of a restaurant and identify harmful effects of second hand smoke

Health-4.RA.4.B.

Identify actual or potential risks factors and reduction methods within the environment that can affect ones health (e.g., wearing sunscreen, having parent change furnace filter)

Music-4.AP.1.A.a

Identify and analyze forms and composition techniques: AB, ABA, canon, ostinati, verse, refrain, repeat sign, partner songs, rondo, first and second endings, coda, blues

Music-4.AP.1.B.a

Distinguish between vocal ensemble groupings and orchestral instruments

Music-4.AP.1.B.b

Identify instruments as representative of various cultures

Music-4.AP.2.A.a

Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence, diction/articulation

Music-4.AP.2.B.a

Use prerequisite music terms to describe their personal response to a musical example (function/style

Music-4.EP.1.A.a

Read standard rhythmic notation in 2/4, , 4/4 meter signatures with bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes

Music-4.EP.1.B.a

Identify standard pitch notation in the treble clef

Music-4.EP.1.C.a

Identify standard symbols: p for piano, f for forte, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, fast, slow, ritardando, accent, fermata, ties, slurs

Music-4.EP.1.D.a

Notate rhythmic patterns and dynamics presented by the teacher : whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, p for piano, f for forte, cresc for crescendo, decresc for decrescendo, dim for dimuendo

Music-4.HC.1.A.a

Identify characteristics of teacher-selected genres or styles: work songs, cowboy songs, square songs, spirituals, blues

Music-4.HC.1.A.b

Identify music representing diverse cultures including Missouri (including the music of *Scott Joplin) and American heritage

Music-4.HC.1.B.a

Describe how elements of music are used in teacher-selected examples: work songs, cowboy songs, square dances, spirituals, ragtime, blues

Music-4.HC.1.B.b

Describe how elements of music are used in teacher-selected examples of diverse cultures including Missouri and American heritage

Music-4.HC.1.C.a

Describe the function of music representing diverse cultures, including Missouri and American heritage, in various settings and cultural events: work songs, cowboy songs, square dances, spirituals, ragtime, blues

Music-4.HC.1.C.b

Discuss and demonstrate appropriate listening behavior for various types of performances

Music-4.HC.1.D.a

Identify available music-related careers in a give setting in the community

Music-4.HC.1.D.b

Identify available music involvement opportunities in the school setting such as band, orchestra, choir, musical theatre, etc.

Music-4.IC.1.A.a

Compare and contrast meanings of terms used in the arts, such as unity, variety, repetition and contrast (e.g., listen to a rondo and study pictures of buildings designed by famous architects; tell where you see or hear examples of repetition

Music-4.IC.1.B.a

Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music

Music-4.IC.1.B.b

Compare the science of sound as it relates to stringed (violin, piano) and percussion instruments (e.g., production of sound, vibrations)

Music-4.PP.1.A.a

Match pitch in an extended range [octave]

Music-4.PP.1.C.a

Perform a varied repertoire of songs including patriotic, folk, seasonal, spirituals, multicultural

Music-4.PP.1.D.a

Perform ostinati,rounds,canons and partner songs

Music-4.PP.1.E.a

Demonstrate characteristic *timbre, dynamics and rhythmic accuracy in time during group performance, following the cues of the conductor

Music-4.PP.2.A.a

Read and perform at least three (3) pitches on a melodic instrument; Read and perform rhythmic patterns: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest pairs, dotted half note, sixteenth notes

Music-4.PP.2.B.a

Interpret expressive markings [accent, fermata]

Music-4.PP.2.B.b

Demonstrate dynamics [p, f,crescendo,descrescendo/dim-inuendo] and tempi [fast, slow, ritardando]

Music-4.PP.2.E.a

Perform independently in a group, demonstrating characteristic timbre, tempo, and dynamics, following the cues of the conductor

Music-4.PP.3.A.a

Improvise simple rhythmic and melodic ostinati accompaniments

Music-4.PP.4.A.a

Create rhythmic and/or melodic ostinatiand *soundscapes

PE-4.MP.1.C.a

Demonstrate locomotor, non-locomotor and manipulative skill combinations during skill drills (e.g., throw to a partner while he/she runs to catch, dribble and pass a ball to moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement)

PE-4.MP.1.E.a

Identify body parts and functions in relationship to movement (e.g., long jump arms swing forward when legs extend)

PE-4.MP.1.F.a

Apply fundamental and specialized skills in game situations

PE-4.MP.2.A.a

Identify the proper techniques of specialized skills (e.g., law of opposition

PE-4.MP.2.D.a

*Demonstrate competence in basic swimming strokes and safety skills in, on and around the water when facilities allow and is district approved (e.g., first-aid, water patrol, boater safety)

PE-4.MP.3.D.a

Demonstrate step patterns (e.g., do-si-do), simple positions (e.g., promenade) and formations (e.g., partner scattered) in dance

PE-4.PA.1.A.a

Name the components of health-related fitness (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition)

PE-4.PA.1.A.b

Set personal fitness goals

PE-4.PA.1.B.a

Identify food choice and how it relates to a healthy lifestyle (e.g., fruits, protein, dairy, energy-in, energy-out)

PE-4.PA.1.B.b

Identify one activity designed to help reduce stress (e.g., aerobics, deep breathing)

