Elementary Pacing Guide

Monroe County School District

Elementary Pacing Guide

Date Taught: / Fourth Grade
Unit 1: Geography and U.S. Regions
Timeline:
CMA:
SS-04-4.1.1
Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. DOK 2
Learning Targets:

I can label the parts of a map (title, compass rose, legend, scale, insert map). K
I can differentiate between the different types of maps (physical, political, road, product, and historical). RThis means I can tell the characteristics of different types of maps.
I can give examples of natural resources. R
I can identify and describe different major land forms and bodies of water. K This means I know what the land forms look like and can use details to tell what they are.

SS-04-4.1.2
Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations.
Learning Targets:

I can distinguish between absolute and relative location. R This means I can tell the difference between absolute and relative location.

SS-04-4.1.3
Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.
Learning Targets:

I can describe how different factors (rivers, mountains) influence where human activities were located in Kentucky. K

SS-04-4.2.1
Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). DOK 2
Learning Targets:

I can define human and physical characteristics. K
I can compare regions of the United States by their human and physical characteristics. R This means I can tell how the US are alike and different.

SS-04-4.3.1
Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water).
Learning Targets:

I can explain why physical characteristics of regions influenced where humans settled in the US. RThis means I can tell how the land effected where people lived.

SS-04-4.3.2
Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. DOK 2
Learning Targets:

I can analyze how advances in technology have allowed people to settle in places previously inaccessible in the US. R This means I can investigate how new tools allow people to live where they could not before.

SS-04-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today. DOK 3
Learning Targets:

I can give examples of how people adapted to/modified the physical environment to meet their needs in the US. R This means I can tell you how people changed their surroundings to help them live.

SS-04-4.4.2
Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky. DOK 2
Learning Targets:

I can describe how the physical environment both promoted and restricted human development in the US. R This means I can use details to tell how the environment helped or harmed the movements of people in the US.

Date Taught: / Fourth Grade
Unit 2: Kentucky Regions
Timeline:
CMA:
SS-04-4.1.1
Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. DOK 2
Learning Targets:

I can label the parts of a map (title, compass rose, legend, scale, insert map). K
I can differentiate between the different types of maps (physical, political, road, product, and historical). RThis means I can tell the characteristics of different types of maps.
I can give examples of natural resources. R
I can identify and describe different major land forms and bodies of water. K This means I know what the land forms look like and can use details to tell what they are.

SS-04-4.1.2
Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations.
Learning Targets:

I can distinguish between absolute and relative location. R This means I can tell the difference between absolute and relative location.

SS-04-4.1.3
Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.
Learning Targets:

I can describe how different factors (rivers, mountains) influence where human activities were located in Kentucky. K

I can define human and physical characteristics. K
I can compare regions of Kentucky by their human and physical characteristics. R This means I can tell how the US are alike and different.

SS-04-4.3.1
Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water).
Learning Targets:

I can explain why physical characteristics of regions influenced where humans settled in Kentucky. R This means I can tell how the land effected where people lived.

SS-04-4.3.2
Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. DOK 2
Learning Targets:

I can analyze how advances in technology have allowed people to settle in places previously inaccessible in Kentucky. R This means I can investigate how new tools allow people to live where they could not before.

I can give examples of how people adapted to/modified the physical environment to meet their needs in Kentucky. R This means I can tell you how people changed their surroundings to help them live.

I can describe how the physical environment both promoted and restricted human development in Kentucky. R This means I can use details to tell how the environment helped or harmed the movements of people in the US.

SS-05-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK 3
Learning Targets:

I can explain how people adapted/modified the physical environment (natural resources, physical geography, and natural disasters) to meet their needs and analyze the impact on their environment. R This means I can tell how people changed the land to meet their. I can also give details on how this changed the land.

Date Taught: / Fourth Grade
Unit 3: Kentucky: History to Statehood
Timeline:
CMA:
SS-04-2.1.1
Students will identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. DOK 2
Learning Targets:

I can identify early cultures and compare cultural similarities and differences of diverse groups in the early settlement of Kentucky. K
I can examine the influences and contributions of those diverse groups. R
I can analyze social groups to better understand cultures and the relationships among individuals and among groups.(e.g. clubs, families, teams, etc.) R

SS-04-2.2.1
Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people.
Learning Targets:

I can describe social institutions in Kentucky and how they respond to the needs of the people. R

SS-04-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). DOK 2
Learning Targets:

I can describe forms of interaction between early settlement groups in Kentucky. R

SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2
Learning Targets:

I can identify and use primary and secondary sources. K
I can chronologically describe (timelines, charts) significant events in Kentucky history, from early development as a territory to development as a state. R
I can use existing and create new chronological timelines to show events in Kentucky. S
I can examine and compare fictional and nonfictional accounts of historical events in Kentucky history. R

SS-04-5.2.1
Students will identify significant historical documents, symbols, songs and selected
Identify significant historical documents, symbols, songs and
readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home,) specific to Kentucky and explain their historical significance.
Learning Targets:

I can identify significant historical documents, symbols, songs and selected readings specific to Kentucky and explain their historical significance. R
I can interpret and describe events in Kentucky’s history in terms of their importance. R

SS-04-5.2.2
Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. DOK 2
Learning Targets:

