Curriculum Reference
Guide for Parents
Fourth Grade
2015 – 2016
August 2015
FOURTH GRADE
ENGLISH
In fourth grade, reading and writing skills support an increased emphasis on content-area learning and utilization of a
variety of resources to locate and read primary sources of information. A significant percentage of reading material will
relate to the study of mathematics, science, and history and social science. The student will use text organizers,
summarize information, formulate questions, and draw conclusions to demonstrate reading comprehension. The student
will also read classic and contemporary literature selections by a variety of authors. The student will continue to increase
communication skills in large- and small-group settings. The introduction of media messages will begin in fourth grade and
continue in fifth grade. Additionally, the student will plan, draft, revise, and edit narratives and explanations. The student
will routinely use word references while writing. The student will demonstrate comprehension of information resources to
research a topic and understand the difference between plagiarism and using his/her own words.
Communication: Speaking, Listening, Media Literacy
4.1
The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
4.2
The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.
4.3
The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.
Reading
4.4
The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
4.5
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
The student will read and demonstrate comprehension of fictional texts, narrative nonfiction
texts, and poetry.
Explain the author’s purpose.
Describe how the choice of language, setting, characters, and information contributes to the author’s purpose.
Identify the main idea.
Summarize supporting details.
Identify the problem and solution.
Describe the relationship between text and previously read materials.
Identify sensory words.
Draw conclusions/make inferences about text.
Make, confirm, or revise predictions.
Identify cause and effect relationships.
Use reading strategies throughout the reading process to monitor comprehension.
Read with fluency and accuracy.
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.
Writing
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.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
a) Use subject-verb agreement.
b) Include prepositional phrases.
c) Eliminate double negatives.
d) Use noun-pronoun agreement.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.
Research
4.9
The student will demonstrate comprehension of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to organize, evaluate, and communicate information.
d) Give credit to sources used in research.
e) Understand the difference between plagiarism and using own words.
MATHEMATICS
The fourth-grade standards place emphasis on multiplication and division with whole numbers and solving problems
involving addition and subtraction of fractions and decimals by finding common multiples and factors. Students will be
fluent in the basic multiplication facts through the twelves table and the corresponding division facts as they become
proficient in multiplying larger numbers. Students also will refine their estimation skills for computations and
measurements. Students will identify and describe representations of points, lines, line segments, rays, and angles,
including endpoints and vertices. Concrete materials and two-dimensional representations will be used to solve problems
involving perimeter, patterns, probability, and equivalence of fractions and decimals. Students will recognize images of
figures resulting from geometric transformations, such as reflection, translation, and rotation. Students will investigate and
describe the associative property for addition and multiplication.
While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies
such as calculators and computers. However, facility in the use of technology shall not be regarded as a substitute for a
student’s understanding of quantitative concepts and relationships or for proficiency in basic computations.
Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a
student’s understanding and appreciation of the subject. Students should be encouraged to use correctly the concepts,
skills, symbols, and vocabulary identified in the following set of standards.
Problem solving has been integrated throughout the six content strands. The development of problem-solving skills should
be a major goal of the mathematics program at every grade level. Instruction in the process of problem solving will need to
be integrated early and continuously into each student’s mathematics education. Students must be helped to develop a
wide range of skills and strategies for solving a variety of problem types.
Number and Number Sense
Focus: Place Value, Fractions, and Decimals
4.1
The student will
a) identify orally and in writing the place value for each digit in a whole number expressed through millions;
b) compare two whole numbers expressed through millions, using symbols (>, <, or = ); and
c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.
4.2
The student will
a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
4.3
The student will
a) read, write, represent, and identify decimals expressed through thousandths;
b) round decimals to the nearest whole number, tenth, and hundredth;
c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.
Computation and Estimation
Focus: Factors and Multiples, and Fraction and Decimal Operations
4.4
The student will
a) estimate sums, differences, products, and quotients of whole numbers;
b) add, subtract, and multiply whole numbers;
c) divide whole numbers, finding quotients with and without remainders; and
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.
4.5
The student will
a) determine common multiples and factors, including least common multiple and greatest common factor;
b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and
simplify the resulting fractions, using common multiples and factors;
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and subtraction with fractions and with
decimals.
Measurement
Focus: Equivalence within U.S. Customary and Metric Systems
4.6
The student will
a) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate;
and
b) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons)
and between units within the metric system (grams and kilograms).
4.7
The student will
a) estimate and measure length, and describe the result in both metric and U.S. Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and
yards; inches and yards; yards and miles) and between units within the metric system (millimeters and
centimeters; centimeters and meters; and millimeters and meters).
