4th Grade Science and Social Studies
Fall Semester | |||
Unit Title | Wild Texas Beginnings | The Attraction to Texas | Don’t Mess with Texas |
Time | 9 weeks | 8 weeks | 4 weeks |
Understandings | Students will use maps and map elements to locate the state of Texas, the four regions of Texas, and major Texas cities.
Students will describe weather as the current outdoor conditions and describe climate as average weather conditions for a region over time.
Students will use maps, images, and text to explore the land features, climate, weather, and plant life in each of the four regions.
Students will use a variety of models to show how wind, water, and ice slowly change Earth’s surface through the process of weathering, erosion, and deposition.
Students will describe the process of weathering (breaking apart of rock into sediment), erosion (movement of sediment), and deposition (when sediment settles).
Students will use a model to observe the stages of the water cycle including the role of the sun.
Students will connect the stages observed in the model to the appropriate vocabulary including; evaporation, precipitation, condensation, runoff, and accumulation.
Students will draw, label, and explain how water moves through the water cycle including the role of the sun.
Students will investigate the plant structure, wax coverings, and how the function is to retain water.
Students will investigate the plant structure, deep roots, and how the function is to support the plant and absorb water.
Students will explain how plant structures have specific functions that are essential for survival in an environment.
Students will classify physical traits as inherited (passed down from parents to offspring) or acquired (can be learned or developed).
Students will investigate the process in which plants make their own food.
Students will create a diagram to explain how photosynthesis is a process that involves energy from the sun converting water and carbon dioxide into food.
Students will explain that energy in a food web begins with the sun, then flows through producers, consumers and decomposers.
Students will describe that the role of producers is to create their own food, the role of consumers is to take in energy from producers and other consumers, and the role of decomposers is to break down organic matter and return energy back into the soil as nutrients.
Students will explain the possible origins of American Indian groups in Texas, such as walking across the land bridge (the Bering Strait) from Asia or traveling by boat along the Asian/North American coastline.
Students will explain how landforms and climate influenced where American Indians settled, including settling near water sources for fishing, in the plains to be near rich soil for growing crops, or in climates that were conducive to agriculture.
Students will use a graphic organizer to compare the ways of life between the Lipan Apache, Karankawa, Caddo and Jumano groups, including their food sources, shelter, economic activities, clothing, and relationships with other tribes.
Students will explain how American Indians conserved renewable natural resources in every aspect of their life, such as not overusing plants and animals, and infer how American Indians only taking what they needed from the environment shows their beliefs and values.
Students will describe the economic activities of various American Indian groups, such as farming, hunting, or bartering with neighboring tribes.
Students will explain how the economic activities of American Indians were guided by the natural environment, such as the Gulf culture region characterized by hunting and fishing, or the Puebloan culture region characterized by American Indians who settled, lived in constructed buildings, and practiced farming.
Students will compare the government styles of the chief-led villages of the Caddo to the Comanche, who had chiefs for warriors and chiefs for decision making. | Students will explain why “gold, glory, and God” were the main motivations for European exploration and settlement of Texas.
Students will explore the physical properties (magnetism, density, mass, texture, etc) of metal as this was a valuable resource and economic motivation for European exploration.
Students will investigate the magnetism of different types of metals (including copper, aluminum, iron, and silver), and other materials such as cloth, wood, and paper.
Students will use questions to guide the planning and conducting of descriptive investigations that explore the force of magnetism.
Students will use map elements including legends and symbols to describe the boat routes that European explorers traveled.
Students will test a variety of materials such as wood, metal, paper, vegetation, and fabric in order to classify them as materials that sink or float in water.
Students will use density cubes to investigate how objects with the same volume (shape and size) and different masses sink or float in water.
Students will relate their understanding of density to the construction of European Explorers’ boats.
Students will investigate the land where European explorers settled by describing the physical properties (color, shape, size, texture, mass, and state of matter) of saltwater, sand, rocks, and soil.
