Phonics & Word Recognition Skills:

• Know and apply grade level phonics and word analysis skills in decoding words:
  • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency:

• Read with sufficient accuracy and fluency to support comprehension:
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Ideas & Details:

• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Determine a theme of a story, drama, or poem from details in the text; summarize the text.
• Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions).
• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Craft & Structure:

• Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g. Herculean).
• Explain major differences between poems, drama, and proses, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
• Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
• Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
• Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Integration Of Knowledge & Ideas:

• Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
• Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures.
• Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• Explain how an author uses reasons and evidence to support particular points in a text.
• Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeable.

Range Of Reading & Level Of Text Complexity:

• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Conventions Of Standard English:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:
  • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  • Use modal auxiliaries (e.g. can, may, must) to convey various conditions.
  • Order adjectives within sentences according to conventional patterns (e.g. small red bag rather than a red small bag).
  • Form and use prepositional phrases.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  • Correctly use frequently confused words (e.g. to, too, two; there, their).
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:
  • Use correct capitalization.
  • Use commas and quotation marks to mark direct speech and quotations from a text.
  • Use commas and quotation marks to mark direct speech and quotations from a text.
  • Use a comma before a coordinating conjunction in a compound sentence.
  • Spell grade-appropriate words correctly, consulting references as needed.

Knowledge Of Language:

• Use knowledge of language and its conventions when writing, speaking, reading, or listening:
  • Choose words and phrases to convey ideas precisely.
  • Choose punctuation for effect.
  • Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g. small-group discussion).

Vocabulary Acquisition & Use:

• Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies:
  • Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph).
  • Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the punctuation and determine or clarify the precise meaning of keywords and phrases.
• Demonstrate understanding of figurative language, word relationships and nuances in word meanings:
  • Explain the meaning of simple similes and metaphors (e.g. as pretty as a picture) in context.
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
• Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being (E.g. quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Text Types and Purposes:

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information:
  • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
  • Provide reasons that are supported by facts and details.
  • Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
  • Provide a concluding statement or section related to the opinion presented.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
  • Introduce a topic and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions,concrete details, quotations, or other information and examples related to the topic.
  • Link ideas within categories of information using words and phrases (e.g. another, for example, also, because).
  • Use precise language and domain-specific vocabulary to inform about or explain a topic.
  • Provide a concluding statement of section related to the information or explanation presented.
• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations.
  • Use a variety of transitional words and phrases to manage the sequence of events.
  • Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing:

• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• With guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge:

• Conduct short research projects that build knowledge through investigation of different aspects of a topic.
• Recall relevant information from experiences or gather relevant information from print and digital resources; take notes and categorize information, and provide a list of sources.
• Draw evidence from literary or informational texts to support analysis, reflection, and research:
  • Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g. a character’s thoughts, words, or actions]”).
  • Appy grade 4 Reading standards to informational texts (e.g. “Explain how an author uses reasons and evidence to support particular points in a text”).

Range of Writing:

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Comprehension and Collaboration:

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly:
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions and carry out assigned roles.
  • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
• Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas:

• Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
• Differentiate between contexts that call for formal English (e.g presenting ideas) and situations where informal discourse is appropriate (e.g. small-group discussion); use formal English when appropriate to task and situation.

Use the four operations with whole numbers to solve problems:

• Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
• Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
• Represent these problems using equations with a letter standing for the unknown quantity.
• Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Gain familiarity with factors and multiples:

• Find all factor pairs for a whole number in the range 1-100.
• Recognize that a whole number is a multiple of each of its factors.
• Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number.
• Determine whether a given whole number in the range 1-100 is prime or composite.

Generate and analyze patterns:

• Generate a number or shape pattern that follows a given rule.
• Identify apparent features of the pattern that were not explicit in the rule itself:
  • For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Generalize place value understanding for multi-digit whole numbers:

• Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
• Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
• Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
• Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic:

• Fluently add and subtract multi-digit whole numbers using the standard algorithm.
• Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.
• Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
• Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
• Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Extend understanding of fraction equivalence and ordering:

• Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
• Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½.
• Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions:

• Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
  • Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
  • Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.
  • Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + ⅛.
  • Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
  • Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
• Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
  • Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
  • Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number:
    • For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.).
  • Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem:
    • For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed?
    • Between what two whole numbers does your answer lie?

