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Ideal Fourth Grade Curriculum

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The child  is more self-disciplined and independent of home experiences.  He is more adept at handling problems and accepting challenges.  Self expression, critical awareness, self image, and a sense of personal achievement in solving problems presented are evident at this level.


  • Be able to compare colors by darkness and lightness or hue and recognize tertiary colors.



  • Learn to recognize that balance, proportion, variety are part of a pleasing design.


Life Form:

  • Learn to emphasize details on the head and action of the figure.
  • Learn to use geometric shapes to make a figure and emphasize body proportions.


Still Life:

  • Recognize what middle ground is and learn about overlapping.
  • Learn what identifies a good and bad composition.



  • Learn that color and texture change with distance.



  • Learn tempera painting by starting with big shapes of color and then adding details.
  • Learn watercolor painting by using wet on wet and dry brush techniques.
  • Use a good composition by filling in the paper and experimenting with shapes and lines.
  • Experiment with tools, other than a brush in painting (e.g. sponge, sticks, finger, feathers, etc.).
  • Use watercolor and tempera paints with other media.
  • Learn to mix their own tempera and acrylic paints and use of brushes in watercolor and India ink painting.
  • Learn shades, tones, and values of colors and their visual impact emotionally on a painting.
  • Be exposed to different painting styles of different artists.



  • Learn various ways of printing using crayons, stencils, textures, styrofoam, fruits and vegetables, erasers, string, leaves, glue, and found objects.
  • Learn how an artist signs and titles their prints.
  • Be introduced to two colors in the printing process
  • Be introduced to relief prints and etchings.


Fiber Arts:

  • Learn to make simple puppets from paper bags, and then more complex mediums, such as: socks, clay, and paper mache.
  • Investigate weaving with natural materials found in nature.
  • Students will explore weaving techniques of pulling thread, tying knots, open work areas, and adding materials to the weaving.
  • Demonstrate batik techniques on cloth.
  • Be introduced to macramé techniques.



  • Learn to thread needle and make simple stitches (e.g. running, cross, chain, and French knot.)
  • Use muslin, other fabrics, or plastic mesh in stitchery.
  • Experiment with use of yarn, embroidery floss, or other thread or wire for stitchery.
  • Create a stitchery to form a quilt block using geometric shapes.



  • Learn to use different materials to form a sculpture (e.g. paper, styrofoam, clay, tin, wood, paper mache, and found objects).
  • Learn to assemble sculpture by cutting, bending, folding, tearing, piercing, overlapping, and balancing pieces.
  • Introduced to the concept of form and movement in space and positive and negative space.
  • Learn proper use of tools in hand building with clay and cleaning-up procedures.



  • Identify collages with variations of textures, colors, and shapes.
  • Learn to make a montage.
  • Learn to make a collage using found objects, paper, labels, and natural objects.
  • Learn when collage was used and why.



  • Learn how pastels are made.
  • Employ a nub of paper to blend pastel colors together.
  • Use pastels with other media (crayon, watercolor, ink, charcoal).



  • Be introduced to simple jewelry construction using string, beads, pasta, buttons, paper, and natural materials.
  • Be aware of types of jewelry made in different cultures and times of history.
  • Experiment with jewelry construction using clay, paper mache, leather, wire, bread dough, plastic, and fabric.
  • Evaluate jewelry by its design elements of shape, color, line, texture, form, value, and space.



  • Identify what calligraphy entails.
  • Operate calligraphy tools of pen, ink and markers in an appropriate manner.
  • Recognize which pen points make specific types of lines.
  • Exhibit lettering skills using calligraphy tools.
  • Pick a lettering style and write a poem with pen and ink.
  • Discover illuminated lettering in medieval times and use of color in lettering.
  • Design a poster using lettering style of their own.
  • Contrast different lettering used in advertising in today’s world.
  • The fourth grade curriculum focuses on increasing the students' understanding of logic, reasoning, and knowledge in the core academic areas of social studies, math, science, fine arts, and language, literacy and writing. Students master a variety of conceptual relationships in these academic areas, and advance to higher abstract levels of thought, as a result of guided exploration in research methodology. Teachers provide an enriched curriculum that augments the basic level of study to meet the varied needs of students. The teachers, who take every opportunity to encourage group cooperation and mutual respect for students and teachers alike, also understand the importance of a supportive environment that encourages risk taking in exploring new ideas and methods. Citizenship, friendship, and personal responsibility are essential traits instilled in students during the fourth grade year.