Students will investigate and explain that mixtures are a combination of two or more substances that retain their physical properties.
Students will measure the mass of two or more substances before and after they are combined to create a mixture in order to explain that mass is not lost or gained, but conserved.
Students will investigate and explain that solutions are a special type of mixture where one substance is dissolved in another substance.
Students will identify examples of mixtures including solutions found along the coast such as salt water, sand, rocks, and soil.
Students will identify the accomplishments and impact of Cabeza de Vaca being one of the first Spanish explorers to arrive in what is now Texas, being one of the first people to write about the environment of Texas, recording detailed accounts of the American Indian tribes he encountered, and inspiring future exploration.
Students will identify the accomplishments and impact of Francisco Coronado being the first person to travel across and explore the northern part of Texas, as well as René Robert Cavelier, Sieur de la Salle for his failed colonization attempts that caused Spain to reclaim and settle Texas.
Students will describe the Spanish settlements and Catholic missions as taking place between 1600-1820 in what is now El Paso, East Texas, and San Antonio in order to convert American Indian tribes to Catholicism, make tribal members Spanish citizens, and claim land.
Students will identify Texas’ role in the Mexican War of Independence as contributing to the rebellion against the Spanish government.
Students will identify the impact of the Mexican War of Independence including Mexico winning its independence, a new constitution being written that established a democratic government, and the Mexican government creating a land grant system.
Students will use a graphic organizer to compare and contrast the characteristics of the Spanish colonial government and the early Mexican government.
Students will explain why Empresarios were motivated to make agreements with Mexico, such as receiving land, governing settlers, and making money by taxation.
Students will identify the accomplishments and impact of Martín de León as bringing Mexican families to Texas, being the first Mexican empresario to colonize Texas, and developing the city of Victoria; Lorenzo de Zavala such as supporting a democratic government and bringing 500 settlers to Texas; and Stephen F. Austin such as, bringing 300 families to Texas, being the first American empresario to colonize Texas, and being known as the “Father of Texas.”
Students will identify Gail Borden as a scientist, inventor, and member of Austin’s colony, and investigate how his invention of condensed milk is an example of a special type of mixture known as a solution. | Students will identify causes of the Texas Revolution, including the Mexican government passing the Law of April 6, 1830, differences in beliefs and governing styles, and the Battle of Gonzales.
Students will describe the significance of the Texas Declaration of independence as a major event in the Texas Revolution, where Texas leaders declared their independence from Mexico.
Students will describe the origins and significance of Texas Independence Day as a celebration of the day Texan leaders declared independence from Mexico (March 2, 1836) while at Washington-on-the-Brazos.
Students will analyze the Battle of the Alamo and summarize contributions of key players, including William B. Travis, Santa Anna, James Bowie, Davy Crocket, and Susanna Dickinson.
Students will analyze the Runaway Scrape and The Battle of San Jacinto, including the roles of Santa Anna, Sam Houston and Juan Seguín.
Students will identify government officials of the Republic of Texas including the first president Sam Houston, the first vice president and second president Mirabeau Lamar, and the last president Anson Jones.
Students will identify José Antonio Navarro as an influential Tejano leader who signed the Texas Declaration of Independence and fought for Tejano citizenship.
Students will describe the successes and organizations of the Republic of Texas such as gaining independence from Mexico, the establishment of a constitution and Bill of Rights which guaranteed freedoms, collecting taxes, creating the Texas Rangers to protect the frontier, and setting aside land for public schools.
Students will describe the problems associated with the Republic of Texas such as economic struggles due to war debt, strained relationships with American Indians, and the debate over whether or not to join the United States.
Students will explain the importance of the Texas Constitution including outlining the structure of government, modeling the government system after the United States government, and clarifying citizens’ freedoms in the Bill of Rights.
Students will explain the functions of the three branches of government including the executive branch carrying out laws, the legislative branch making laws, and the judicial branch interpreting laws.
