Virginia SOLS Addressed
History and Civics- Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to:
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events
Geography- Virginia Studies
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by:
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
Sociology- Virginia Studies
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
1) explaining the influence of geography on the migration of Virginians into western territories
Economics- Virginia Studies (EXTENSION)
VS.4 The student will demonstrate knowledge of life in the Virginia colony by
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
Writing
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
c) Explain the author’s purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as support.
g) Distinguish between cause and effect
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Fine Arts- Visual Communication and Production
4.3 The student will create a work of art that uses themes, ideas, and art forms from the past.
Math- Measurement (EXTENSION)
4.8 The student will
a) estimate and measure liquid volume and describe the results in U.S. Customary units
Science- Living Systems (EXTENSION)
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include:
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
f) influences of human activity on ecosystems.
Students and School Description
This unit is designed for a classroom of fourth graders at Beech Tree Elementary in Falls Church, VA. The classroom contains 24 students. On a survey taken by the teacher, many of the students indicated that they are visual and kinesthetic learners, so hands on activities are a must for this unit. This unit is one of the first units in the fourth grade history SOL’s, and would therefore most likely be taught towards the middle or the end of first quarter (October-November).
***NOTE- SOLS addressed in extension activities are addressed in the Extension Tab
VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to:
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events
Geography- Virginia Studies
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by:
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
Sociology- Virginia Studies
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
1) explaining the influence of geography on the migration of Virginians into western territories
Economics- Virginia Studies (EXTENSION)
VS.4 The student will demonstrate knowledge of life in the Virginia colony by
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
Writing
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
c) Explain the author’s purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as support.
g) Distinguish between cause and effect
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Fine Arts- Visual Communication and Production
4.3 The student will create a work of art that uses themes, ideas, and art forms from the past.
Math- Measurement (EXTENSION)
4.8 The student will
a) estimate and measure liquid volume and describe the results in U.S. Customary units
Science- Living Systems (EXTENSION)
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include:
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
f) influences of human activity on ecosystems.
Students and School Description
This unit is designed for a classroom of fourth graders at Beech Tree Elementary in Falls Church, VA. The classroom contains 24 students. On a survey taken by the teacher, many of the students indicated that they are visual and kinesthetic learners, so hands on activities are a must for this unit. This unit is one of the first units in the fourth grade history SOL’s, and would therefore most likely be taught towards the middle or the end of first quarter (October-November).
***NOTE- SOLS addressed in extension activities are addressed in the Extension Tab