    The study of English language and literacy at the fourth grade level provides an integrated approach across four modes of the curriculum: writing, reading, speaking, and listening. Competence in reading is achieved through the study of trade books (picture, chapter, poetry, biography and autobiography, and informational books) as tools for thinking and learning.

    Fiction and nonfiction literature is the backbone of the study of language and reading, providing instruction and experience for students as they analyze, compare, and contrast literary elements, such as plot, character, and setting. Students also investigate and recognize points of view, respecting individual authors' style of language. Prediction of outcomes and actions is a fourth grade skill that helps students explore different literary genres in more depth. Students receive encouragement from their teachers so that they learn to read for appreciation and enjoyment.

    A. Writing at the fourth grade level is a study of the writing process. Students fully participate in direct experiences and daily practice, which increase language awareness of grammatical, mechanical, stylistic, and rhetorical commentary. Students study the mechanics of punctuation using period, question mark, comma, exclamation, italics, apostrophe, colon, and hyphen. As students gain an understanding of composition, they are able to expand on ideas, combine writing styles, and revise their work effectively.

    1. Develop types of composition: declarative, interrogative, imperative, and
    2. Reintroduce subject and predicate sentence structure.
    3. Introduce variation of words and patterns used in writing.
    4. Practice paragraph revision, including indentation.
    5. Continue the development of book reports, emphasizing character, plot, setting, and
    6. Introduce note taking.
    7. Create a report including web, research, outline, notes, rough draft, and final draft.
    8. Distinguish poetic interpretation and composition; i.e., cinquain, quatrain, free verse,  
        and haiku.
    9. Develop written personal communication including friendly note, invitation, thank    
        you, business letter, and envelope address.
    10. Continue to develop stories, dialogues, skits, and journaling through creative  
    11. Reinforce and develop proofreading skills.

    B. Grammar at the fourth grade level is the study of structure that enables students to      
        produce written compositions according to conventions of the English language.

    1. Promote sentence practice and reinforce daily oral language.
    a. Reintroduce subject and predicate.
    b. Reintroduce sentence types such as declarative, interrogative, imperative, and
    c. Introduce structures and formation.

    2. Review parts of speech

    a. Review nouns - common, proper, singular, plural, possessive, and collective.
    b. Review verbs - action, linking, present-past tense, and irregular.
    c. Review pronouns - subject, object, and possessive.
    d. Review adjectives - comparative, superlative, and articles.
    e. Introduce adverbs - comparative and superlative.
    f. Introduce prepositions - interjections.
    3. Review nouns, pronouns, adjectives, and extension of function in sentences.
    4. Develop analysation of capitalization and punctuation.
    5. Continue to build competency with Daily Oral Language and Analogies entries.

    C. Spelling at the fourth grade level is the study of awareness of patterns in commonly used words combined with the continued examination of errors, and correct writing of high frequency words commonly misspelled from grade level list. Spelling instruction includes consonant blends, vowels, and rules about adding affixes, contractions, homophones, possessives, and compound words.

    D. The reading process at the fourth grade level is the study of the composition of several strands of instruction, each of which adds to the competence of students in mastering stylistic, creative and informational texts and books of all types. Students concentrate on comprehension, vocabulary development, oral reading, and novel study. Readers and writers make good students, able to assimilate, interpret and understand knowledge, and enjoy literature, which forms the core of an integrated curriculum.

    1. Comprehension at the fourth grade level is the study of strategies for developing and extending students' basic understanding of what is read and discussed, as a result of careful selection of age-appropriate reading materials from current events to historical fiction and narratives.

    a. Reinforce the identification of the main idea and detail.
    b. Help students understand a series of steps in a process.
    c. Reinforce sequence of events and story line.
    d. Interpret symbolism, as an expression of abstract ideas.
    e. Identify similarities and differences of characters.
    f. Reintroduce responses to text beyond literal statements in fiction/non-fiction.

