Access Social Studies - Grade 4 (#7721015) 


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Course Standards

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SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
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SS.4.A.1.AP.1: Identify and use primary and secondary resources to obtain information related to Florida history.

SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
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SS.4.A.1.AP.2: Use print and electronic media to collect information about Florida history.

SS.4.A.2.1: Compare Native American tribes in Florida.
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SS.4.A.2.AP.1: Identify important cultural aspects of Native American tribes of Florida.

SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.
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SS.4.A.3.AP.1: Recognize a European explorer who came to Florida.

SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida.
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SS.4.A.3.AP.2: Identify effects of European colonization on Native American tribes in Florida.

SS.4.A.3.3: Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
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SS.4.A.3.AP.3: Recognize St. Augustine as the beginning of Spanish colonial settlement in the United States.

SS.4.A.3.4: Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
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SS.4.A.3.AP.4: Identify a purpose of missions in Florida.

SS.4.A.3.5: Identify the significance of Fort Mose as the first free African community in the United States.
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SS.4.A.3.AP.5: Identify Fort Mose as the first free African community in the United States.

SS.4.A.3.6: Identify the effects of Spanish rule in Florida.
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SS.4.A.3.AP.6: Recognize effects of Spanish rule in early Florida.

SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.
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SS.4.A.3.AP.7: Identify a different nation that controlled Florida.

SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
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SS.4.A.3.AP.8: Identify one reason why the Seminole tribe was formed and where they lived.

SS.4.A.3.9: Explain how Florida (Adams-Onis Treaty) became a U.S. territory.
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SS.4.A.3.AP.9: Recognize that Spain gave Florida back to the United States.

SS.4.A.3.10: Identify the causes and effects of the Seminole Wars.
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SS.4.A.3.AP.10: Recognize that the United States fought wars against the Seminole tribe.

SS.4.A.4.1: Explain the effects of technological advances on Florida.
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SS.4.A.4.AP.1: Identify technological advances that helped Florida to grow.

SS.4.A.4.2: Describe pioneer life in Florida.
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SS.4.A.4.AP.2: Identify characteristics of pioneer life in Florida.

SS.4.A.5.1: Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War.
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SS.4.A.5.AP.1: Recognize that Florida was considered a slave state (South) and battles were fought in Florida during the Civil War.

SS.4.A.5.2: Summarize challenges Floridians faced during Reconstruction.
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SS.4.A.5.AP.2: Recognize the effects of Reconstruction in Florida.

SS.4.A.6.1: Describe the economic development of Florida's major industries.
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SS.4.A.6.AP.1: Recognize Florida’s major industries.

SS.4.A.6.2: Summarize contributions immigrant groups made to Florida.
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SS.4.A.6.AP.2: Identify contributions of immigrants to Florida.

SS.4.A.6.3: Describe the contributions of significant individuals to Florida.
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SS.4.A.6.AP.3: Identify the contributions of significant individuals to Florida.

SS.4.A.6.4: Describe effects of the Spanish American War on Florida.
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SS.4.A.6.AP.4: Recognize ways that Florida changed during the Spanish American War.

SS.4.A.7.1: Describe the causes and effects of the 1920's Florida land boom and bust.
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SS.4.A.7.AP.1: Identify a basic cause and effect of the 1920s Florida land boom and bust.

SS.4.A.7.2: Summarize challenges Floridians faced during the Great Depression.
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SS.4.A.7.AP.2: Identify a challenge Floridians faced during the Great Depression.

SS.4.A.7.3: Identify Florida's role in World War II.
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SS.4.A.7.AP.3: Recognize that Florida played a role in World War II.

SS.4.A.8.1: Identify Florida's role in the Civil Rights Movement.
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SS.4.A.8.AP.1: Recognize that Florida played a role in the Civil Rights Movement.

SS.4.A.8.2: Describe how and why immigration impacts Florida today.
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SS.4.A.8.AP.2: Identify how immigration impacts Florida today.

SS.4.A.8.3: Describe the effect of the United States space program on Florida's economy and growth.
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SS.4.A.8.AP.3: Recognize an impact the space program has on Florida’s growth.

SS.4.A.8.4: Explain how tourism affects Florida's economy and growth.
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SS.4.A.8.AP.4: Recognize that tourism brings people and money to Florida.

SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.
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SS.4.A.9.AP.1: Complete a timeline to sequence major events in Florida history.

SS.4.CG.1.1: Explain why the Florida government has a written Constitution.
Clarifications:

Clarification 1: Students will recognize that every state has a state constitution.

Clarification 2: Students will explain the relationship between a written constitution, the government established and the citizens.

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SS.4.CG.1.AP.1: Recognize that Florida's constitution protects the rights of Florida's citizens and identifies the parts and functions of state government.