I can identify the different groups of people who explored and settled in Kentucky. K
I can explain reasons different groups of people explored and settled in Kentucky. R

SS-04-5.2.3
Students will compare change over time in communication, technology, transportation and education in Kentucky. DOK 3
Learning Targets:

I can identify how life has changed over time in Kentucky. K
I can compare the different groups of people and their contributions to Kentucky. R

Date Taught: / Fourth Grade
Unit 4: Government and Rights and Responsibilities
Timeline:
CMA:
SS-04-1.1.1
Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). DOK 2
Learning Targets:

I can describe the basic functions of government. R
I can explain services of state governments. R
I can identify how Kentucky pays for these services. K

SS-04-1.1.2
Students will explain how state governments function (by making, enacting and enforcing laws) to protect the rights and property of citizens. DOK 2
Learning Targets:

I can describe the basic rights of citizens. R
I can explain how a government functions. R

SS-04-1.2.1
Students will identify the three branches of Kentucky government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important state offices/ leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch. DOK 2
Learning Targets:

I can identify the three branches of government. K
I can describe the three branches of Kentucky government. R
I can identify state offices associated with each branch. K
I can investigate state laws. R

SS-04-1.2.2
Students will explain how power is shared among the different branches (executive, legislative, judicial) of state government.
Learning Targets:

I can explain how power is shared in the branches of government. R

SS-04-1.3.1
Students will identify the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in Kentucky’s Constitution and explain why they are important to citizens today. DOK 2
Learning Targets:

I can identify basic principles of democracy. R
I can explain the basic principles of democracy. R
I can explain basic democratic principles using print and non-print sources to demonstrate examples from the Kentucky Constitution. R

SS-04-1.3.2
Students will describe specific rights and responsibilities individuals have as citizens of Kentucky (e.g., voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society. DOK 2
Leaning Targets:

I can describe rights and responsibilities of Kentucky citizens and explain the importance of civic engagement. R

I can give examples of civic participation. R

Date Taught: / Fourth Grade
Unit 5: Economics
Timeline:
CMA:
SS-04-3.1.1
Students will describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources - natural, human, capital) and incur opportunity costs. DOK 2
Learning Targets:

I can describe scarcity. R
I can explain how scarcity requires people in Kentucky to make economic choices. R
I can give examples of productive resources (natural, human, capital). R
I can identify opportunity cost, understand profit, loss and debt. K

SS-04-3.2.1
Students will explain how profit motivates individuals/businesses to take risks in producing goods and services.
Learning Targets:

I can explain how profit motivates individuals/businesses to take risks in producing goods and services. R

SS-04-3.3.1
Students will give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand. DOK 2
Learning Targets:

I can identify the purpose of markets (to enable buyers and sellers to exchange goods and services). K
I can explain how supply and demand affect the market place. R

SS-04-3.4.1
Students will describe production, distribution and consumption of goods and services in regions of Kentucky and the U.S. DOK 2
Learning Targets:

I can identify goods and services found in Kentucky. K
I can provide examples of how the production and distribution of goods and services have changed over time in Kentucky. R

SS-04-3.4.2
Students will describe how new knowledge, technology/tools and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g., Midwest – corn, South - citrus).
Learning Targets:

I can identify different specialization found in different regions of Kentucky. K
I can explain how new knowledge, technology/tools and specialization increases productivity. R

SS-04-3.4.3
Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.
Learning Targets:

I can define interdependence. K
I can give examples of how people in our community, state, and nation depend on each other for goods and services. R

Date Taught: / Fourth Grade
Unit 6: Kentucky Now
Timeline:
CMA:
SS-04-2.1.1
Students will identify cultures in Kentucky and explain their similarities and differences. DOK 2
Learning Targets:

I can identify cultures and compare cultural similarities and differences of diverse groups in Kentucky. K
I can examine the influences and contributions of those diverse groups. R
I can analyze social groups to better understand cultures and the relationships among individuals and among groups.(e.g. clubs, families, teams, etc.) R

SS-04-2.2.1
Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people.
Learning Targets:

I can describe social institutions in Kentucky and how they respond to the needs of the people. R

SS-04-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict) that occur in Kentucky between diverse groups. DOK 2
Learning Targets:

I can describe forms of interaction between diverse groups in Kentucky. R

SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in Kentucky and interpret different perspectives. DOK 2
Learning Targets:

I can identify and use primary and secondary sources. K
I can chronologically describe (timelines, charts) significant events in Kentucky. R
I can use existing and create new chronological timelines to show events in Kentucky. S
I can examine and compare fictional and nonfictional accounts of events in Kentucky. R

I can identify significant historical documents, symbols, songs and selected readings specific to Kentucky and explain their significance. R
I can interpret and describe events in Kentucky in terms of their importance. R

SS-04-5.2.2
Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. DOK 2
Learning Targets:

I can identify the different groups of in Kentucky. K
I can explain reasons different groups of people explored and settled in Kentucky. R

SS-04-5.2.3
Students will compare change over time in communication, technology, transportation and education in Kentucky. DOK 3
Learning Targets:

I can identify how life has changed over time in Kentucky. K
I can compare the different groups of people and their contributions to Kentucky. R