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Grade 4

Curriculum Page

Each grade has curriculum that must be followed in all Massachusetts’ classrooms.  The Sutton District has aligned their curriculum to the Massachusetts Frameworks accordingly.  Here are examples of what Grade 4 students will be learning in their classrooms:

Science Math Language Arts Writing Social Studies Technology The Arts Physical Education

 

Science
Identify the observable properties of objects such as size, weight, shape, and color
-Examine evidence that objects are made up of different materials
-Show that properties are useful in describing, grouping and classifying materials
-Represent and understanding that materials can exist in different states including solid, liquid, and gaseous
-Investigate how change in a material may be either physical, such as changes in state or appearance, or chemical, such as changes in composition
-Investigate the motion of an object in terms of change in position relative to another object or the background
-Experience and describe how an object’s motion can be changed through the action of a push or pull on the object
-Investigate that the sun supplies heat and light to the Earth
-Manipulate a variety of objects in a beam of light in order to explore conditions in which different objects cast shadows, bend, or transmit light
-Investigate situations in which changes in matter also give off energy as light, heat or sound
-Explore how heat travels more quickly through some materials than others
-Illustrate that the Earth’s surface is composed of water, rocks, soils, and living organisms
-Investigate that change is something that happens to earth materials
-Investigate conditions in which water can be a liquid, a solid or a gas
-Investigate that water flows downhill in streams and rivers, or accumulates in lakes and puddles and seeps into the ground
-Investigate that the earth is one of several planets that orbit the sun, and that the moon orbits around the earth
-Investigate ways in which the sun, moon, planets, meteors, clouds and other objects in the sky can be identified by properties such as size, shape, color, brightness and movement
-Investigate that the sun provides heat and light
-Observe why the sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day
-Investigate that because the earth rotates, the sun, moon, and stars all appear to move slowly across the sky
-Discover why the moon looks a little different every day but looks the same again about every four weeks
-Investigate that plants and animals go through predictable life cycles
-Investigate that there are millions of kInds of living things on earth, and that the number of species is not known
-Examine how different plants and animals have features that help them thrive in different kinds of places
-Observe that individuals of the same kind differ in some of their characteristics, and that sometimes the differences give individuals an advantage in surviving
-Observe that each kind of organism has special living requirements, and each has its own way to get the energy and nutrients it needs
-Observe that animals consume plants or other organisms for their food
-Investigate living organisms meeting their needs by interacting with living and non-living parts of the environment in which they live
-Observe that species are dependent on each other to maintain life
-Examine ways in which the different features of each species enable it to live in a particular environment
-Recognize that some of these changes are detrimental to themselves and other organisms, whereas others are beneficial

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Math

Term 1 ~ September – December

Names the place value of digits in numbers to the hundred millions

Demonstrates an understanding of whole numbers to hundred thousands

Orders and compares whole numbers to hundred thousands

Adds and subtracts multi-digit numbers

Demonstrates mastery of basic multiplication facts

Demonstrates mastery of basic division facts

Reads and writes numbers to the hundred millions in word, standard, and expanded form

Writes and solves number sentences using  +, -, ´, ¸, <, >, = to represent mathematical relationships

Identifies, describes, and classifies two-dimensional shapes by various attributes

Identifies and names points, lines, and angles

Measures to nearest ½ inch and centimeter

Explains math thinking using pictures, words, and/or numbers

Term 2 ~ December – March

Names the place value of digits in numbers to the hundred million

Rounds whole numbers to a given place

Orders and compares decimals to hundredths

Uses dollars and cents notations

Multiplies (up to 3 digit by 2 digit numbers)

Divides 3 digit by 1 digit numbers

Writes and solves number sentences using  +, -, ´, ¸, <, >, = to represent mathematical relationships

Identifies and names angles

Measures to nearest ¼ inch and centimeter

Computes elapsed time using a clock and a calendar

Collects and organizes data using observation, measurement, survey, or experiment and identifies appropriate ways to display data

Explains math thinking using pictures, words, and/or numbers

Term 3 ~ March – June

Names fractional parts of a set

Names the whole for fractions

Writes and solves number sentences using  +, -, ´, ¸, <, >, = to represent mathematical relationships

Creates, describes, and extends patterns

Identifies, describes, and classifies three-dimensional shapes by various attributes

Identifies and draws line(s) of symmetry in two dimensional shapes

Calculates area and perimeter of various polygons using diagrams, models, and grids or by measuring