Students will explain the events that led to the annexation of Texas including the need to relieve debt and gain protection and services from the United States.
Students will explain the impact of the U.S. Mexican War including the United States winning and signing the Treaty of Guadalupe Hidalgo with Mexico.
Students will explain the causes of the Civil War including disagreements over slavery and state rights.
Students will describe the impacts of the Civil War including a massive loss of life, a weakened economy, a change in social structure of men and women, and Texas seceding from the United States.
Students will explain the impact of the Reconstruction on Texas including the revision of the Constitution of 1876, emancipation of slaves, passing of the 13th amendment outlawing slavery in the U.S., segregation, and Texas rejoining the Union (United States).
Students will describe the significance of Juneteenth as the day that slaves in Texas gained their freedom.
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TEKS | Science 4.10C, 4.10B, 4.5B, 4.10A, 4.5A, 4.13A, 4.5F, 4.13B, 4.5G, 4.12A, 4.5D, 4.12B, 4.5E
Social Studies 4.6A, 4.6B, 4.1A, 4.7A, 4.1B, 4.8A, 4.8B, 4.9A, 4.1C. 4.12A | Science 4.6A, 4.7A, 4.5B, 4.6B, 4.6C
Social Studies 4.2A, 4.2B, 4.2C, 4.7A, 4.7B, 4.2D, 4.12B, 4.2E, 4.9B, 4.18A | Science
Social Studies 4.3A, 4.3B, 4.14D, 4.3C, 4.3D, 4.13A, 4.13B, 4.3E, 4.4A |
Skills TEKS | Science 4.1G, 4.2A, 4.1B, 4.1E, 4.3A, 4.1F, 4.1B, 4.3B, 4.3C, 4.2B, 4.1D, 4.2D
Social Studies 4.20A, 4.19C, 4.21D, 4.21A
| Science 4.1B, 4.1F, 4.1E, 4.2B, 4.1A, 4.1D, 4.1C, 4.3B, 4.4A
Social Studies 4.20A, 4.19D, 4.19A, 4.22, 4.19C, 4.19D | Science
Social Studies 4.19A, 4.19D, 4.19E, 4.21A, 4.19C |
Spring Semester | |||
Unit Title | Don’t Mess with Texas | Boom or Bust | The Heart of Texas |
Time | 4 weeks | 9 weeks | 7 weeks |
Understandings | Students will identify causes of the Texas Revolution, including the Mexican government passing the Law of April 6, 1830, differences in beliefs and governing styles, and the Battle of Gonzales.
Students will describe the significance of the Texas Declaration of independence as a major event in the Texas Revolution, where Texas leaders declared their independence from Mexico.
Students will describe the origins and significance of Texas Independence Day as a celebration of the day Texan leaders declared independence from Mexico (March 2, 1836) while at Washington-on-the-Brazos.
Students will analyze the Battle of the Alamo and summarize contributions of key players, including William B. Travis, Santa Anna, James Bowie, Davy Crocket, and Susanna Dickinson.
Students will analyze the Runaway Scrape and The Battle of San Jacinto, including the roles of Santa Anna, Sam Houston and Juan Seguín.
Students will identify government officials of the Republic of Texas including the first president Sam Houston, the first vice president and second president Mirabeau Lamar, and the last president Anson Jones.
Students will identify José Antonio Navarro as an influential Tejano leader who signed the Texas Declaration of Independence and fought for Tejano citizenship.
Students will describe the successes and organizations of the Republic of Texas such as gaining independence from Mexico, the establishment of a constitution and Bill of Rights which guaranteed freedoms, collecting taxes, creating the Texas Rangers to protect the frontier, and setting aside land for public schools.
Students will describe the problems associated with the Republic of Texas such as economic struggles due to war debt, strained relationships with American Indians, and the debate over whether or not to join the United States.
