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Standard (4.NF.A.1): Explain why a fraction a/b is equivalent to a fraction (n×a)/(n×b) by using visual fraction models.

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Write one teacher-facing objective in ABCD format UNDER YOUR SECTION.

After finishing the slide deck, come back here and write one student-friendly learning target under ANY OBJECTIVE/STANDARD grouping.

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Using classroom materials (C), students (A) will design a simple device that converts energy from one form to another (B) by creating a rough draft (D).

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Using visual fraction models (C), Teacher (A), will help students explain why a fraction a/b is equivalent to a fraction (nxa)(nxb) (B) to have at least 80% accuracy in performance (D)

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I can design a simple device that converts energy from one form to another by creating a rough draft, using classroom materials.

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Using classroom materials (C), students (A), will design, test, and improve a device that changes energy from one form to another (B) by trying multiple way to have a positive outcome in a successful device (D)

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Teacher- Facing Objective

Using multiplication and division (within 100), students will solve word problems using equal groups, arrays, and measurement qualities.

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The student will show proficiency of this skill by providing at least 80% accuracy.

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Standard (RL.3.3): Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

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Standard (W.4.3): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Standard (4.C.RR.1): Explain the rights and responsibilities of U.S. citizens in a democratic society.

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Standard (4-PS3-4 NGSS): Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

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Standard (3.G.2): Use maps, globes, photographs, and other geographic tools to explain how climate and physical characteristics of a place affect how people live.

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Standard (3-LS3-2 NGSS): Use evidence to support the explanation that traits can be influenced by the environment.

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Standard (3.OA.A.3): Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

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Writing Narrative (W.4.3): Students will create a story, imaginary or real, making use of abundant descriptive details.

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students will read a story of their choice and will use what they remember to write a short paragraph in a step by step format about the characters and the characters actions

they will do this with 80% accuracy

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1. I can read a story of choice (Performance)

2. I can write a full paragraph to describe a story (Skill)

3. I can describe in detail characters and character actions (Reasoning)

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Student will read a short story, after reading students will create a drawing of their character explaining the characters traits, motivations, and feelings. They will do this with 80% accuracy.

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Students develop experiences or events through a narrative essay using effect techniques, descriptive details, and clear event sequences.

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Students will be able to write a narrative and develop real or imagined experiences while using effective technique, descriptive detail, and clear event sequences. With over 80% accuracy.

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Using a visual representation, students will explain how climate impacts their life with at least 80% accuracy.

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The students in groups of 3 (A) will use classroom materials (C) and create a device that converts energy from on form to another (B) and present it to the class (D).

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After students make the drawling of their character and explain their traits with 80% accuracy they will write a short paragraph how the characters actions contributed to the short story's sequence of events.

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Given maps, globes, photographs, and other geographic tools, students will explain how climate and physical characteristics affect how people live. With over 80% accuracy.

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Using at least 5 vocabulary words (C), students (A), will explain the rights and responsibilities of U.S. citizens in a democratic society (B) by writing a one page essay (D).

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I can write a narrative while using descriptive detail.

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Students can develop experiences or events while writing narratives using effective techniques, descriptive details, and clear event sequences. With an introduction, two body paragraphs and a conclusion.

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I can explain how climate and physical char. affect how people live, using a map.

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I can create a device that changes energy from one form to another.

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I can read a story and describe the characters traits, motivations, or feelings.

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I can write a narrative essay with experiences that show good techniques, details and clear sequences.

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I can explain how traits can be influenced by the environment.

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I can explain the rights and responsibilities of U.S. citizens in a democratic society while using proper vocabulary.

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I can explain how traits can be influenced by the environment, using evidence to support this explanation.

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Given a set of multiplication and division word problems within 100, with at least 80 percent accuracy, students will solve problems using strategies such as drawing arrays, making equal groups, or using measurement models.

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I can explain how energy changes from one form to another in my design.

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I can give examples of how citizens show their rights and responsibilities.

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Given maps, globes, photographs, and other geographic tools(C), students (A) will explain(B) how people's lives are affected by climate and physical characteristics in various scenarios with an 80% accuracy rate. (D)

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(A) Students will explain why a fraction a/b is equivalent to a fraction (nxa)(nxb) by (C) using visual fraction models, (B) to have at least 80% accuracy in performance. (D)

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Target: I can solve word problems within 100. I can solve word problems using equal groups, arrays, and measurement qualities.

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Students will design a scientifically supported solution to reduce the negative impacts of human activity on the environment and biodiversity given a real-world environmental issue to lead research, with at least 80% accuracy in the classroom.

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Teacher Facing

By the end of the lesson, students will be able to describe a character from a story of their choice and explain how that character’s actions influence the sequence of events, with at least 85% accuracy.

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Student Friendly Targets

I can write a story that uses descriptive details

I can write a story that has a clear event sequence

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The students(A) will design, test and improve a simple device that coverts energy from one form to another(B). By creating a rough draft using classroom materials (C).

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I can use detailed writing while writing a narrative.

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Students (A) will use classroom materials (C) to design a device that converts energy from one form to another (B) by creating a rough draft (D).

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Objective: Will write narratives, with use of effective technique, descriptive details, and clear event sequences. Students will develop real or imagined experiences or events.

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I can write a narrative essay while using descriptive writing.

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I can write an essay using correct vocabulary that explains the rights and responsibilities of U.S. citizens in a democratic society.

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I can understand why fraction a/b is equivalent to (n x a)/(n x b) by using visual fraction models.

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Students will apply evidence to support the fact that traits can be influenced by the environment by writing an essay scoring 4/5 on a rubric

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I can design a rough draft of a device that converts one energy form into another

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I can use globes, photographs, and other geographic tools to explain how climate affects how individuals live.

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I can write narratives to develop real or imagined experiences using various techniques as well as details and event sequences.