Girl Scouts Journeys Content Unit Report. Grades: 4, 5 States: California Content Standards

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Girl Scouts Journeys Content Unit Report Grades: 4, 5

States: California Content Standards Agent of Change

Summary: AGENT OF CHANGE Power! In this journey, for fourth- and fifth-graders, there's a whole spiral of it waiting for Girl Scout Juniors. This powerful journey is filled with ceremonies and circles, real-life heroines, and special new characters, including the fashion-savvy spider named Dez. Along the way, girls learn how their own power combines into team power and then moves out to become community power. (978-0-88441-713-2)

California Content Standards

Health and PE / Language Arts / Mathematics / Science / Social Studies Grade: 4 - Adopted 1997

CONTENT STANDARD /

DOMAIN CA.2.0. Reading: Reading Comprehension: Students read andunderstand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

PERFORMANCE STANDARD /

STRAND 2.2. Comprehension and Analysis ofGrade-Level-Appropriate Text: Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

PERFORMANCE STANDARD /

STRAND 2.4. Comprehension and Analysis ofGrade-Level-Appropriate Text: Evaluate new information and hypotheses by testing them against known information and ideas.

CONTENT STANDARD /

DOMAIN CA.3.0. Reading: Literary Response and Analysis: Studentsread and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

PERFORMANCE STANDARD /

STRAND 3.1. Structural Features of Literature: Describe thestructural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

PERFORMANCE STANDARD /

STRAND 3.4. Narrative Analysis of Grade-Level-Appropriate Text:Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

CONTENT STANDARD /

DOMAIN CA.2.0. Writing: Writing Applications (Genres and TheirCharacteristics): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

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PERFORMANCE STANDARD /

STRAND 2.3. Write information reports.

EXPECTATION / SUBSTRAND 2.3.a. Frame a central question about an issue or situation. EXPECTATION / SUBSTRAND 2.3.b. Include facts and details for focus.

EXPECTATION / SUBSTRAND 2.3.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). CONTENT STANDARD /

DOMAIN CA.1.0. Listening and Speaking: Listening and SpeakingStrategies: Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand

important ideas by using proper phrasing, pitch, and modulation.

PERFORMANCE STANDARD /

STRAND 1.2. Comprehension: Summarize major ideas andsupporting evidence presented in spoken messages and formal presentations.

PERFORMANCE STANDARD /

STRAND 1.10. Analysis and Evaluation of Oral MediaCommunication: Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

Grade: 5 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.2.0. Reading: Reading Comprehension (Focus onInformational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

PERFORMANCE STANDARD /

STRAND 2.1. Structural Features of Informational Materials:Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

PERFORMANCE STANDARD /

STRAND 2.3. Comprehension and Analysis ofGrade-Level-Appropriate Text: Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. PERFORMANCE STANDARD /

STRAND 2.4. Comprehension and Analysis ofGrade-Level-Appropriate Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. CONTENT STANDARD /

DOMAIN CA.2.0. Writing: Writing Applications (Genres and TheirCharacteristics): Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

PERFORMANCE STANDARD /

STRAND 2.3. Write research reports about important ideas, issues,or events by using the following guidelines. EXPECTATION / SUBSTRAND 2.3.b. Establish a controlling idea or topic.

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Develop the topic with simple facts, details, examples, and explanations.

CONTENT STANDARD /

DOMAIN CA.1.0. Listening and Speaking: Listening and SpeakingStrategies: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. PERFORMANCE STANDARD /

STRAND 1.2. Comprehension: Interpret a speaker's verbal andnonverbal messages, purposes, and perspectives. PERFORMANCE STANDARD /

STRAND 1.8. Analysis and Evaluation of Oral and MediaCommunications: Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Grade: 4 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.MR. Mathematical Reasoning

PERFORMANCE STANDARD /

STRAND 2.0. Students use strategies, skills, and concepts in findingsolutions. EXPECTATION / SUBSTRAND 2.4. Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Grade: 5 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.MR. Mathematical Reasoning

PERFORMANCE STANDARD /

STRAND 2.0. Students use strategies, skills, and concepts in findingsolutions. EXPECTATION / SUBSTRAND 2.4. Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Grade: 4 - Adopted 1998 CONTENT STANDARD /

DOMAIN CA.6. Investigation and Experimentation: Scientific progressis made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

PERFORMANCE STANDARD /

STRAND 6.a. Differentiate observation from inference(interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.

PERFORMANCE STANDARD /

STRAND 6.f. Follow a set of written instructions for a scientificinvestigation. Grade: 5 - Adopted 1998

CONTENT STANDARD /

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conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

PERFORMANCE STANDARD /

STRAND 6.c. Plan and conduct a simple investigation based on astudent-developed question and write instructions others can follow to carry out the procedure.