Students will explain the importance of the Texas Constitution including outlining the structure of government, modeling the government system after the United States government, and clarifying citizens’ freedoms in the Bill of Rights.
Students will explain the functions of the three branches of government including the executive branch carrying out laws, the legislative branch making laws, and the judicial branch interpreting laws.
Students will explain the events that led to the annexation of Texas including the need to relieve debt and gain protection and services from the United States.
Students will explain the impact of the U.S. Mexican War including the United States winning and signing the Treaty of Guadalupe Hidalgo with Mexico.
Students will explain the causes of the Civil War including disagreements over slavery and state rights, and will describe the impacts of the Civil War including a massive loss of life, a weakened economy, a change in social structure of men and women, and Texas seceding from the United States.
Students will explain the impact of the Reconstruction on Texas including the revision of the Constitution of 1876, emancipation of slaves, passing of the 13th amendment outlawing slavery in the U.S., segregation, and Texas rejoining the Union (United States).
Students will describe the significance of Juneteenth as the day that slaves in Texas gained their freedom. | Students will describe the free enterprise system as being one that allows individuals the opportunity to freely create businesses.
Students will describe the relationship between supply and demand, such as when supply is higher than demand the price of a good or service decreases, and when supply is lower than demand the price of a good or service increases.
Students will identify benefits of the free enterprise system, such as allowing producers opportunities to develop businesses and consumers having choices in the products and services they utilize.
Students will explain how the growth and development of the cattle industry began with the abundance of open grasslands and cattle as a natural renewable resource.
Students will explain the contributions of Charles Goodnight, who developed a new route for cattle drives, created new cattle breeds and invented the chuckwagon.
Students will explain the contributions of Richard King, who proved that cattle could be a money-making industry, and created a working ranch still in operation today.
Students will explain the contributions of Lizzie Johnson, who was the first woman to drive cattle up the Chisholm trail, invested heavily in the cattle industry and was known as the “Cattle Queen of Texas”.
Students will identify Joseph Glidden as a farmer and the inventor of barbed wire, which brought an end to the “open range”.
Students will explain how the growth and development of the railroad industry was possible based on the use of renewable and non-renewable natural resources such as coal, water, wood, and iron.
Students will investigate how energy is transferred between objects in motion in our everyday life, and identify examples of the transfer of energy of objects in motion such as a steam engine’s piston moving the wheel and axle of a train.
Students will investigate how sound energy is transferred in our everyday life.
Students will identify examples of the transfer of sound energy such as the sounds of a steam engine from its different materials, such as metal wheels on a metal track or the release of steam in the air whistle.
Students will plan and conduct a descriptive investigation to explore the effects of friction on different surfaces and model why certain materials were chosen for use in the construction of railroads.
Students will identify and explain advantages and disadvantages of using renewable resources within the ranching and railroad industries, as well as advantages and disadvantages of using non-renewable resources in the ranching and railroad industries.
Students will explain the impacts of the railroad industry, including creating towns such as Abilene, taking over land from farmers and American Indians, quicker and easier transportation, and development of businesses that boosted the economy.
Students will explain how the development of railroads affected American Indian life by taking over the land and causing a loss of buffalo.
Students will explain how the near-extinction of buffalo affected American Indian life by removing their livelihood.
Students will explain how the presence of the U.S. Army forts and the Red River War affected American Indian life, including increasing conflict, the loss of many lives, and being relocated to Oklahoma.
Students will use maps to locate American Indian groups remaining in Texas.
Students will describe the role that Pattillo Higgins played in the oil boom, including his persistence in finding oil in Texas, and explain the significance of finding oil at Spindletop which ignited the oil boom in Texas.
Students will explain the impact that the oil and gas industry had on Texas, including how the environment was modified, how industrialization quickly developed, population increased, and new products were created.
Students will identify and explain advantages of using non-renewable resources, such as oil, as having a higher concentration of critical energy and providing job opportunities.