SS.4.CG.2.1: Identify and describe how citizens work with local and state governments to solve problems.
Clarifications:

Clarification 1: Students will explain how public issues, such as taxation, roads, zoning and schools, impact citizens’ daily lives.

Clarification 2: Students will describe how citizens can help solve community and state problems (e.g., attending government meetings, communicating with their elected representatives).

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SS.4.CG.2.AP.1: Recognize how citizens work with government to solve community problems.

SS.4.CG.2.2: Explain the importance of voting, public service and volunteerism to the state and nation.
Clarifications:

Clarification 1: Students will explain how voting, public service and volunteerism contribute to the preservation of the republic.

Clarification 2: Students will discuss different types of public service and volunteerism.

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SS.4.CG.2.AP.2: Identify different types of public service and volunteerism.

SS.4.CG.2.3: Identify individuals who represent the citizens of Florida at the state level.
Clarifications:

Clarification 1: Students will identify their local state senator and state representative.

Clarification 2: Students will identify appropriate methods for communicating with elected officials.

Clarification 3: Students will recognize that Florida has a representative government.

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SS.4.CG.2.AP.3: Recognize that Florida has a representative government.

SS.4.CG.3.1: Explain the structure and functions of the legislative, executive and judicial branches of government in Florida.
Clarifications:

Clarification 1: Students will compare the powers of Florida’s three branches of government.

Clarification 2: Students will explain how the Declaration of Rights in the Florida Constitution protects the rights of citizens.

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SS.4.CG.3.AP.1: Recognize Florida's three branches of government, including legislative (makes laws), judicial (interprets laws), and executive (enforces laws).

SS.4.CG.3.2: Compare the structure, functions and processes of local and state government.
Clarifications:
Clarification 1: Students will identify how government is organized at the local and state level including, but not limited to, legislative branch (e.g., legislature, city/county commission), executive branch (e.g., governor, mayor) and judicial branch (e.g., county and circuit courts).
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SS.4.CG.3.AP.2: Identify the structures of local and state governments.

SS.4.E.1.1: Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
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SS.4.E.1.AP.1: Recognize a contribution of an entrepreneur who influenced Florida.

SS.4.E.1.2: Explain Florida's role in the national and international economy and conditions that attract businesses to the state.
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SS.4.E.1.AP.2: Identify important economic contributions of Florida.

SS.4.FL.1.1: People have many different types of jobs from which to choose. Identify different jobs requiring people to have different skills.
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SS.4.FL.1.AP.1: Identify different skills with different types of jobs.

SS.4.FL.1.2: People earn an income when they are hired by an employer to work at a job.
Explain why employers are willing to pay people to do their work.
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SS.4.FL.1.AP.2: Recognize that people get paid for their work.

SS.4.FL.1.3: Workers are paid for their labor in different ways such as wages, salaries, or commissions. Explain the ways in which workers are paid.
Examples:
Explain how a waitress, a teacher, and a realtor are paid.
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SS.4.FL.1.AP.3: Recognize that workers are paid in different ways for different jobs.

SS.4.FL.1.4: People can earn interest income from letting other people borrow their money.
Explain why banks and financial institutions pay people interest when they deposit their money at those institutions.
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SS.4.FL.1.AP.4: Identify interest income from people borrowing money.

SS.4.FL.1.5: People can earn income by renting their property to other people.
Identify different types of property (such as apartments, automobiles, or tools) that people own and on which rent is paid.
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SS.4.FL.1.AP.5: Recognize income can be earned by renting to others.

SS.4.FL.1.6: Describe ways that people who own a business can earn a profit, which is a source of income.
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SS.4.FL.1.AP.6: Recognize that people who own a business can make money.

SS.4.FL.1.7: Entrepreneurs are people who start new businesses. Entrepreneurs do not know if their new businesses will be successful and earn a profit. Identify ways in which starting a business is risky for entrepreneurs.
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SS.4.FL.1.AP.7: Recognize that entrepreneurs are people who start new businesses.

SS.4.FL.1.8: Income earned from working and most other sources of income are taxed. Describe ways that the revenue from these taxes is used to pay for government provided goods and services.
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SS.4.FL.1.AP.8: Recognize taxes are used to pay for government goods and services.

SS.4.FL.2.1: Explain that economic wants are desires that can be satisfied by consuming a good, a service, or a leisure activity.
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SS.4.FL.2.AP.1: Identify economic wants with goods, services, and leisure activities.

SS.4.FL.2.2: Explain that people make choices about what goods and services they buy because they can’t have everything they want. This requires individuals to prioritize their wants.
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SS.4.FL.2.AP.2: Place goods and services in a list that prioritizes an individual’s wants.

SS.4.FL.2.3: Identify some of the ways that people spend a portion of their income on goods and services in order to increase their personal satisfaction or happiness.
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SS.4.FL.2.AP.3: Recognize a portion of income can be used for personal happiness.