4.8
The student will
a) estimate and measure liquid volume and describe the results in U.S. Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and
gallons).
4.9
The student will determine elapsed time in hours and minutes within a 12-hour period.
Geometry
Focus: Representations and Polygons
4.10
The student will
a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and
vertices; and
b) identify representations of lines that illustrate intersection, parallelism, and perpendicularity.
4.11
The student will
a) investigate congruence of plane figures after geometric transformations, such as reflection, translation, and
rotation, using mirrors, paper folding, and tracing; and
b) recognize the images of figures resulting from geometric transformations, such as translation, reflection, and
rotation.
4.12
The student will
a) define polygon; and
b) identify polygons with 10 or fewer sides.
Probability and Statistics
Focus: Outcomes and Data
4.13
The student will
a) predict the likelihood of an outcome of a simple event; and
b) represent probability as a number between 0 and 1, inclusive.
4.14
The student will collect, organize, display, and interpret data from a variety of graphs.
Patterns, Functions, & Algebra
Focus: Geometric Patterns, Equality, and Properties
4.15
The student will recognize, create, and extend numerical and geometric patterns.
4.16
The student will
a) recognize and demonstrate the meaning of equality in an equation; and
b) investigate and describe the associative property for addition and multiplication.
SCIENCE
The fourth-grade standards stress the importance of using information, analyzing data, and validating experimental
results. Defining variables in experimentation is emphasized, and making simple predictions from picture, bar, and basic
line graphs is underscored. Questioning and hypothesizing become more detailed at this level. Students are introduced to
basic principles of electricity and to the concept of motion. Students explore basic information about our solar system and
investigate the interactions among Earth, the moon, and the sun. Students explore basic plant anatomy, plant
adaptations, and investigate relationships among plants and animals and their environments. In examining weather
phenomena and conditions, students identify various factors, make predictions based on data, and evaluate the results.
The importance of natural resources in Virginia is emphasized.
Scientific Investigation, Reasoning, and Logic
4.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in
metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Force, Motion, and Energy
4.2
The student will investigate and understand characteristics and interactions of moving objects. Key concepts
include
a) motion is described by an object’s direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
4.3
The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
Life Processes
4.4
The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Living Systems
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;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
Interrelationships in Earth/Space Systems
4.6
The student will investigate and understand how weather conditions and phenomena occur and can be predicted.
Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Earth Patterns, Cycles, and Change
4.7
The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
4.8
The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts
include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
Earth Resources
4.9
The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
SOCIAL STUDIES
The standards for Virginia Studies allow students to develop a greater understanding of Virginia’s rich history, from the
early settlements of American Indian language groups and the founding of Jamestown to the present. Geographic,
economic, and civic concepts are presented within this historic context. Students will develop the skills needed to analyze,
interpret, and demonstrate knowledge of important events and ideas in our history, and understand the contributions
made by people of diverse cultural and ethnic backgrounds. Students will use geographic tools to examine the influence
of physical and cultural geography on Virginia history. Ideas that form the foundation for political institutions in Virginia and
the United States also are included as part of the story of Virginia.
The study of history must emphasize the intellectual skills required for responsible citizenship. Students practice these
skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social
science.
Skills
VS.1
a)
b)
c)
d)
e)
f)
g)
h)
i)
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including
the ability to
identify and interpret artifacts and primary and secondary source documents to understand events in history;
determine cause and effect relationships;
compare and contrast historical events;
draw conclusions and make generalizations;
make connections between past and present;
sequence events in Virginia history;
interpret ideas and events from different historical perspectives;
evaluate and discuss issues orally and in writing;
analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and
historical events.
Virginia: The Land and Its First Inhabitants
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);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of
Virginia;
e) describing how American Indians related to the climate and their environment to secure food, clothing, and
shelter.
f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and
Jamestown;
g) identifying and locating the current state-recognized tribes.
Colonization and Conflict: 1607 through the American Revolution
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown
settlement;
d) identifying the importance of the General Assembly(1619) as the first representative legislative body in English
America;
e) identifying the importance of the arrival of Africans and women to the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g) describing the interactions between the English settlers and the native peoples, including the contributions of
Powhatan to the survival of the settlers.
VS.4 The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German)
immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond;
d) describing how money, barter, and credit were used.
e) describing everyday life in colonial Virginia.
VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with Great Britain as expressed in the Declaration of
Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American
Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and
James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at
Yorktown.
Political Growth and Western Expansion: 1781 to the Mid 1800s
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father
of the Constitution”;
b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights
and the Virginia Statute for Religious Freedom;
c) explaining the influence of geography on the migration of Virginians into western territories.