    2. Vocabulary development at the fourth grade level promotes the study of sight words, new words, and concepts and meanings that enhance students' appreciation of the English language.

    a. Identify, define, use, and categorize words.
    b. Promote understanding of analogies.
    c. Reintroduce usage of structural analysis - prefixes and suffixes.
    d. Reintroduce usage of context clues.

    3. Organizational strategies at the fourth grade level are considered an essential area of study, forming the focal point of achieving a high level of academic proficiency. Self-study and self-assessment skills are part of this area of instruction.

    a. Provide library research using both the Dewey decimal system and on-line    
        computer searches, including the Internet.
    b. Reinforce oral and written organization and evaluation of information and
    c. Guide utilization of table of contents, indexes, glossaries, and appendices.
    d. Promote interpretation through tables, graphs, maps, illustrations, and photos.
    e. Follow directions, both oral and written.
    f. Use dictionaries, glossaries, table of contents, and indexes independently.
    g. Organize steps in research process: notes, rough draft, final draft and bibliographic

    4. Students sample a range of novels at the fourth grade level which are carefully selected as high interest reading materials aimed at strengthening vocabulary, comprehension, and interpretation.

    5. Oral language at the fourth grade level is the study of oral communication skills, as demonstrated by the students' increased ability to make presentations, including diction, facial expression, eye contact, and gestures. Oral reading is the study of interpretation through speech, conversation, and intercommunicational skill building that enhances students' fluency, clarity, and expression.

    a. Provide daily engagement in appropriate formal/informal language experiences.
    b. Develop skills in listening to book reports, current events, and research projects.
    c. Build competency in questioning and responding.
    d. Promote and demonstrate formal introductions and conversation.
    e. Direct and guide performance of plays (memorization, role playing, and production
    f. Recognize rights of others in cooperative discussion.
    g. Promote avoidance of "put-downs", inappropriate language, and interruptions.

    6. Listening at the fourth grade level is the study of strategies and techniques that enable students to convert spoken language into meaning, as a result of incorporating auditory information.

    a. Demonstrate comprehensive listening in instructional activities - understanding of a
    b. Reinforce listening strategies through picturing, grouping, questioning, and note
    c. Promote competency in students' ability to make links between background and
        present information.
    d. Provide use of audio computer technology.
    e. Utilize critical listening, including detection of propaganda and persuasive
    f. Promote recognition of reason, appeal to character, and appeal to emotion.
    g. Define distortion, concealment, and exaggeration techniques in daily life.
    h. Promote appreciative listening, conversation, and reading literature aloud for
    i. Provide opportunities for reading aloud selections that foster prediction, response,
        and extension.
    j. Provide background music for appreciation and self-fulfillment.


    Mathematics at the fourth grade level is the study of basic operations, numbers and number systems and their relationship to life. A variety of strategies are used to problem solve. The student begins to understand the difference between pertinent and irrelevant information and is beginning to understand the basic language of logic in mathematical situations.

    A. The study of operations, number facts, and number systems at the fourth grade

    1. Review basic addition, subtraction, and multiplication facts.
    2. Extend addition/subtraction of whole numbers to four digits.
    3. Review basic multiplication facts and 1, 2, 3 digit numbers by one-place multipliers.
    4. Expand multiplication of 1, 2, and 3 digit numbers by two place multipliers.
    5. Review multipliers of powers by 10 and multiples of 10.
    6. Review basic division facts and quotients with remainder.
    7. Reintroduce basic 2-step division, one divisor; i.e., 3/39; then 3/42; then 3/49.
    8. Introduce and model division of whole numbers by 2 digit divisors.
    9. Master basic multiplication facts.
    10. Reintroduce property of zero as applied to four basic operations.
    11. Introduce 1 as identity number for multiplication and division.
    12. Reintroduce prime and composite numbers.
    13. Introduce and apply rules of divisibility.
    14. Reintroduce division as inverse of multiplication.
    15. Introduce prime factorization.

    B. The study of numbers, numerations, and order relations at the fourth grade level:

    1. Re-identify position of digits in numbers through nine digits.
    2. Expand numbers through nine digits.

    C. The study of estimation at the fourth grade level:

    1. Review application to sums, differences, and products.
    2. Introduce estimation of quotients.
    3. Use estimation in determining reasonableness of answers.
    4. Recognize when estimation is useful in computing quantities, measurements, and
        in problem solving.

