Fourth Grade Curriculum

	Language Arts
	Language Arts is a blend of many subjects and textbook materials. It encompasses reading various historical novels centering around American history for Level 1 grouping, while Level II emphasizes instruction in a basal series of short stories designed for more reading skill reinforcement. Currently with our fluid grouping , upon completion of a novel or short story, students will then move into other books related to the themes in our Social Studies curriculum. There are monthly book reports and projects based on various themes throughout the year, which are completed outside of class. In addition students work to expand their vocabulary weekly by working separately in a vocabulary textbook, Wordly Wise adding to what is covered in their everyday reading lessons. There is a Writers Express Sourcebook and English Skill book which a resource of information covering all areas of writing , grammar, and punctuation aimed at meeting the levels of the different groups. Areas of personal writing development is also covered in fourth grade which includes creative writing, formatting a business letter, interview writing, recording family history, journaling, fantasy writing, poetry, writing a biography, newspaper articles, organizing and writing a research paper. In addition Language Arts includes weekly spelling lessons which vary and activities are determined by level grouping. There are spelling rules to be learned in weekly activities and testing occurs at the end of each weekly lesson. All these areas are covered weekly in each Language Arts’ leveled grouping. Objectives:to develop a natural, interested, avid reader of various forms of fiction to develop a critical reader and thinker to understand and improve intonation in oral reading activities to reinforce and intertwine American history with extended fictional reading and projects outside of class to recognize and utilize correct spelling, punctuation, and grammar to develop and utilize a simple, consistent format for paragraph writing to extend and make use of new vocabulary words everyday to develop improved computer skills in word processing, publishing, and PowerPoint presentations Resources: Level I: How to Eat Fried Worms A Lion to Guard Us( Bulla) The Hollow Tree Out of the Dust(Hesse) The Legend of Jimmy Spoon Sign of the Beave Year of Miss Agnes Call It Courage Wordly Wise 3000 Book One Educators Publishing English Workbook Plus – Grade 5 – Houghton Mifflin Spelling & Vocabulary Grade 5- Houghton Mifflin Daily Oral Language – Computer Software programs Level II: Wordly Wise 3000 Book One Educators Publishing Daily Oral Language Computer Software programs How to Eat Fried Worms A Lion to Guard Us Houghton Mifflin Short Stories Grade 4- Basal Reader and Workbook Sarah Plain and Tall Addie Across the Prairie

	Mathematics
	Fourth Grade Everyday Mathematics extends the following skills: numerations, operations and computation, data and chance, geometry, measurement, patterns, functions, and algebra. The program emphasizes real-life applications and problem solving strategies that further critical thinking and mathematical understanding. In fourth grade there are two leveled groups. The content material taught is the same. It is the approach that is used for the differentiated learning styles of the group that is applied. At this level, students have the opportunity to explore many concepts in greater depth. This involves a review of last year's skills, while adding more critical thinking and problem solving to develop a student's logic. Multiplication and division are the major focuses for the year. Whole class time is designated to develop an understanding of new math concepts and to expand Mental Math skills. Success in Everyday Math relies on grounding concepts in real life, rather than simple number manipulation and drill. Hands-on experiences, such as cooking and building- tasks that use various measuring concepts which enable a child to actually see the differences in unit measurements needed for answering class problems- are encouraged. Using geometry to create art gives it purpose beyond abstract study. Shopping, maintaining “checking and savings” accounts, planning trips, and keeping track of elapsed time provide realistic opportunities to incorporate numbers and operations in ways that matter. Explaining processes and strategies used to solve problems integrates language and written expression. Objectives: to develop logical and critical thinking skills needed to estimate, to apply number skills to word problems, and to develop and evaluate individual strategies used to solve problems to use mental math to round numbers, make estimates, solve problems, and compute exact answers to solve simple and multi-digit addition, subtraction, multiplication and division problems using pencil and paper algorithms to solve problems involving fractions, decimals, and percentages to understand place value ranging from thousandths through trillions and scientific notation for multiples of ten to create, read, and interpret graphs, identify landmarks in data such as range, mean, median, and mode, compute averages, and locate coordinates on maps and grids to draw, measure, and classify angles and lines to identify, compare, and analyze 2-dimensional and 3-dimensional shapes to measure and calculate length, perimeter, area, volume, weight, temperature, and time using appropriate tools, formulas, and strategies solve for unknowns using letters or symbols and simplify expressions using parentheses Resources: Everyday Mathematics University of Chicago School Mathematics Project