Demonstrates an understanding of such attributes as length, width, area, and weight using both metric and U.S. customary units

Represents the possible outcome for a simple probability situation

Explains math thinking using pictures, words, and/or numbers 

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English/ Language Arts

Language

Demonstrates the meaning of vocabulary words by using context clues/dictionary

Recognizes and identifies that words are made up of parts (roots, prefix, suffix)  

Reading/Comprehension/Literature

Reads grade level text with fluency, accuracy, appropriate pacing, and expression

Locates and summarizes the main idea and supporting details in literary/expository text

Identifies story elements (plot, characters, setting, theme), dialogue, point of view, and sensory images in text

Makes judgments about elements from text and supports with evidence from text (cause/effect, fact/opinion, compare/contrast)

Identifies characteristics of various genres (fiction, nonfiction, poetry, drama)

Composition

Uses appropriate organizational tools to formulate ideas

Organizes information into multiple paragraphs using correct paragraph form (topic, 3-5 details, closing)

Edits and revises drafts of writing

Composes pieces which clearly communicate ideas for different purposes (imaginary/informational) and audiences  

Conventions

Writes legibly in cursive

Identifies and uses the 4 main parts of speech (noun, verb, adjective, adverb)

Punctuates accurately for example: end marks, commas in a series

Capitalizes accurately for example: beginning of sentence, proper nouns

Identifies and applies correct sentence structure

Applies knowledge of letter sounds, word parts, segmentation, and syllabication in spelling

 

 

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Writing
RUBRIC
Students participate in a fall and spring writing assessment. Teachers work as a team to assess each students writing sample. Writing rubrics were designed with the standards developed through the Massachusetts Curriculum Frameworks
Topic 1 2 3 4 5
 
Topic / Idea Development
Overall effect Limited topic and idea development, Basic supporting details, Strong detail,
Minimal awareness of audience and task Some awareness of audience and task Clear awareness of audience and task
Organization
Focus, logically ordered, Little or no evidence of planning, Some evidence of planning, Consistently focused from beginning to end,
clarity in paragraphs Inadequate structure (beginning, middle, end) Some inconsistencies from beginning to end Strong evidence of planning,
Lack of appropriate paragraphing skills Basic use of appropriate paragraphing skills Repeated use of appropriate paragraphing skills
Details
Sentences support main idea, No topic sentence, Reasonable topic sentence, Strong topic sentence
relevant details, examples Irrelevant and/or repetitious details, Details are adequate to support main idea Supporting details are rich, interesting and relevant
develop the main points Too few details to support main idea
Language / Style
Correct language usage, uses a Simplistic vocabulary with inappropriate Acceptable vocabulary/attempts to incorporate Rich, effective vocabulary that enhances meaning
variety of vocabulary, uses a and/or incorrect word choices, descriptive language, Consistently incorporates descriptive
variety of sentence styles Little/no sentence variation Uses some sentence variation language and all types of sentence variations
Conventions
Sentence Structure
Correct sentence form Poorly implemented sentence structure Adequate usage of correct sentence structure Correct sentence structure consistently utilized
Grammar and Usage
Correct word usage, correct Incorrect word choices, Appropriate word choice, Strong command of word choice
rules of English grammar Little/no application of grammatical rules Some lapses in correct use of grammatical rules Grammar contributes to clarity and style
Mechanics
Spelling, Capitalization, and Limited or no evidence of correct mechanics Fundamental knowledge of appropriate Knowledge of mechanics and spelling in
Punctuation and spelling mechanics and spelling writing is consistently evident.
Revising/Proofreading
Little /no self correction; Moderate self-correction; Able to accurately self-correct; no evidence of change from draft to draft some changes made from draft to draft changes and additions made from draft to draft, improving content and clarity

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Social Studies
Incorporation of Peaceful Playgrounds into class and recess activities
-PeaceBuilders program
By using Sutton’s Core Values, we teach fourth grade students to appreciate multiculturalism through the study of ancient civilizations and the middle ages including Feudalism. Fourth grade students will study world geography through the examination of Pangaea and the continents. Students will build on their previous mapping skill knowledge.
Students in fourth grade will:
-comprehend the societal infrastructure of ancient civilizations including Mesopotamia, Greece, Rome and Egypt
-explore the aspects of feudalism through the examination of the Middle Ages
-be aware of current events
-be able to discuss the theory of Pangea
-be able to recognize, locate, and appreciate all seven continents
-examine how latitude and longitude affect the climate of the continents
-locate, identify and label the seven continents
-learn and locate major cities of the world
-create a world map