PE-4.PA.1.C.a

Identify the differences between anaerobic and aerobic activities (e.g., sprint vs. 15-minute jog)

PE-4.PA.1.D.a

Recognize what systems work together to move your body (e.g., muscular and skeletal)

PE-4.PA.2.A.a

Apply rules and procedures to activities

PE-4.PA.3.A.a

Identify safe and unsafe situations and respond appropriately

Theater-4.AP.1.A.a

Develop and apply appropriate criteria to use in critiquing the work of others

Theater-4.AP.1.B.a

Express impressions and observations related to dramatic activities and performances

Theater-4.EP.1.B.a

Identify vocal inflection and how it shows character in reading

Theater-4.EP.1.C.a

Identify the safe use of props, costumes, sound and setting

Theater-4.HC.1.B.a

Introduce problem solving through dramatic play

Theater-4.HC.2.A.a

Imitate life experiences of famous Missourians in dramatic play

Theater-4.IC.1.A.a

Compare and contrast the ways ideas and emotions are depicted in art, dance, music and theatre and select movement, music or visual elements to enhance classroom dramatizations

Theater-4.IC.2.A.a

Write a paragraph (fiction or nonfiction) based on Missouri history and act out the characters in the story in dramatic play

Theater-4.PP.1.A.a

Write a brief story about an historical event or figure

Theater-4.PP.1.B.a

Express emotions and ideas to imitate life experiences. Improvise dialogue to tell stories, specific settings, and scenes

Theater-4.PP.1.C.a

Apply technical theatre elements such as setting, sound, properties, lighting, costumes or makeup (e.g., dressing up as historical Missouri figures)

Theater-4.PP.1.E.a

Model appropriate audience behavior

Theater-4.PP.1.F.a

Participate in a performance for a class or invited audience

Visual Arts-4.AP.1.A.a

Discuss and develop answers to questions about art, such as: What is art?, What is beauty?

Visual Arts-4.AP.2.A.a

Describe the use of the following in artworks: outlines, organic shapes, organic forms, tints and shades, values, positive and negative space, radial balance, center of interest/local, point, contrast/variety of values, complex patterns, facial proportions

Visual Arts-4.EP.1.B.a

Identify and use organic (freeform) shapes

Visual Arts-4.EP.1.C.a

Identify and demonstrate relief sculpture

Visual Arts-4.EP.1.D.a

Not assessed at this grade level

Visual Arts-4.EP.1.E.a

Identify and use tints and shades

Visual Arts-4.EP.1.F.a

Identify and demonstrate a value scale

Visual Arts-4.EP.1.G.a

Identify and use placement and change in detail to create illusion of space

Visual Arts-4.EP.1.G.b

Identify and use positive and negative space

Visual Arts-4.EP.2.A.a

Identify and use radial balance

Visual Arts-4.EP.2.B.a

Identify and create center of interest (focal point)

Visual Arts-4.EP.2.C.a

Identify and use value contrast

Visual Arts-4.EP.2.F.a

Identify realistic facial proportions

Visual Arts-4.HC.1.A.a

Identify works of art from: United States (Realistic: Missouri, Westward Expansion), Europe (Abstract)

Visual Arts-4.HC.1.B.a

Compare and contrast two artworks on: Subject Matter

Visual Arts-4.HC.1.B.b

Compare and contrast two artworks on: Media

Visual Arts-4.HC.1.B.c

Compare and contrast two artworks on: use value and space

Visual Arts-4.HC.1.B.d

Compare and contrast two artworks on: theme

Visual Arts-4.HC.1.B.e

Compare and contrast two artworks on: purpose of art in culture

Visual Arts-4.HC.1.B.f

Compare and contrast two artworks on: place

Visual Arts-4.IC.1.A.a

Explain how a play or skit could be inspired by a work of art (e.g., painting or statue)

Visual Arts-4.IC.2.A.a

Explain how George Caleb Bingham and Thomas Hart Benton reflected life in Missouri

Visual Arts-4.PP.1.A.a

Create light, medium, and dark values using pencil

Visual Arts-4.PP.1.B.a

Apply watercolor paint to wet areas to blend color (wet-on-wet technique)

Visual Arts-4.PP.1.B.b

Using tempera paints, add color to white to create a tint

Visual Arts-4.PP.1.B.c

Using tempera paints, add black to a color create a shade

Visual Arts-4.PP.1.D.a

Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate)

Visual Arts-4.PP.2.A.a

Build or layer materials to create a relief

Visual Arts-4.PP.2.A.b

Apply a variety of paper folding techniques

Visual Arts-4.PP.2.A.c

Modeling with clay or a similar material; Make organic forms

Visual Arts-4.PP.3.A.a

Portrait: Create facial features in correct proportion

Visual Arts-4.PP.3.A.b

Exaggerate, distort, or simplify features to create an abstract portrait

Visual Arts-4.PP.3.A.c

Still Life: Exaggerate, distort, or simplify observed objects to create an abstract still life

Visual Arts-4.PP.3.A.d

Landscape: Create an original seascape

Visual Arts-4.PP.3.B.a

Create an example of graphic art (e.g., poster, illustration, advertisement, greeting card)

Visual Arts-4.PP.3.C.a

Create an original artwork that communicates ideas about the following themes: Missouri, The Environment, Time (e.g., past, present, future)