	Social Studies
	The Social Studies curriculum for Fourth Grade centers around the study of United States’ early American history from colonization to the signing of the U.S. Constitution. As the students read about the regions of the U.S., they will be learning about colonial times associated with that area. Students will research these areas in more detail during the year, using supplemental books from the library and computer software while also partaking in field trips in the surrounding counties of Maryland. Each student will be responsible for writing a 3 page research paper on a colonial craftsperson. This is completed in the second trimester with teacher and parent guidance. In addition, Fourth graders will read, highlight, study notes, and take tests on each region of the U.S. utilizing a grade level textbook focusing on the U.S. topography, people, and heritage. The American journey begins with the study of the Southeast, then moves to the Northeast, onto the Midwest, the Southwest, and finally the West. In the second trimester 4th graders will break from the Regions textbook for a short time to extend their knowledge of their own state of Maryland utilizing a different text. Developing study skills regarding informational material will be emphasized over the year making use of teacher created notes. Each student will also be responsible for researching a favorite U.S. state from September to May. The majority of the research will be completed independently in class. Students will also put together a PowerPoint presentation and State Fair in May for parents and visitors at the culmination of our entire social studies curriculum. Objectives: to extend U.S. map skills with memorization of states and capitals to develop highlight skills for textbook information to develop critical thinking skills and partake in topic related discussions to develop strong research skills utilizing various books and computer software to write a formal three page research paper to read additional historical fiction related to areas of the U.S. to improve studying and test-taking skills for informational material to understand and appreciate American ideals for freedom to view audio visual materials associated with the regions of the U.S. Resources: Regions Adventure in Time and Place- textbook, practice book and map book – Grade 4 Historical novels associated with the regions of the U. S. Almanac, Atlas, Encyclopedias web site: www.50states.com Maryland – Scott Foresman 2004 American Revolution – Scholastic Colonial Times – Scholastic Videos associated with regions of U.S.

	Science
	Fourth grade students learn that the Earth's interior is made up of several layers, each with its own characteristics. They study earthquakes, volcanoes, tsunamis and mountain building. Students learn about shifting tectonic plates and how the Earth was one large landmass 225 million years ago. In our weather unit, the students learn to identify various characteristics such as precipitation, temperature, air pressure and humidity. They learn about air masses, fronts and using various types of maps to predict weather and understand patterns. In our Ecology unit, the students learn about the ozone layer and acid rain and have debates on the severity of each on the environment. During the energy unit we cover the main forms of energy; thermal, kinetic, potential, chemical and Newton's Three Laws of Motion. In life sciences we study the respiratory, circulatory, digestive and reproductive systems. Students learn how our bodies use food for energy, growth and repair; how respiration is a necessary process for our cells to obtain essential nutrients; and how smoking can have damaging effects. The students focus on human development from a fertilized egg to an embryo, from an embryo to a fetus, which then results in the birth of a human baby. We also learn the scientific method - identifying the problem or question to investigate, making a hypothesis, performing the investigation or conducting the experiment, making observations, drawing conclusions, comparing the conclusions to the hypothesis, and presenting the findings. We conduct our science fair projects and presented the findings to our parents. We conclude with the study of plants focusing on how they develop. Objectives: to utilize reference and resource books effectively to complete projects and activities in a timely manner to analyze and interpret maps, tables and graphs to demonstrate interest in topics explored to make relevant associations and observations to demonstrate understanding of concepts Resources: Variety of lab materials The Internet Worksheets from teacher resources Library resources

	Spanish
	Fourth grade is introduced to the ¡Hola! ¡Viva el español! learning system. This course is designed to expose children to the Spanish language and culture. The students will be developing the four basic skills of language: listening, speaking, reading and writing. Fourth graders will be required to do homework, as well as classroom written activities. All other age appropriate activities: songs, rhymes, puppets, stories, movement, competitive and cooperative games, pair and group work, will continue to be used. They will continue using Spanish for communication within the classroom. The students will follow teacher instructions given entirely in Spanish. They are also expected to use Spanish only to express their needs and questions to the teacher and their peers. Objectives: to know the names of all Spanish speaking countries and where they are located in the world. to use the Spanish alphabet to spell words. to tell their own name, ask someone their name, and tell and ask someone else’s name. to use a wide variety of greetings. to talk about how they feel. to actively use extensive classroom vocabulary for communicating their needs. to use numbers zero to thirty to do everyday things. to talk about one person or thing or several. to learn about classrooms in Spanish speaking countries. to respond correctly to teacher issued verbal and written commands and to use Spanish to communicate their needs to the teacher. to learn the names of shapes. to know the names of colors. to identify different animals. to describe their pets and other favorite animals. to find out about some South American animals. to know the days of the week. to talk about going places. to express what they do on different days of the week to use a calendar. to learn about the activities of kids in Spanish speaking countries. Resources: ¡Hola! ¡Viva el Español!, Student Book. National Textbook Company ¡Hola! ¡Viva el Español!, Workbook. SRA McGraw-Hill

