4th grade Instructional Guide

Social Studies 4.1.2: Examine maps of Utah’s precipitation, temperature, vegetation, population, and natural resources; make inferences about relationships between the data sets. Describe how and why humans have changed the physical environment of Utah to meet their needs (for example, reservoirs, irrigation, climate, transcontinental railroad). 4.2.1: Use evidence (for example, artifacts, texts, oral traditions, geographic inquiry) to make inferences about, and explain the importance of, the geography of the land that would become Utah in the culture of one or more prehistoric or historic Native American cultures. END OF UNIT COMPETENCY WITH LANGUAGE FEATURES & FUNCTIONS By the end of the integrated unit, students will create a comprehensive ecosystem model representing four different geographical regions of Utah. ●​ Argumentation (e.g., “I think...because,” “The evidence shows…”) ●​ Descriptive language (e.g., “has long, thin leaves,” “lacks flowers”) ●​ Comparative structures (e.g., “more/less,” “both,” “whereas”) ●​ Sequencing (e.g., “First...Then...Finally...”) ●​ Explanatory writing (e.g., “Fossils form when…”) ●​ Labeling and identification (e.g., “This part is the stem,” “This resembles a...”) ●​ Justification (e.g., “I know because…”) ●​ Explanation of process (e.g., “Over millions of years…”) ●​ Cause and effect (e.g., “This leads to…”) ●​ Expository writing (e.g., “One way to conserve is…”) Language Functions and Features: ●​ Compare and contrast (e.g., “similar to,” “different from”) ●​ Cause and effect (e.g., “due to,” “as a result”)

FORMATIVE ASSESSMENT ●​ Mystery Fossil Time ●​ Day 4 Choice Projects

●​ Plan & Create Community Education Project ●​ Community Education Project Presentations ●​ Culminating Change Maker Project VOCABULARY ●​ Fossil

●​ Conservation