Students will identify and explain the disadvantages of using non-renewable resources such as oil, as taking more time and effort to replenish and causing irreparable damage to the Earth’s surface.
Students will identify and explain the use of energy as a resource in modern life and the impact of conservation, disposal, and recycling on the environment.
Students will identify the Great Plains and North Central Plains as agricultural regions of Texas, and explain why these regions support agricultural practices such as the abundance of available and inexpensive land, rich soil, rivers, and springs.
Students will explain how the growth of the agriculture industry in Texas allows people to provide food for themselves and their communities while also earning a living.
Students will explore how the patterns in seasons and the moon helped farmers make decisions and predictions about their crops, and will collect data on the temperature and length of daylight in all four seasons of a chosen Texas city.
Students will analyze the data collected during research to find patterns and make predictions in temperature and length of daylight for the four seasons in the chosen city.
Students will observe, research, and record the appearance of the moon, and recognize the observable sequence in the appearance of the moon through analyzing the collected data in order to make predictions.
Students will describe innovations in agriculture such as plows, gasoline-powered tractors, windmills, and the use of railroads and explain how these innovations advanced the agricultural industry.
Students will describe the causes of the Dust Bowl including over-farming, soil erosion, drought, and strong winds.
Students will explain the impact of the Dust Bowl on Texas, including eroding farmland, destroying homes, putting farmers out of work, the migration of Texas farmers, and eventually the development of soil conservation programs.
Students will identify the advantages of using soil as a source of nutrients for growing plants and disadvantages of using soil such as the possibility of being over plowed or depleted of valuable nutrients.
Students will explain the impact of the Great Depression on Texas, including people losing their jobs, homes, and farms, a downturn in the country’s economy, and president Franklin D. Roosevelt created the New Deal to create jobs and relieve poverty.
Students will explain the impacts of World War II in Texas, such as establishing military bases for Texans serving as soldiers, economic recovery, and the empowerment of women to take on more active roles in the workforce.
Students will identify the contributions of notable Texas individuals involved in WWII, such as Audie Murphy, Cleto Rodríguez, and Bessie Coleman including serving in the armed forces and inspiring others through their accomplishments. | Students will explain how people have adapted to and modified the environment in Texas to create a tourism industry that includes amusement parks, beaches, state parks, museums and landmarks.
Students will explain how the tourism industry provides income and recreational opportunities for many Texans.
Students will identify negative consequences of modifying the environment such as the destruction and alteration of natural resources.
Students will identify and locate examples of amusement parks in Texas, including Six Flags, and explain how the amusement park Six Flags is representative of Texas’ history.
Students will explore STEM careers related to amusement parks such as roller coaster engineers, mechanical engineers, and electrical engineers.
Students will create circuits to explore how light and thermal energy are produced by electrical energy, and explain how electrical energy flows through a closed path to produce light and thermal energy.
Students will test, identify, and classify materials as conductors or insulators of electrical energy.
Students will identify examples of electrical energy that produce light in amusement park rides, games, and shows.
Students will test, identify, and classify materials as conductors or insulators of thermal energy, and will identify examples of conductors and insulators of thermal energy found in amusement parks.
Students will identify and locate Texas national parks such as Big Bend National Park and Guadalupe Mountains National Park, as well as Texas state parks such as Government Canyon State Park and Galveston Island State Park.
Students will explain how geographic features led to the creation of state and national parks in order to manage and conserve the natural resources of Texas.
Students will explain how geographic features such as landforms, plants and animals, helped designate recreational activities within state and national parks such as hiking, camping, fishing, and stargazing.
Students will explore STEM careers related to parks such as archaeologists, botanists and conservationists.
Students will explore how energy is transferred by investigating waves in water and will identify examples of energy being transferred through waves in recreational activities at the coast.
Students will describe past environments of Texas as both aquatic and terrestrial, using fossil evidence from organisms such as ammonites, trilobites and dinosaurs.