Civil War and Post-War Eras
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to
secession, war, and the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
c) describing the roles played by whites, enslaved African Americans, free African Americans, and American
Indians.
VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
a) identifying the effects of Reconstruction on life in Virginia;
b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and
American Indians;
c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic
development.
Virginia: 1900 to the Present
VS.9 The student will demonstrate knowledge of twentieth-and twenty-first century Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from other states and countries;
b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events;
c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their
relationship to national history;
d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.;
Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and
L. Douglas Wilder.
VS.10
a)
b)
c)
The student will demonstrate knowledge of government, geography, and economics by
identifying the three branches of Virginia government and the function of each;
describing the major products and industries of Virginia’s five geographic regions;
explaining how advances in transportation, communications, and technology have contributed to Virginia’s
prosperity and role in the global economy.
VISUAL ARTS
The standards for grade four continue to emphasize the elements of art and the principles of design as the basic building
blocks for art appreciation and production. Students explore a range of materials and subject matter. Emphasis is on the
importance of historic events and environment in Virginia from colonial times to the present. Students examine the
influence of the past on contemporary culture.
Visual Communication and Production
4.1
The student will generate ideas for works of art through discussion.
4.2
The student will use thumbnail sketches to document thought processes when creating works of art.
4.3
The student will create a work of art that uses themes, ideas, and art forms from the past.
4.4
The student will identify and use the characteristics of color, including hue, tint, shade, and intensity.
4.5
The student will identify and use variety, repetition, and unity in a work of art.
4.6
The student will identify and use a variety of lines in a work of art.
4.7
The student will describe and use hand-building techniques, including the slab method to make a ceramic work of
art.
4.8
The student will identify positive and negative space in works of art.
4.9
The student will use contour drawing, perspective drawing, and shading techniques to create a work of art that
depicts a three-dimensional object on a two-dimensional surface.
4.10
The student will create an abstraction based upon an object in the environment.
Cultural Context and Art History
4.11
4.12
4.13
4.14
4.15
The student will compare and contrast abstract and realistic works of art.
The student will identify the characteristics of cultural diversity in works of contemporary art.
The student will identify the influences of ancient cultures on Early American architecture.
The student will evaluate the importance of arts, crafts, and artists in the fulfillment of basic human needs in
Colonial Virginia.
The student will use research tools and procedures to investigate artists and their work.
Judgment and Criticism
4.16
The student will analyze works of art based on visual properties.
4.17
The student will distinguish among abstract, representational, and nonrepresentational works of art.
4.18
The student will identify and investigate ways that works of art from popular culture reflect the past and how they
influence the present.
4.19
The student will support the selection of a work of art using appropriate art vocabulary.
4.20
The student will categorize works of art by subject matter, including portrait, landscape, still life, narrative, and
genre.
Aesthetics
4.21
The student will discuss how personal beliefs influence responses to works of art.
4.22
The student will formulate questions about works of art from past or present cultures.
4.23
The student will select a preferred work of art from among others and defend the choice using appropriate art
vocabulary.
MUSIC
Performance and Production
4.1
The student will sing a repertoire of songs in tune with a clear tone quality.
a) Sing with expression, using indicated dynamics and phrasing.
b) Sing in a group performing songs in simple harmony.
4.2
The student will notate and perform rhythmic patterns that include sixteenth notes, single eighth notes, eighth
rests, paired eighth notes, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and
whole rests, using body percussion, voice, pitched instruments, or non-pitched instruments.
4.3
The student will notate and perform melodies from the treble staff, using traditional notation.
a) Identify melodic movement as step, leap, or repeat.
b) Use voice or instruments.
4.4
The student will respond to music with movement.
a)
Perform choreographed and non-choreographed movements.
b)
Perform traditional folk dances.
c)
Use body percussion.
4.5
The student will perform in a two-part musical ensemble, using pitched and non-pitched instruments.
4.6
The student will play I, IV, and V (or V7) chords to accompany a three-chord melody.
4.7
The student will create music through a variety of experiences.
a) Improvise simple melodic and rhythmic accompaniments.
b) Create melodic or rhythmic motives to enhance literature, using a variety of sound sources, including technology.
c) Create movement to illustrate meter and form.
Cultural Context and Music Theory
4.8
The student will identify rondo form.
4.9
The student will recognize dynamic markings and interpret them in performance.
4.10
The student will identify instruments from various music ensembles, including instruments from other cultures,
using sight and sound.
4.11
The student will identify the function of the top and bottom numbers of a meter signature involving 2, 3, and 4
beats.