SS.4.FL.2.4: Discuss that whenever people buy something, they incur an opportunity cost. Opportunity cost is the value of the next best alternative that is given up when a person makes a choice.
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SS.4.FL.2.AP.4: Recognize a scenario that involves making an economic choice.

SS.4.FL.2.5: Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives.
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SS.4.FL.2.AP.5: Identify the costs and benefits of spending based on an informed decision.

SS.4.FL.2.6: Predict how people’s spending choices are influenced by prices as well as many other factors, including advertising, the spending choices of others, and peer pressure.
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SS.4.FL.2.AP.6: Identify ways people’s spending choices are influenced.

SS.4.FL.2.7: Planning for spending can help people make informed choices. Develop a budget plan for spending, saving, and managing income.
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SS.4.FL.2.AP.7: Identify the parts of a budget plan (spending, saving, and managing income).

SS.4.FL.3.1: Identify ways that income is saved, spent on goods and services, or used to pay taxes.
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SS.4.FL.3.AP.1: Recognize ways that income is used.

SS.4.FL.3.2: Explain that when people save money, they give up the opportunity to buy things now in order to buy things later.
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SS.4.FL.3.AP.2: Recognize that saving money involves choices

SS.4.FL.3.3: Identify ways that people can choose to save money in many places—for example, at home in a piggy bank or at a commercial bank, credit union, or savings and loan.
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SS.4.FL.3.AP.3: Identify places where people can save money.

SS.4.FL.3.4: Identify savings goals people set as incentives to save. One savings goal might be to buy goods and services in the future.
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SS.4.FL.3.AP.4: Identify the relationship between saving money and future purchases.

SS.4.FL.3.5: Explain that when people deposit money into a bank (or other financial institution), the bank may pay them interest. Banks attract savings by paying interest. People also deposit money into banks because banks are safe places to keep their savings.
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SS.4.FL.3.AP.5: Recognize the advantages of saving money in a bank.

SS.4.FL.4.1: Discuss that interest is the price the borrower pays for using someone else’s money.
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SS.4.FL.4.AP.1: Recognize that interest is added when you borrow money.

SS.4.FL.4.2: Identify instances when people use credit, that they receive something of value now and agree to repay the lender over time, or at some date in the future, with interest.
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SS.4.FL.4.AP.2: Identify an instance when people use a loan.

SS.4.FL.5.1: Explain that after people have saved some of their income, they must decide how to invest their savings so that it can grow over time.
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SS.4.FL.5.AP.1: Recognize the difference between saving and financial investing.

SS.4.FL.5.2: Explain that a financial investment is the purchase of a financial asset such as a stock with the expectation of an increase in the value of the asset and/or increase in future income.
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SS.4.FL.5.AP.2: Recognize that an investment may or may not produce a future income.

SS.4.FL.6.1: Explain that risk is the chance of loss or harm.
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SS.4.FL.6.AP.1: Recognize common examples of a risk.

SS.4.FL.6.2: Explain that risk from accidents and unexpected events is an unavoidable part of daily life.
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SS.4.FL.6.AP.2: Recognize that unexpected events are part of daily life.

SS.4.FL.6.3: Describe ways that individuals can either choose to accept risk or take steps to protect themselves by avoiding or reducing risk.
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SS.4.FL.6.AP.3: Identify ways to avoid or reduce risks.

SS.4.FL.6.4: Discuss that one method to cope with unexpected losses is to save for emergencies.
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SS.4.FL.6.AP.4: Recognize a benefit of emergency savings.

SS.4.G.1.1: Identify physical features of Florida.
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SS.4.G.1.AP.1: Recognize selected physical features of Florida.

SS.4.G.1.2: Locate and label cultural features on a Florida map.
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SS.4.G.1.AP.2: Identify cultural features on a Florida map.

SS.4.G.1.3: Explain how weather impacts Florida.
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SS.4.G.1.AP.3: Recognize an effect of weather in Florida.

SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
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SS.4.G.1.AP.4: Identify information provided on maps using the title, compass rose, cardinal and intermediate directions, symbols, and key/legend.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.4.C.2.4 (Archived Standard): Recognize types of school rules and community laws that promote health and disease prevention.
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HE.4.C.2.In.d: Recognize selected community laws that promote health and disease prevention, such as helmet laws and speed limits.
HE.4.C.2.Su.d: Recognize school rules that promote health and disease prevention, such as proper disposal of trash, obeying crossing guards, and bicycle safety.
HE.4.C.2.Pa.d: Recognize a way the school promotes health behaviors, such as providing disaster-preparedness programs, school breakfast programs, youth organizations, and school-safety rules.




General Course Information and Notes

GENERAL NOTES

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.


General Information

Course Number: 7721015 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS SOC ST - 4
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 4



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)


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