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Technology
-Document the history of major technological changes through history
-Identify and describe examples of pre-electronic technologies
-Evaluate examples of past, present and future innovations
-Adhere to the principles of copyright law
-Cite technology-based sources appropriately
-Communicate in a courteous and appropriate manner
-Respect the access rights of others
-Practice “fair use” as applied to the use of technology
-Differentiate between the use and abuse of technology
-Cite specific ways in which society has benefited and harmed
-Demonstrate how technology has played a role in the shift from an agrarian to an industrial to information based society
-Discuss the impact of major changes such as the Internet
-Describe the impact of technology on global interdependence
-Predict improvements in technology which may occur in the future
-Contrast human and electronic information processing
-Discuss ways in which technology has influenced daily life
-Use the clipboard to cut and paste
-Format or initialize a data disk in preparation for data storage
-Find files quickly using system software
-Edit blocks of text
-Recognize which technologies are best suited for different purposes
-Choose technology solutions that are appropriate for a given task
-Explain the rationale for selecting a specific technology
-Use technology to assist in acquiring higher-order thinking skills
-Demonstrate confidence in the ability to master technologies and specific applications when necessary
-Use technology in the media center or classroom to access information
-Use technology resources independently and collaboratively
-Separate reliable from unreliable information
-Self-assess technology-based presentations/productions
-Position text using tab, return, tables, copy/paste, insert and justification commands
-Modify page layout, search for and edit text using find and replace functions
-Transfer basic operational procedures from one commercial word processing product to another
-Demonstrate appropriate selection of simulations, probes, sensors, graphing and charting technologies to collect, manipulate and analyze data sets, make predictions, and determine relationships
-Differentiate between electronic simulations and actual events, including advantages and disadvantages
-Identify features and characteristics common to simulation programs
-Experience simulations of real-life situations
-Use simulation software for investigating open-ended problems, formulating questions, and extending problem-solving situations
-Import graphic files and use a scanner
-Demonstrate desktop publishing skills
-Prepare multimedia presentations

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The Arts
Art
-Learn and use appropriate vocabulary related to techniques and materials
-Create artwork from direct observation
-Create artwork from memory or imagination to tell a story or embody an idea or fantasy
-Demonstrate their powers of observation, abstraction, invention, and expression in a variety of media and techniques
-Demonstrate knowledge of the process of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation
-Explore elements and principles of art, art history, and European artists
-Investigate portrait paintings from the 16th century to the present
-Demonstrate the ability to compare and contrast two or more works of art orally and in writing, using appropriate vocabulary
-Continue to explore two-dimensional and three-dimensional processes
-Use materials safely and in a responsible manner
-Make decisions, problem-solve, plan, communicate, and work together cooperatively
 
Music
-Sing and play recorders independently and with others: on pitch, in rhythm, with expression, with appropriate posture and in multiple parts
-Sing with appropriate time and diction
-Improvise answers to familiar melodic phrases wit rhythmic variations and embellishments
-Demonstrate knowledge and use of steady and strong beats in a variety of meters
-Use a numeric counting system to verbalize simple rhythms
-Continue to engage in self and group evaluation
-Recognize stylistic characteristics of various cultures and periods
-Demonstrate use of system to read treble, cleff, pitch, notation
-Identify symbols and terms
-Perform in groups and respond to cues of conductor
-Sing and play a variety of repertoire at easy level of pitch and rhythm

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Physical Education
Physical education addresses the physical, social and mental development of the child.
-Demonstrate appropriate locomotor and non-locomotor skills
-Improve personal performance in motor skills
-Identify benefits from regular physical activity
-Associate fitness to personal performance
-Work cooperatively and productively with partner, group or team
-Interact with friends while participating in activity
-Experience enjoyment while participating in physical activity
-Use physical activity as a means of self expression
-Cardiovascular health
-Muscular strength and endurance
-Flexibility, agility and speed
-Proper mechanics of basic movements
Respecting and assisting others regardless of skill level
-Understanding concepts of game rules and strategies
-Locomotor skills
-Hand-eye and foot-eye coordination activities
-Lead-up games to team sports
-Elementary team sports

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