    D. The study of fractions at the fourth grade level:

    1. Review identification of parts of whole objects or set of objects
    2. Reintroduce and restate equivalency and comparison of fractions and decimals.
    3. Reintroduce and restate fractions written in simplest form, as a whole or mixed
    4. Introduce addition and subtraction of like denominators.
    5. Introduce multiples and least common denominators.
    6. Introduce addition and subtraction of unlike denominators.
    7. Introduce addition and subtraction of mixed numbers.
    8. Review practical application in daily life

    E. The study of decimals at the fourth grade level:

    1. Review of money problems.
    2. Review reading and writing decimals through hundredths.
    3. Reintroduce and restate comparison and ordering decimals.
    4. Reintroduce addition and subtraction of decimals through hundredths.
    5. Reintroduce simple decimal and fraction equivalents.
    6. Introduce percent as parts per hundred.

    F. The study of measures and measurement - metric and English system at the fourth
        grade level:

    1. Review customary units of length, width, capacity, weight, mass, area, volume, time,
        and temperature.
    2. Provide practice in using protractor, compass, grid, metric and English measuring
    3. Provide practice in use of ruler to measure to nearest eighth inch.
    4. Use balance scales to determine weight, both metric and English.
    5. Review applications of range, mean, median, and mode.
    6. Master basic English equivalents.
    7. Master telling time on analog and digital clocks.
    8. Develop accuracy in calculating elapsed time.
    9. Develop accuracy in reading Fahrenheit and Celsius temperature scales.
    10. Compare and contrast Fahrenheit and Celsius temperatures.
    11. Provide practice in choosing appropriate unit for basic units of English and metric
    12. Expand usage in daily life applications.

    G. The study of geometry and spatial sense at the fourth grade level:

    1. Re-identify basic geometric figures and terms.
    2. Rediscover attributes and classification of basic shapes, two- and three-
    3. Review recognition of parallel, intersecting, and perpendicular lines.
    4. Identify and categorize acute, obtuse, right, and straight angles.
    5. Restate and develop recognition of congruence and symmetry.
    6. Provide practice in determining area and perimeter of polygons.
    7. Review construction and measurement of shapes, lines, and angles.
    8. Review appreciation and awareness of geometry in the real world.
    9. Introduce volume of solids.
    10. Develop identification and plotting of ordered pairs on a grid.

    H. The study of probability at the fourth grade level:

    1. Develop interpretation of data derived from various graphs, charts, tables, and
    2. Provide practice in constructing bar graphs, line graphs, circle graphs, pictographs,
        charts, tables, and maps.
    3. Develop skills in predicting and using ratio of possible outcomes to total outcomes.

    I. The study of patterns and rules at the fourth grade level:

    1. Guide students in experimenting to determine rule for series of input and output
    2. Provide practice in completing numerical and geometric sequences.
    3. Establish familiarity with basic geometric formulas for square and rectangle.


    The study of science at the fourth grade level is the study of oceans, weather, matter, plants, animals, and health. Students are challenged to examine growth and development during puberty, changes in the human body at latency and adolescence, and personal health habits. The study of disabilities and disease, drug use and substance abuse, and other mental and physical health issues are explored in an environment that is safe and supportive to young students. Family involvement is highly valued by sensitive teachers who encourage discussion and brainstorming about positive steps students can take to be healthy and safe.

    A. The study of oceanography at the fourth grade level is the study of the interaction between oceans and atmosphere as they sustain life on earth. The study of oceanography is one that views these bodies of water from their elemental composition as a habitat, shaper of the earth's surface and their effect on human life. Ocean water has definite physical and chemical properties.

    1. Examine how the earth's water undergoes a predictable cycle.
    2. Review how oceans have a pattern of circulation.
    3. Identify a variety of life forms that reside in the earth's oceans.
    4. Define how humans are dependent on oceans and their natural resources.
    5. Experiment and set up a controlled situation in order to test a prediction.
    6. Observe with students in order to gain information about objects and happenings.
    7. Measure data to compare and contrast similarities and differences.
    8. Implement use of computers to collect scientific data.
    9. Examine physical characteristics by exploring the chemical composition of fresh
        water and salt water, including the water cycle.
    10. Define and describe geological features and activities of the ocean floor.
    11. Investigate the effect on ocean waves and currents on the earth's surface.
    12. Compare and contrast the adaptations ocean plants and animals make for survival
           in this unique environment.
    13. Promote awareness of human dependency on oceans and their resources.

