GRADE 4

RELIGION

By the end of grade 4, students will be able to

1. Thank God for His creating and preserving might.

2. Express appreciation to God for the blessings of rebirth in

Baptism.

3. Describe God as holy, just, and gracious.

4. Pray for God's guidance in building Christian relationships.

5. Acknowledge that God gives them power to forgive others.

6. Rejoice that we have been restored to a peaceful relationship

with God through Christ.

7. Identify faith in Jesus as the only way to heaven.

8. Acknowledge that Jesus, the Savior, is both true God and true

man.

9. Acknowledge that God desires all people to receive the gift of

eternal life and salvation.

10. Demonstrate reliance on God's strength when they are tempted

to sin.

11. Explain that Jesus' miracles demonstrated His power as God's

Son.

12. Identify the means through which God equips them to overcome

Satan's power.

13. Verbalize that they are saved by God's grace and not their

own good deeds.

14. Demonstrate an understanding of the meaning of the terms

grace and faith.

15. Discuss the four elements of prayer: confession, adoration,

supplication, and thanksgiving.

16. Demonstrate a desire to pray more often, confidently trusting

in God's promises to hear and respond to their prayers.

17. Evidence a desire for the spiritual food offered through

God's Word.

18. Acknowledge Jesus as omniscient, omnipotent, and omnipresent.

19. Confess their sins to God, trusting that He will forgive them

because of the saving work of His Son, Jesus.

20. Express their love for God in acts of service to other

people.

21. Rejoice that they are justified through Jesus' life, death,

and resurrection.

22. Demonstrate a desire to trust God for help, strength, and

forgiveness.

23. Acknowledge that at Easter Jesus proclaimed His victory over

sin, death, and the power of the devil.

24. Express reliance on Jesus' presence and the power of the Holy

Spirit for the courage and ability to witness the Christian faith

in their daily lives.

25. Acknowledge the communion of saints as a special blessing

from God.

26. Realize that God gives them faith and a change of heart so

that they may live as His children.

27. Express reliance on the power of the Holy Spirit to remain

firm in their faith, knowing that even persecution and opposition

can lead to further opportunities to spread the Gospel.

LANGUAGE ARTS

By the end of grade 4, students will be able to

1. Listen for enjoyment and to gain information.

2. Reenact story situations.

3. Read aloud with interpretive expression.

4. Identify and understand figurative and idiomatic language.

5. Complete verbal analogies.

6. Demonstrate awareness that there are levels of usage

appropriate to varying occasions.

<*dv_0*>7. Identify multiple possible causes for characters' actions.

8. Reread and revise their own sentences, paragraphs, and

stories.

9. Diagram relationships through graphic organizers and semantic

maps.

10. Write summaries of stories.

11. Listen and take simple notes in their own words, listing main

ideas and significant details.

12. Brainstorm ideas on a topic.

13. Write concise news stories with significant facts listed in

logical order.

14. Write short sports reports, using athletes' names and

significant statistics.

15. Write the dialog for characters in a picture story.

16. Write and present oral book reports referring to the main

characters of a story and the sequence of events, using visual

aids.

17. Use reading as a study skill, using a table of contents,

index, and glossary as aids for finding information.

18. Write rough copy with a willingness to recopy and improve

legibility, ideas, and punctuation.

19. Spell correctly the words that are needed for written

expression in all subjects, and use multiple strategies for

spelling unfamiliar words.

20. Use accepted form and appropriate language in varying types

of written communication.

21. Write cursive script, using appropriate size, slant, shape

and spacing.

22. Choose age-appropriate and ability-appropriate level books to

read in leisure time.

23. Take notes while listening to an oral presentation.

24. Provide synonyms or antonyms for words.

MATHEMATICS

By the end of grade 4, students will be able to

1. Read, write, order, and use numerals through 1,000,000,000 and

decimals to the hundredth, and mixed numbers.

2. Write a number sentence that describes the relationship

between any pair of whole numbers.

3. Round a number to the nearest ten, hundred, thousand, ten

thousand, or hundred thousand and round money amounts to the

nearest $.10, $1.00, or $10.00.

4. Estimate and find the sum or difference of two-, three-, and

four-digit numbers.