	Physical Education
	Fourth grade focuses on developing perceptual motor efficiency in many movement forms and proficiency in a few movement forms. Life long recreational activities, hand and foot dribble while preventing an opponent from stealing the ball; throwing, catching and kicking using mature patterns; moving in a repeatable sequence; moving in and out of a rope turned by others; are some of the many skills taught in the fourth grade. Knowledge of teamsmanship along with the skills and strategies of games is part of the fourth grade curriculum. Team building skills, etiquette, demonstration of rules and scoring are part of many lessons. Students will recognize the effects of flow, time, space, and force factors on the qualities of movement. Memory of sequencing in more complex skills will be incorporated. Throwing objects for distance and accuracy will be included in games, along with manipulating a variety of objects demonstrating flow, speed, level and force. Skills and strategies will have greater emphasis in fourth grade in lead ups, games and skill building sessions. Participation is encouraged through enjoyment and self-fulfillment rather than through extrinsic rewards. The demonstration of self-directions, self-control, and initiative are values that are taught in lessons. Cooperative and leadership qualities are encouraged, and students are to respect the officials in all games. Fourth graders show respect for persons of all skill levels, and appreciate differences and similarities in others' physical ability. Expressing positive aspects of another's performance is encouraged. The identification of activities that contribute to personal feelings of joy, personal successes and celebrating achievements of others is a developing awareness that is encouraged. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best Objectives: to demonstrate perceptual motor efficiency in many movement forms and proficiency in a few movement forms. to apply knowledge, etiquette, skills and strategies to group, team, and recreational activities. to attain knowledge, skills and strategies that better enable participation in individual and dual recreational activities. to create and demonstrate rhythmical patterns and dance. to apply movement concepts and principals to the learning and development of motor skills. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop awareness that physical activity provides opportunities for challenge, enjoyment, and self-expression. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	Fourth grade art revolves around the social studies curriculum. Students learn about the art and artifacts of colonial America and do art relating to their specific state study. Drawing is emphasized in the fourth grade curriculum as well. Some of the projects include learning how to draw a self-portrait which is then put into colonial garb, doing embroidery and making a ceramic state bird and flower tile. Formalized art training is one hour per week. Objectives: to encourage the development of imagination, creativity and personal styles and sensibilities. to develop an appreciation for the art and artifacts of Early American art and American folk art. to learn how to create art specific to a culture or artist after seeing examples or learning a demonstrated process. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or learning about the art of individuals, cultures or civilizations. to do research as part of developing an art project. to learn drawing through demonstration, copying, observation and a variety of specific drawing exercises to make two and three-dimensional art. to learn how to embroider.

	Music
	Singing and song repertoire constitute the basis of 4th Grade music classes. Songs transmit culture, history, and the richness of shared human experiences, values, and feelings. Through music, the children celebrate the seasons, and observe in some meaningful way the traditional Holidays and Festivals. Special emphasis is placed on agricultural cycles since Barnesville School is located in the Agricultural Reserve. The 3rd Grade always makes a fine contribution to the Lower School May Day with their dancing, singing, and enthusiastic participation in the traditional “Unite and Unite” processional up the gently sloping hillside to the flower-bedecked May Pole on the playground. The 3rd Graders do a project which integrates music and art. For instance, this year they created and recorded a soundscape inspired by the jungle paintings of Henri Rousseau (incorporating animal chattering and growling, bird song, and tropical storm sounds). Their CD was designed to be heard while viewing the Rousseau-style paintings and masks they created in art class. Every month they sing a song about the “Character-Word-of-the-Month”; September is “Kindness” Month, on through “Service”, “Perseverance”, “Respect”, “Initiative”, “Courage”, “Cooperation”, “Responsibility”, until we get to “Honesty” for May and June! Objectives: to experience different cultures through song to play 8-note tunes on the recorder to sing tunefully, and with phrase-awareness to play colored metal handbells in a coordinated, appropriate manner, with proper technique and pleasing tone quality to experience an integration of art and music to find expression through creative uses of sound to hear classical music from a variety of style periods to identify basic instruments of the orchestra to perform on stage to develop a rich vocabulary, and a feeling for poetry to have fun! to develop appreciation of beauty and a sense of what is aesthetically pleasing and lovely Resources: Celebrate the Winter, Revels Inc. Celebrate the Spring, Revels Inc. Sally Go Round the Moon, by Nancy and John Langstaff Hi! Ho! The Rattlin' Bog, by John langstaff Children Sing, Children Play by Kathleen Wojcik-May

	Library
	The Fourth Grade student is an independent library user who enjoys the full range of electronic and print resources and is encouraged to read for pleasure or for class assignments. Students team up to create a map of the library that identifies the key locations. They look more closely at each class in the Dewey Decimal system. In response to their monthly fiction book report, the students discover the characteristics of each genre of fiction. Through almanac attacks they learn to use the almanac to seek statistics and to use keywords to narrow their search. They use encyclopedias to add in their research of colonial craftsmen and the U. S. states project. Objectives: to be effective listeners and library users. to make selections of books for book reports and for personal reading. to recognize favorite authors and illustrators and the awards given to notable books to recognize the main subject areas present in the Dewey Decimal system. to gather information from almanacs, encyclopedias, and non-fiction books to understand the value of keywords in research to cite works used in preparing reports