Agent of Change

-Summary: AGENT OF CHANGE: A HOW-TO GUIDE FOR ADULT VOLUNTEERS (978-0-88441-714-9) California Content Standards

Health and PE / Language Arts / Mathematics / Science / Social Studies Grade: 4 - Adopted 1997

CONTENT STANDARD /

DOMAIN CA.2.0. Reading: Reading Comprehension: Students read andunderstand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

PERFORMANCE STANDARD /

STRAND 2.2. Comprehension and Analysis ofGrade-Level-Appropriate Text: Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

PERFORMANCE STANDARD /

STRAND 2.4. Comprehension and Analysis ofGrade-Level-Appropriate Text: Evaluate new information and hypotheses by testing them against known information and ideas.

CONTENT STANDARD /

DOMAIN CA.3.0. Reading: Literary Response and Analysis: Studentsread and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

PERFORMANCE STANDARD /

STRAND 3.1. Structural Features of Literature: Describe thestructural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

PERFORMANCE STANDARD /

STRAND 3.4. Narrative Analysis of Grade-Level-Appropriate Text:Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

CONTENT STANDARD /

DOMAIN CA.2.0. Writing: Writing Applications (Genres and TheirCharacteristics): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting,

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research, and organizational strategies outlined in Writing Standard 1.0.

PERFORMANCE STANDARD /

STRAND 2.3. Write information reports.

EXPECTATION / SUBSTRAND 2.3.a. Frame a central question about an issue or situation. EXPECTATION / SUBSTRAND 2.3.b. Include facts and details for focus.

EXPECTATION / SUBSTRAND 2.3.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). CONTENT STANDARD /

DOMAIN CA.1.0. Listening and Speaking: Listening and SpeakingStrategies: Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand

important ideas by using proper phrasing, pitch, and modulation.

PERFORMANCE STANDARD /

STRAND 1.2. Comprehension: Summarize major ideas andsupporting evidence presented in spoken messages and formal presentations.

PERFORMANCE STANDARD /

STRAND 1.10. Analysis and Evaluation of Oral MediaCommunication: Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

Grade: 5 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.2.0. Reading: Reading Comprehension (Focus onInformational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

PERFORMANCE STANDARD /

STRAND 2.1. Structural Features of Informational Materials:Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

PERFORMANCE STANDARD /

STRAND 2.3. Comprehension and Analysis ofGrade-Level-Appropriate Text: Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. PERFORMANCE STANDARD /

STRAND 2.4. Comprehension and Analysis ofGrade-Level-Appropriate Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. CONTENT STANDARD /

DOMAIN CA.2.0. Writing: Writing Applications (Genres and TheirCharacteristics): Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

PERFORMANCE STANDARD /

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EXPECTATION / SUBSTRAND 2.3.b. Establish a controlling idea or topic.

EXPECTATION / SUBSTRAND 2.3.c. Develop the topic with simple facts, details, examples, and explanations.

CONTENT STANDARD /

DOMAIN CA.1.0. Listening and Speaking: Listening and SpeakingStrategies: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. PERFORMANCE STANDARD /

STRAND 1.2. Comprehension: Interpret a speaker's verbal andnonverbal messages, purposes, and perspectives. PERFORMANCE STANDARD /

STRAND 1.8. Analysis and Evaluation of Oral and MediaCommunications: Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Grade: 4 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.MR. Mathematical Reasoning

PERFORMANCE STANDARD /

STRAND 2.0. Students use strategies, skills, and concepts in findingsolutions. EXPECTATION / SUBSTRAND 2.4. Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Grade: 5 - Adopted 1997 CONTENT STANDARD /

DOMAIN CA.MR. Mathematical Reasoning

PERFORMANCE STANDARD /

STRAND 2.0. Students use strategies, skills, and concepts in findingsolutions. EXPECTATION / SUBSTRAND 2.4. Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Grade: 4 - Adopted 1998 CONTENT STANDARD /

DOMAIN CA.6. Investigation and Experimentation: Scientific progressis made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

PERFORMANCE STANDARD /

STRAND 6.a. Differentiate observation from inference(interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.

PERFORMANCE STANDARD /

STRAND 6.f. Follow a set of written instructions for a scientificinvestigation. Grade: 5 - Adopted 1998

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CONTENT STANDARD /

DOMAIN CA.6. Investigation and Experimentation: Scientific progressis made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

PERFORMANCE STANDARD /

STRAND 6.c. Plan and conduct a simple investigation based on astudent-developed question and write instructions others can follow to carry out the procedure.

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