5. Illustrate how the distributive property of multiplication

over addition can be used to find the product of a one-digit

number and a two- or three-digit number.

6. Estimate and find the product of any two-digit number

multiplied by a one- or two-digit number.

7. Estimate and find the quotient of a two-digit whole number

dividend and a one-digit whole number divisor.

8. Do mental calculations by using various properties of

addition, subtraction, and multiplication.

9. Be able to use a calculator to make mathematical discoveries,

add several numbers, and subtract or multiply a given pair of

whole numbers.

10. Estimate and find the sum, difference, or product of decimals

to the nearest hundredth.

11. Make change for dollar amounts up to $20; express the value

for a given amount of money in words; and find sums and

differences of money amounts.

12. Identify and construct models of a line; a line segment; a

ray; an angle, including its sides and its vertex; a right angle;

two parallel lines; two intersecting lines; two perpendicular

lines; a radius; a diameter; and certain two- and

three-dimensional figures.

13. Identify congruent, similar, and symmetrical figures.

14. Transform plane figures, i.e., be able to illustrate the

reflection, the rotation, and the translation of a geometric

figure using concrete models.

15. Estimate and measure length, perimeter, capacity, weight

(mass), temperature, and area by using various nonstandard,

metric, and English units.

16. Convert linear measurements in centimeters, decimeters, or

meters from one unit to another or in inches, feet, or yards from

one unit to another.

17. Collect, record, and organize data into tables, charts, bar

graphs, line graphs, and pictographs.

18. Formulate questions and make predictions based on organized

data.

19. Find the likelihood (probability) of an event and make

predictions. In order to determine the likelihood, students will

need to be able to list the possible outcomes for various

experiments and list the different arrangements (permutations)

for a given set of objects.

20. Find the mean (average), median, and range for a set of data.

21. Locate or name ordered pairs on a coordinate grid.

22. Find factors and multiples of numbers and identify prime and

composite numbers.

23. Order fractions, mixed numbers, and decimals.

24. Find equivalent fractions and simplify fractions.

25. Find the sum of any two fractions or mixed numbers which have

a common denominator.

26. Determine the relationship that exists between each pair of

elements in a given set of ordered pairs and then use this

relationship (rule) to generate additional ordered pairs.

SCIENCE

By the end of grade 4, students will be able to

1. Discuss a plant as a system, explaining the function of each

part: root, stem, leaves, fruit, seeds.

2. Observe, identify, and explain survival strategies for birds,

fish, amphibians, reptiles, mammals.

3. Explain unusual animal adaptations: body parts, mimicry,

behavior, camouflage.

4. State that a "community" includes a series of interdependent

populations in a given area.

5. Analyze a given community (e.g., pond, woods, field) and give

examples of producers, consumers, and decomposers.

6. Write a report on the concept of competition niche and

predator-prey relations in a given community and how nature tends

to establish an equilibrium.

7. Compare and contrast food chains and food webs.

8. Develop a food web given a group of forest or ocean organisms.

9. Identify and explain the living and nonliving parts of an

ecosystem.

10. Discover the laws of attraction and repulsion for magnets,

identify the North and South Poles, and divide materials by their

response to a magnet.

11. Make an iron filings picture of the magnetic lines of force

about various arrangements of magnets.

12. Make magnets and make them stronger by stroking soft iron

materials, (e.g. hacksaw blades, nails) on a strong magnet.

13. Compare and contrast igneous rocks and describe how they are

formed.

<*dv_2*>14. Build a model of a volcano and connect it to the idea of

igneous rocks.

15. Describe the location of effort, resistance, and fulcrum in a

first-, second-, and third-class lever.

16. List examples of compound machines and identify several

simple machines in each example.

17. Use a lever to show that work (force x distance) is conserved

in the system: work in = work out and explain that force may be

exchanged for distance and vice versa.

18. Identify work as a way to measure energy.

19. Build structures (bridges, etc.) using straws, toothpicks,

etc., and discover the principles of strength.

20. Sketch the principle parts of digestive, circulatory, and

respiratory systems, labeling the parts and explaining their

functions.

21. Discuss health practices, activities, diets that will support

good health in digestive, circulatory, and respiratory systems.