Understand decimal notation for fractions, and compare decimal fractions:

• Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100:
  • For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
• Use decimal notation for fractions with denominators 10 or 100:
  • For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
• Compare two decimals to hundredths by reasoning about their size:
  • Recognize that comparisons are valid only when the two decimals refer to the same whole.
  • Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Solve problems involving measurement and conversion of measurements:

• Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
• Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table:
  • For example, know that 1 ft is 12 times as long as 1 in.
  • Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
• Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
• Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
• Apply the area and perimeter formulas for rectangles in real world and mathematical problems:
  • For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Represent and interpret data:

• Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
• Solve problems involving addition and subtraction of fractions by using information presented in line plots:
  • For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Geometric measurement: understand concepts of angle and measure angles:

• Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
  • An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
  • An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
• Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
• Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.
• Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles:

• Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.
• Recognize right triangles as a category, and identify right triangle.
• Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Asking and Answering Questions:

• Asking questions and defining problems in 3-5 builds on K–2 experiences and progresses to specifying qualitative relationships.
• Ask questions about what would happen if a variable is changed. Identify scientific (testable) and non-scientific (nontestable) questions.
• Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
• Use prior knowledge to describe problems that can be solved.
• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints.

Developing and Using Models:

• Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Identify limitations of models.
• Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
• Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.
• Develop and/or use models to describe and/or predict phenomena.
• Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
• Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

Planning and Carrying Out Investigations:

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K– 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
• Evaluate appropriate methods and/or tools for collecting data.
• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
• Make predictions about what would happen if a variable changes.
• Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

Analyzing and Interpreting Data:

• Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
• When possible and feasible, digital tools should be used.
• Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
• Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
• Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
• Analyze data to refine a problem statement or the design of a proposed object, tool, or process. Use data to evaluate and refine design solutions.

Using Mathematics and Computational Thinking:

• Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.
• Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.
• Organize simple data sets to reveal patterns that suggest relationships.
• Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.
• Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.

Construction Explanations and Designing Solutions:

• Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
• Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
• Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
• Identify the evidence that supports particular points in an explanation.
• Apply scientific ideas to solve design problems.
• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Engaging in Argument from Evidence:

• Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
• Compare and refine arguments based on an evaluation of the evidence presented.
• Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.
• Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.
• Construct and/or support an argument with evidence, data, and/or a model.
• Use data to evaluate claims about cause and effect.
• Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Obtaining, Evaluating, and Communicating Information:

• Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.
• Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
• Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.
• Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
• Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
• Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Patterns:

• Students identify similarities and differences in order to sort and classify natural objects and designed products.
• They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Cause and Effect:

• Students routinely identify and test causal relationships and use these relationships to explain change.
• They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Scale Proportion and Quantity:

• Students recognize natural objects and observable phenomena exist from the very small to the immensely large.
• They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.

System and System Models:

• Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.
• They can also describe a system in terms of its components and their interactions.

Energy and Matter:

• Students learn matter is made of particles and energy can be transferred in various ways and between objects.
• Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.

Structure and Function:

• Students learn different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions.

Stability and Change:

• Students measure change in terms of differences over time, and observe that change may occur at different rates.
• Students learn some systems appear stable, but over long periods of time they will eventually change.

Disciplinary Core Ideas:

• The performance expectations in fourth grade help students formulate answers to questions such as:
  • What are waves and what are some things they can do?
  • How can water, ice, wind and vegetation change the land?
  • What patterns of Earth’s features can be determined with the use of maps?
  • How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
  • What is energy and how is it related to motion?
  • How is energy transferred?
  • How can energy be used to solve a problem?

• Explain connections among historical contexts and people’s perspectives at the time.
• Explain probable causes and effects of events and developments.
• Use evidence to develop a claim about the past.

• Illustrate historical and contemporary means of changing society.

• Compare the benefits and costs of individual choices.
• Identify positive and negative incentives that influence the decisions people make.
• Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
• Explain the relationship between investment in human capital, productivity, and future incomes.

• Construct maps and other graphic representations of both familiar and unfamiliar places.
• Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
• Explain how culture influences the way people modify and adapt to their environments.
• Explain how the cultural and environmental characteristics of places change over time.
• Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
• Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
• Explain how human settlements and movements relate to the locations and use of various natural resources.
• Analyze the effects of catastrophic environmental and technological events on human settlements and migration.

• Describe how internal and external parts of computing devices function to form a system.
• Model how computer hardware and software work together as a system to accomplish tasks.

• Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.
• Discuss real-world cybersecurity problems and how personal information can be protected.

• Organize and present collected data visually to highlight relationships and support a claim.
• Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.

• Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• Create programs that use variables to store and modify data.

• Create programs that include sequences, events, loops, and conditionals.
• Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
• Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
• Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
• Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.

• Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.