    B. The study of matter at the fourth grade level is the study of properties, behaviors, and interactions of matter including atomic structure, chemical bonds, forces of change, and introduction to elements and chemical formulas.

    1. Compare and contrast the properties of matter.  Investigate atoms as the building blocks of matter.  Explain how matter combines in different ways and how changes in properties occur when matter and energy interact.

    The study of weather at the fourth grade level is the study of atmospheric changes, and how temperature and humidity produce and predict weather and climate. Students understand that interplay of solar radiation, land, air, and water causes weather and climate.
    Name and describe the layers of the atmosphere.
  • Explain causes of wind, phases of the water cycle, and air pressure.
  • Explore severe weather conditions; e.g., thunderstorms, tornadoes, and hurricanes.
  • Continue to report, record, and communicate observations and data, orally, visually, or in writing.
  • Predict, using observations and previous discoveries, to propose possible outcomes of future forecasts.
  • Form models by constructing a physical or mental representation of weather instrumentation.
  • Form hypotheses by making guesses or assumptions to propose explanations/ results of a particular experiment or forecast.
  • Continue to use computers to collect weather and climate data.

    The study of plants and animals at the fourth grade level is the study of life cycles as predictable patterns of change and adaptations for survival of species. Living things have certain characteristics that distinguish them from non-living things, which are studied according to the theory of evolution of plants and animals. Complex living things undergo certain processes that enable them to reproduce, to adapt, to survive, and to be classified. Students employ the scientific method to understand the conflict between nature and nurture, and to appreciate the diversity and interaction of plants and animals with their environment.
  • Compare and contrast the characteristics of living and non-living things.
  • Compare and contrast plants and animals.
  • Explore plant structures and functions; e.g., leaf, stem, roots, and flowers.
  • Explain animal body parts and functions and as adaptations for survival.
  • Distinguish between vertebrates and invertebrates.
  • Name and describe the stages of metamorphosis.
  • Introduce human disabilities and adaptations and the affects on relationships.
  • Continue practice of the scientific method.
  • Use simple field guide to identify living organisms.
  • Explore issues that affect living organisms in their environment.
  • Discuss various plant and animal features that are an aid to survival within each unique ecosystem.
  • Interpret and explain photosynthesis.
  • Classify plants and animals through certain structures and characteristics.
  • Recognize and explain plant seed dispersal.
  • Continue to use computers to collect scientific data.


    The study of social studies at the fourth grade level extends students' self-awareness of place in the world, and an awareness of other societies. Instruction includes knowledge of human relations and citizenship, and a study of Ohio history. Instruction is aimed at student recognition of goals, achievements, and problems of various groups of people through an introduction to the topography, geography, and history of five regions in the world with varying climates: island, mountain, polar, desert, and grasslands.

    The study of an island region, Japan, at the fourth grade level, its geography, history, government, citizenship, economics, sociology, and culture provides students with a body of knowledge that includes time lines and chronological perspective and historical understanding of the past and present.
  • Define types of islands (coral, barrier, volcanic).
  • Compare and contrast affects of warm and cold water currents on Japan's climate.
  • Introduce origin of Japan, who borrowed ideas from the Chinese.
  • Define and describe trade, such as termination of isolation and industrialization.
  • Define and describe homes, transportation, and natural resources.
  • Discover Japan's island characteristics through students' use of maps and globes, leading to worldwide location of world oceans, continents, and islands.
  • Introduce vocabulary associated with constructing graphs, cooking, and planning a culminating Japanese experience, a celebration, which includes: locating appropriate dress, making Sushi, creating haiku, calligraphy, artwork, computing prices of food, and the tasting of different types of Japanese snacks.

    A. The study of Ohio geography and history at the fourth grade level is the study of students' own "back yard". Students investigate and research:

    1. Define and describe meanings behind flag, seal, and symbols.
    2. Promote investigation of urban, rural, and ethnic population and growth.
    3. Promote investigation of climate in the Midwest.
    4. Promote understanding of industry and transportation through the region.
    5. Investigate historical factors that influenced Ohio.
    6. Identify famous people, places, and events in Ohio.
    7. Explain Ohio government and officials, and relate this to the U.S. government.
    8. Determine political boundaries within Ohio.
    9. Appraise geographical features.