SOCIAL STUDIES

By the end of grade 4, students will be able to

1. Use reference resources within their text, (e.g., table of

contents, index, appendix, bibliography).

2. Roleplay the action of historic figures or events after doing

<*dv_4*>research in encyclopedias, biographies, or other factual

materials.

3. Explain how place influences life.

4. Participate in group decision making and in the election of

classroom representatives.

5. Identify the capital, major cities, natural resources, and

regional-interest sites of their state.

6. Describe different types of industry and occupations in the

state and region.

7. Locate places on a map using a grid.

8. Discuss sources of conflict and methods of resolution.

9. Define and explain both freedom and responsibility.

10. Explain how public policy is made by local and state

governments.

11. Identify elements of the common good for the society.

12. Describe how causality affects history.

13. Work independently to develop concepts and generalizations.

14. Make suggestions to improve the common good and well-being.

15. Identify the origins of their state.

16. Describe the role of Native Americans in the history of their

region or state.

17. Analyze the impact of media in their lives.

18. Construct a bar graph, line graph, or picture graph

representing population growth.

19. Understand why immigrants from many parts of the world

continue to want to come to the United States.

20. Define specific responsibilities of state as opposed to

federal government.

21. Write a letter about an important issue to a city or state

government representative.

22. Appreciate different forms of food, music, and art,

recognizing ethnic diversity and how it contributes to our way of

life.

23. Demonstrate an understanding of time zones.

24. Detail how transportation played a role in regional

development

25. Use a road map to plan a trip across the state or region.

ART

By the end of grade 4, students will be able to

Art History

1. Identify and discuss selected styles of architecture present

in their city/town (such as Colonial, Gothic Revival, Shingle

Style).

2. Recognize and discuss selected styles or periods of art

presented in fourth grade.

3. Discuss characteristics of style or period for selected works

of art.

4. Describe/discuss how the subject matter and expressive

qualities of artworks can be influenced by events in history.

5. Recognize the artworks of significant African American

artists.

The Creation of Art

6. Draw the human figure and animals from direct observation.

7. Draw a still life, plants, and landscape from direct

observation.

8. Effectively use modeling in drawings and paintings.

9. Demonstrate an increased ability to utilize positive and

negative space in drawings and paintings.

10. Create very different sketches of an object and then combine

the sketches into one finished composition.

11. Draw a given set of geometric forms in one-point perspective.

12. Effectively allow shapes to move past the boundary of the

picture frame in drawings and paintings.

13. Demonstrate an increased proficiency in handling the painting

techniques of dry brush, wet on wet, and blending.

14. Create paintings that utilize analogous and monochromatic

color schemes.

15. Create a contour line drawing of shoes or other simple

objects.

16. Research and design a symbol that illustrates a biblical

truth or doctrine.

17. Design and create a banner that utilizes abstraction to

denote a church season.

18. Interpret a passage from Psalms with color, line, shape, and

texture.

19. Demonstrate and explain the art of handmade paper.

20. Demonstrate an increased proficiency for creating ceramic

forms utilizing pinch, coil, and modeling techniques.

21. Develop social skills and Christian character as he/she works

with others.

Art Criticism and Analysis

22. Write a brief report about a work of art, analyzing the

relationship of the elements, subject matter, and mood.

23. Compare how art elements can contribute to different

emotional states for two different paintings that have the same

subject matter.

24. Describe the technical skill used to produce artworks in

various media.

25. Use a given vocabulary to describe, interpret, and judge

works of visual art.

Aesthetics

26. Formulate and express opinions about the nature of art.

27. Discuss how art is a reflection of a set of ideas.

28. Discuss reasons for making and displaying works of art.

29. Demonstrate an ability to discuss and understand a wide

variety of art.

MUSIC

By the end of grade 4, students will be able to

Singing

1. Continue to sing with increasingly clear tone and wider range

(an octave and fifth above, middle C up to G), always using good

posture and breathing techniques.

2. Sing from hymnals and sheet music that have printed

accompaniments as well as melody lines.

<*dv_1*>3. Sing short songs in other languages, especially Spanish.

4. Continue on a more complex level with rounds, partner songs,

canons, ostinati, and descants.

5. Continue singing sol-fa syllables or scale step numbers to

hand signals, but also apply syllables and numbers to the music

staff, beginning with familiar tunes and then to unfamiliar ones.