4.12
The student will distinguish between major and minor tonality.
4.13
The student will use music terminology to describe various styles of music.
a) Place musical examples into broad categories of style.
b) Recognize a composer and a music composition from each of four different periods of music history.
Judgment and Criticism
4.14
The student will exhibit respect for the contributions of self and others in a music setting.
a) Contribute to a group effort of making music.
b) Contribute to a group effort of listening to music.
c) Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship.
Aesthetics
4.15
The student will compare the relationships between music and other disciplines.
HEALTH
Students in grade four learn and apply health skills to the following health areas: disease prevention, nutrition, healthy
relationships, use of tobacco, and use/abuse of alcohol. Students begin to recognize the existence of myths related to
health information, distinguish fact from fiction, and set simple goals for promoting personal health and preventing
disease. Students assume personal responsibility for helping promote health at school and in the community.
Knowledge and Skills
4.1
The student will explain how nutrition affects personal health and academic achievement. Key concepts/skills
include
a) the nutrients needed for proper brain functioning;
b) the components of a balanced meal;
c) the effects of malnutrition;
d) the impact of growth and development;
e) the impact of fats, carbohydrates, and proteins on physical performance.
4.2
The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include
a) development of refusal skills;
b) identification of bullying and aggressive behaviors;
c) development of coping skills;
d) recognition of harmful or abusive relationships;
e) practicing self-control.
4.3
The student will describe and evaluate the effects of alcohol, inhalants, tobacco, and drug use on the family and
community. Key concepts/skills include
a) the impact on self, family, and community;
b) the long-term consequences of drug use;
c) acts of violence and the use of weapons;
d) laws related to illegal alcohol and tobacco use.
4.4
The student will demonstrate an understanding of health concepts and behaviors that prevent illness of self and
others. Key concepts/skills include
a) the body’s defenses;
b) the spread of germs (viruses, bacteria, and fungi);
c) the difference between communicable and noncommunicable diseases;
d) the importance of early detection of health problems;
e) the role of regular physical activity.
Information Access and Use
4.5
The student will access and use health resources to improve personal and family health. Key concepts/skills
include
a) the use of health care agencies, printed materials, broadcast media, Internet, and audiovisual materials;
b) identification of accurate and inaccurate health information.
Community Health and Wellness
4.6
The student will evaluate his/her role in solving community health problems. Key concepts/skills include
a) personal responsibility for exhibiting healthy practices within the school and community setting;
b) the benefits of volunteerism.
4.7
The student will understand the importance of communicating with family about personal and community health
issues. Key concepts/skills include
a) identification of obstacles and solutions to communication;
b) assistance from a trusted adult when in unsafe or uncomfortable situations.
PHYSICAL EDUCATION
In grade four, students make continuous progress across all fundamental motor patterns. Proficient movement patterns
are possible as students combine locomotor and manipulative skills in increasingly more complex situations. Students
create sequences in educational dances and gymnastics. They apply movement concepts and principles in individual
movement performances, and tactical strategies in simple partner activities. Fitness assessment is appropriate at this
grade level, and students make interpretations of results and set personal goals based on the results of their
assessments. Students exhibit responsible behaviors and appropriate etiquette, and they apply proper rules and
procedures.
Skilled Movement
4.1
The student will refine movement skills and demonstrate the ability to combine them in increasingly complex
movement activities.
a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill combinations in game
and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall
with an implement).
b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and
regional American formations; create educational dances, combining shapes, levels, pathways, and locomotor
patterns, and having apparent beginning, middle, and end).
c) Perform smooth sequences that combine four or more of the following movements: traveling, balancing, rolling,
and other types of weight transfer.
Movement Principles and Concepts
4.2
The student will understand and apply movement concepts and principles in complex motor skills.
a) Recall and demonstrate movement principles and concepts for selected motor patterns and combination skills
(e.g., trajectory, force, speed).
b) Apply movement principles and concepts to basic game strategies.
c) Use movement principles to improve personal performance and provide feedback to others.
Personal Fitness
4.3
The student will correlate regular participation in physical activity with various components of fitness and
improvement in fitness and skill development.
a) Identify the components of health-related fitness (e.g., cardiorespiratory endurance, muscular strength and
endurance, flexibility, body composition).
b) Apply data from a standardized health-related fitness assessment to determine personal fitness goals.
c) Apply the FITT (Frequency, Intensity, Time, Type) principle of training to implement personal fitness goals.