Students will create a map showing landmarks and museums in Texas such as the Space Center Houston/ NASA Johnson Space Center, the Alamo, and the San Jacinto Monument and explain how the Alamo and the San Jacinto monument are representative of Texas’ history.
Students will explore STEM careers related to NASA, including aerospace engineers, research scientists, and computer engineers.
Students will identify contributions of Millie Hughes-Fulford including performing scientific experiments for NASA, which helped make space travel safer for astronauts.
Students will conduct a descriptive investigation to explore the patterns of the force of gravity.
Students will identify Adina de Zavala as an “Angel of the Alamo” who advocated to preserve the history of the Alamo and identify Clara Driscoll as an “Angel of the Alamo” who bought the Alamo in order to protect it.
Students will explain how individuals can participate in civic affairs such as being an informed citizen, contacting government or community leaders, participating in historical preservation, service projects, voting in elections, using your voice, and running for elected positions. Students will use voting to make a group decision, such as inside or outside recess or any choice that could be decided through the voting process.
Students will recite and explain the meaning of the Pledge to the Texas Flag as a symbol of loyalty to the state of Texas.
Students will identify Barbara Jordan as the first African American woman in the Texas Senate and the U.S. House of Representatives, Ann Richards as the second woman governor and the 45th governor of Texas, who worked for civil rights, Henry B. Gonzales as the first Mexican-American Texas Senator, and Wallace Jefferson as the first African American man to be a Texas Chief Justice.
Students will identify the mayor of San Antonio, the governor of Texas, and the president of the United States.
Students will research to identify local members of the Texas House of Representatives, the Texas Senate, U.S. Senate, and the U.S. House of Representatives.
Students will identify Texans who have been president of the U.S., including Dwight D. Eisenhower, Lyndon B. Johnson, George H.W. Bush and George W. Bush.
Students will research the contributions of a Texan artist in the development of Texas culture.
Students will identify their own customs, celebrations, and traditions, as well as of various cultures within their classroom community.
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TEKS | Science
Social Studies 4.3A, 4.3B, 4.14D, 4.3C, 4.3D, 4.13A, 4.13B, 4.3E, 4.4A | Science 4.11A, 4.8A, 4.7A, 4.5B, 4.11B, 4.11C, 4.5G, 4.9A, 4.9B, 4.5A, 4.10B
Social Studies 4.10A, 4.10B, 4.8B, 4.11B, 4.4B, 4.18A, 4.18B, 4.10C, 4.8C, 4.7B, 4.11D, 4.4C, 4.4D, 4.1D, 4.11C, 4.11A, 4.5A | Science 4.8C, 4.8B, 4.5E, 4.8A, 4.12C, 4.5F, 4.7, 4.5G, 4.5A
Social Studies 4.8B, 4.11A, 4.8C, 4.14A, 4.6A, 4.11B, 4.18A, 4.18B, 4.4B, 4.4A, 4.15A, 4.15B, 4.15C, 4.15E, 4.15F, 4.14C, 4.15D, 4.16B, 4.16A, 4.17B, 4.14B, 4.17A |
Skills TEKS | Science
ocial Studies 4.19A, 4.19D, 4.19E, 4.21A, 4.19C | Science 4.1A, 4.1E, 4.1F, 4.4A, 4.2B, 4.2C, 4.1B, 4.1C, 4.1D, 4.1G, 4.2D, 4.3A, 4.3B, 4.3C
Social Studies 4.19C, 4.20B, 4.19D, 4.19B, 4.20C, 4.19A, 4.19E, 4.19F | Science 4.4B, 4.1D, 4.1E, 4.2G, 4.1F, 4.3B, 4.4A, 4.1A, 4.3A
Social Studies 4.19B, 4.20A, 4.20B, 4.19A, 4.21E, 4.22A, 4.21E, 4.21D, 4.19C |