    B. The study of mapping at the fourth grade level develops students' ability to create various types of maps. Specific climate, geography, and relationships are studied in the context of specific regions throughout the country and the world. Students gain an understanding of political maps that show cities, states, nations, and boundaries. Physical maps illustrate landmasses, water areas, and elevations. Economic maps show land usage and productivity. Students gain an appreciation for the richness and diversity of mapping.

    1. Provide interpretation of topography.
    2. Indicate latitude and longitude.
    3. Plot locations.
    4. Recognize major landforms, bodies of water, and mountain ranges.
    5. Measure distances and establish scale size.
    6. Create written definitions of geographical terms.

    C. The study of a mountain region at the fourth grade level develops students' interest in the Western European country of Switzerland, its geography, history, government, citizenship, economics, sociology, and culture. Students reflect on the history of Western Europe and give personal experiences of travel to Europe.

    1. Interpret maps using key and interpret relief map.
    2. Promote understanding and use of appropriate vocabulary.
    3. Generate concepts of mountain formations including - effect on climate, vegetation,
        transportation system, and daily life.
    4. Analyze the world's oldest democracy and historical significance.
    5. Relate affects of mountains on country of Switzerland - location.
    6. Promote understanding of democracy, trade, natural resources, transportation
        system, and economic affects of tourism.

    D. The study of a polar region, Alaska, at the fourth grade level provides students with a special understanding of an arctic, frozen part of the world, including, icecaps and tundra ecosystem. Definition and identification of Arctic and Antarctic regions, the characteristics and differences between two types of ecosystems, and the sequence of historical events leading to the Alaskan purchase by the United States are thematically developed.

    1. Continue interpretation of maps and identifications of natural features.
    2. Define and describe appropriate vocabulary.
    3. Analyze Alaskan people, culture, government, and economics.
    4. Formulate cooperative group sharing of ideas and information.
    5. Investigate and research people, traditions, government, economics, and natural
    6. Create a culminating project on the nature and ecology of a wild animal to allow
        students to formulate an appreciation of the climate and topography of the United
        States most northern region.

    E. The study of economics at the fourth grade level develops students' understanding of scarcity, opportunity, production, wealth, occupation, industry, and commerce. Focus is a theme project called the "Mini Society"; the following disciplines are integrated: a) Reading - The Toothpaste Millionaire, b) Math - individual business accounting, c) Language - writing ads, proofreading vocabulary, spelling, d) Social Studies - entrepreneurship, e) Science - natural resources, f) Art - construction of booth - poster, and g) Health - inspection of entrepreneurships.

    1. Define and describe scarcity as the study of imbalance between relatively unlimited    
        wants and limited resources.
    2. Define and describe opportunity cost and trade-offs as the study of whenever
        resources are used to produce a particular good or a service, the opportunity cost,
        and a valued alternative.
    3. Define and describe productivity as the study of economic specialization that occurs  
        when people produce a narrower range of goods and services than they consume.
    4. Define and describe economic systems, including the study of the United States
        economy, which is organized around a system of private markets in which prices for     
        goods and services are determined.
    5. Help students set up individual businesses for a one-month period, during which
        time they consider producing, spending, saving, and borrowing choices similar to
        ones faced in private enterprise.
    6. Engage students in accounting, paying taxes, advertising, while providing goods
        and services to school and parent population.

    F. The study of a desert region at the fourth grade level is the study of the Sahara

    G. The study of the grasslands at the fourth grade level is the study of the settlement of
         the American Great Plains and today's culture in the Great Plains.



I.   Social Skills

            Team work - begin playing a particular sport with an understanding of its strategies

II.  Fitness

            10 - 12 minutes of physical activity before class sports  (Warm up, exercises, and

III.  Manipulative

             Reception and Propulsion Games

       Examples:  Dodgeball, battle ball, etc.

IV.  Sporting Activities

             Floor hockey, soccer, basketball, softball, volleyball - strategies should become clear
             at the  end of each unit

Ask Dr. Susan