Responsible Behaviors
4.4
The student will demonstrate positive interactions with others in cooperative and competitive physical activities.
a) Work productively and respectfully with others in achieving a common group goal.
b) Work toward positive solutions in resolving disagreements.
c) Demonstrate appropriate etiquette and application of rules and procedures.
d) Identify the contributions various cultures have made to sport, dance, and recreational pursuits.
Physically Active Lifestyle
4.5
The student will identify opportunities to participate in regular physical activity at home, at school, and in the
community.
COMPUTER TECHNOLOGY
Basic Operations and Concepts
C/T 3-5.1
The student will demonstrate knowledge of the nature and operation of technology systems.
a) Discuss common uses of computers in their daily life and the advantages and disadvantages those uses provide.
b) Communicate about basic technology components with appropriate terminology.
C/T 3-5.2
The student will demonstrate proficiency in the use of technology.
a) Use skills and procedures needed to operate various technologies such as scanners, digital cameras and handheld computers.
b) Identify basic software applications such as word processing, databases, and spreadsheets.
Social and Ethical Issues
C/T 3-5.3
The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.
a) Identify how technology has changed society in areas such as communications, transportation, and the economy.
b) Discuss ethical behaviors when using information and technology.
C/T 3-5.4
The student will practice responsible use of technology systems, information, and software.
a) Understand the need for the school division’s acceptable use policy.
b) Discuss the rationale of fair use and copyright regulations.
c) Follow rules for personal safety when using the Internet.
C/T 3-5.5
The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and
productivity.
a) Work collaboratively when using technology.
b) Practice and communicate respect for people, equipment, and resources.
c) Understand how technology expands opportunities for learning.
Technology Research Tools
C/T 3-5.6
The student will use technology to locate, evaluate, and collect information from a variety of sources.
a) Collect information from a variety of sources.
b) Evaluate the accuracy of electronic information sources.
c) Enter data into databases and spreadsheets.
Problem-solving and Decision-making Tools
C/T 3-5.7
The student will use technology resources for solving problems and making informed decisions.
a) Determine when technology tools are appropriate to solve a problem and make a decision.
b) Select resources to solve problems and make informed decisions.
Technology Communication Tools
C/T 3-5.8
The student will use a variety of media and formats to communicate information and ideas effectively to
multiple audiences.
a) Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.
b) Use technology tools for individual and collaborative writing, communication, and publishing activities.
c) Use telecommunication tools to communicate and share information with others.
4th Grade Pacing at a Glance
Nine
Week
Marking
Period
English
Math
Science
Social Studies
4.1a-c
4.4a,b,d
4.5a
4.8a
4.12a,b
4.1c,f,g,h
4.7
4.8
VS.2a-g
VS.3a-g
First
4.4 a,c
4.5 c,d,h
4.6 d,e,f
4.7 a-k
4.8 a,d,h
4.9c
Second
4.4 b,e
4.5 a,b,g
4.6 a,c
4.7 a-k
4.8 e,f,g
4.8b
4.3a-d
4.4c,e
4.5c,d
4.6a,b
4.15
4.1 a,b,f,g,i
4.2
4.3
VS.4a-e
VS.5a-c
VS.6a-c
4.1
n/a
Second
On-going
4.4 a,c
4.5 c,d,h
4.6 d,e,f
4.7a-k
4.8 a,d,h
4.9c
4.1 c,f,g,k
4.5
4.4
VS.7a-c
VS.8a-c
VS.9a-d
4.1
n/a
4.1 a,e,g,j
4.6
4.9
VS.10a-c
Third
Third
On-going
Fourth
Fourth
On-going
4.5 e,i,j
4.6 b,g,h
4.7a-k
4.8 b,c
4.9 a-e
4.2a,b
4.5b,d
4.7
4.9
4.10a,b
4.14
4.4 a-c, e
4.5 a-d,g,h
4.6 a,c,d-f
4.8 a,d-h
4.9c
4.7a-k
4.4a-c,e
4.5a-e,g-j
4.6a-h
4.7a-k
4.8a,d-h
4.9c
4.11a,b
4.13a,b
4.16a,b
n/a
Suffolk Public Schools
School Board Members
Dr. Michael J. Debranski, Chair
Enoch C. Copeland, Vice Chair
Linda W. Bouchard
Dr. Judith Brooks-Buck
Phyllis C. Byrum
David P. Mitnick
Lorraine B. Skeeter
Administration
Deran R. Whitney, Ed.D.
Superintendent
Jacqueline C. Chavis
Deputy Superintendent
Douglas B. Dohey
Chief of Operations
Pamela L. Connor, Ed.S.
Director of Elementary Leadership
Suffolk Public Schools
100 N. Main Street
Suffolk, Virginia 23434
(757) 925-6750