6. Sing sol-fa syllables or numbers in two-part harmony,

following teacher hand signals.

Playing (Instruments)

7. Begin to play pitches and simple songs on soprano recorders in

the keys of C, F, and G.

8. Become familiar with and play instruments from other

countries.

9. Continue to play Orff instruments and rhythm instruments with

increasingly complex rhythms.

10. Play two-chord songs on an Autoharp without assistance.

11. Begin to use student keyboard players for class songs.

Moving

12. Conduct patterns of 1, 2, and 3.

13. Participate in folk dances.

14. Listen for melodic themes in music (follow pictorial charts

of music).

15. Listen to Latin American music.

16. Hear major and minor tonality differences in music, both in

the melody and in chords.

Improvising

17. Use hand signals to lead the class in singing sol-fa or

numbers.

18. Make up sung harmony to a familiar song, in thirds or

ostinato.

19. Experiment at inventing pentatonic melodies (five notes only)

using the black notes on a keyboard or using Orff instruments

with all but the pentatonic scale notes removed.

Reading

20. Read all whole, half, dotted-half, quarter, eighth notes, and

rests in 2/4, 3/4, and 4/4 time signatures.

21. Know and use all treble clef note names, ledger lines, flat

and sharp symbols.

22. Know and use terms for very loud (ff fortissimo), very soft

(pp pianissimo), medium slow (Andante), and very fast (Presto).

Composing

23. With guidance and narrowed parameters, create short songs and

instrumental pieces using a variety of sound sources specified by

the teacher.

Comparing

24. Understand how various musical forms give structure to music

(refrains AB, rondo ABACA, theme with variations) and compare

<*dv_3*>these forms to artworks and nature.

25. Experience the music and learn about the lives of several

major composers (Bach, Beethoven, Stravinsky), comparing how

their music is similar and dissimilar.

PHYSICAL EDUCATION

By the end of grade 4, students will be able to

Movement Concepts, Patterns and Skills

1. Combine levels, directions, and shapes into repeatable

sequences.

2. Intentionally avoid or intercept moving objects and people.

3. Continuously transfer weight from/to different body parts.

4. Control balance, speed, and direction while traveling with

hand on objects.

5. Roll backward, feet to feet, maintaining a tuck position.

6. Use force and balance while jumping for height.

7. Foot-dribble a ball with control in a large group setting.

8. Strike a tossed ball to a partner, using different body parts.

9. Continuously send and receive sport balls with control in

wall-practice activities.

10. Consistently use mature form components while throwing and

catching.

Fundamental Skills and Concepts in Structured Movement Forms

11. Incorporate a variety of footwork and rope patterns with a

partner to rhythmic accompaniment.

12. Perform skipping and sliding movement patterns with a partner

to rhythmic accompaniment.

13. Participate according to directions and rules in locomotor

and manipulative games.

Fitness Skills and Behaviors

14. Sustain aerobic activity continuously for 10 minutes.

15. Regularly participate in physical activity for the purpose of

improving performance and physical fitness.

16. Maintain appropriate body alignment and control during

movement experiences.

17. Support, lift, and control body weight in a variety of

activities.

18. Participate in organized after-school activities that promote

the development of fitness and sport skills.

Cognitive Elements Related to Movement Experiences

19. Distinguish between compliance and noncompliance with game

rules and fair play.

20. Select and categorize specialized equipment used for

participation in a variety of activities.

21. Recognize fundamental components and strategies used in

simple games and activities.

22. Identify ways movement concepts can be used to refine

movement skills.

23. Describe healthful benefits resulting from regular and

appropriate participation in physical activity.

Responsible Personal and Social Attitudes and Behaviors

24. Identify and select activities that contribute to personal

feelings of enjoyment.

25. Analyze potential risks associated with physical activities.

26. Appreciate differences and similarities in others' physical

activity.

27. Respect persons from different backgrounds and the cultural

significance they attribute to various games, dances, and

physical activities.

28. Celebrate personal successes and achievements and those of

others.

29. Accept a teaching role to other classmates.

30. Assess their own performance difficulties without blaming

someone else.

31. Accept the talent that God gave to them and to others.