grade 4 georgia performance standards

8/6/2019 Grade 4 Georgia Performance Standards

1/31

Revised July 13, 2006

Grade Four

In the fourth grade, students expand and deepen their knowledge of reading, writing,and speaking, as well as their understanding of the connections among different types

of communication. Fourth grade students read and comprehend texts from a variety

of genres (fiction, nonfiction, poetry, and drama), and they can understand and learnfrom texts without having a teacher preview the material for them. Students also read

and understand informational texts from other subject areas in addition to language

arts. As they read, students in the fourth grade independently use a variety ofmetacognitive strategies to deepen and expand their understanding of the material.

These strategies include using self-questioning techniques when reading materials

seem contradictory or hard to understand.

Students use writing as a tool for learning, and they write for a variety of purposes andaudiences. Fourth graders write daily in order to maximize and formalize their

writing skills. Students communicate their personal voices in writing, expressing ideasthrough journals, notes, and e-mail. Students are aware of the connections between

reading and writing, and they begin to use reading and writing strategies

interchangeably. These students are ready for opportunities to discuss books and toexpand their vocabularies for deeper comprehension of texts. They understand and

articulate how authors use a variety of techniques and craft in their writing, and they

show evidence of the authors craft in their own writing.

In their verbal interactions, students communicate effectively with different

audiences. Fourth graders engage in student-to-student and student-to-teacherinteractions about a variety of texts and concepts. They use appropriate

conversational skills, and they speak in turns rather than all at once during group

interaction. Students participate in a cooperative learning environment, and they

move independently around the room to gain information from other students.Fourth graders are also ready for more complex assignments that ask them to use

sources to inform their oral and written discussions of topics.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 1:17 PM Page 1 of 8All Rights Reserved


2/31


Reading

In reading a text closely, the student works carefully to discern the authors

perspective and the particular facts and details that support it. The student readsthoughtfully and purposefully, constantly checking for understanding of the

authors intent and meaning so that the interpretation will be sound.

ELA4R1 The student demonstrates comprehension and shows evidence of awarranted and responsible explanation of a variety of literary and informational

texts.

For literary texts, the student identifies the characteristics of various genresand produces evidence of reading that:

a. Relates theme in works of fiction to personal experience.

b. Identifies and analyzes the elements of plot, character, and setting in storiesread, written, viewed, or performed.

c. Identifies the speaker of a poem or story.d. Identifies sensory details and figurative language.

e. Identifies and shows the relevance of foreshadowing clues.f. Makes judgments and inferences about setting, characters, and events and

supports them with elaborating and convincing evidence from the text.g. Identifies similarities and differences between the characters or events and

theme in a literary work and the actual experiences in an authors life.

h. Identifies themes and lessons in folktales, tall tales, and fables.i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems.

For informational texts, the student reads and comprehends in order todevelop understanding and expertise and produces evidence of reading that:

a. Locates facts that answer the readers questions.

b. Identifies and uses knowledge of common textual features (e.g., paragraphs,topic sentences, concluding sentences, glossary).

c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,

diagrams, illustrations).

d. Identifies and uses knowledge of common organizational structures (e.g.,chronological order, cause and effect).

e. Distinguishes cause from effect in context.

f. Summarizes main ideas and supporting details.g. Makes perceptive and well-developed connections.

h. Distinguishes fact from opinion or fiction.

22ELA4R2 The student consistently reads at least twenty-five books or bookequivalents (approximately 1,000,000 words) each year. The materials should

include traditional and contemporary literature (both fiction and non-fiction) as

well as magazines, newspapers, textbooks, and electronic material. Such reading





3/31


should represent a diverse collection of material from at least three different literary

forms and from at least five different writers.

ELA4R3 The student understands and acquires new vocabulary and uses itcorrectly in reading and writing. The student

a. Reads a variety of texts and incorporates new words into oral and written language.b. Determines the meaning of unknown words using their context.

c. Identifies the meaning of common root words to determine the meaning of

unfamiliar words.d. Determines meanings of words and alternate word choices using a dictionary

or thesaurus.

e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).f. Identifies the meaning of common idioms and figurative phrases.

g. Identifies playful uses of language (e.g., puns, jokes, palindromes).

h. Recognizes and uses words with multiple meanings (e.g., sentence, school,hard) and determines which meaning is intended from the context of the sentence.

i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.

ELA4R4 The student reads aloud, accurately (in the range of 95%), familiarmaterial in a variety of genres, in a way that makes meaning clear to listeners.

The student

a. Uses letter-sound knowledge to decode written English and uses a range ofcueing systems (e.g., phonics and context clues) to determine pronunciation

and meaning.

b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Writing

The student writes clear, coherent text that develops a central idea or tells a story.The writing shows consideration of the audience and purpose. The student

progresses through the stages of the writing process (e.g., prewriting, drafting,

revising, and editing successive versions).

ELA4W1 The student produces writing that establishes an appropriateorganizational structure, sets a context and engages the reader, maintains a

coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based onpurpose, genre expectations, audience, length, and format requirements.

b. Writes texts of a length appropriate to address the topic or tell the story.

c. Uses traditional structures for conveying information (e.g., chronological order,cause and effect, similarity and difference, and posing and answering a question).



8/29/2006 1:17 PM Page 3 of 8

d. Uses appropriate structures to ensure coherence (e.g., transition elements).

All Rights Reserved


4/31


ELA4W2 The student demonstrates competence in a variety of genres.

The student produces a narrative that:

a. Engages the reader by establishing a context, creating a point of view, and otherwise

developing reader interest.b. Establishes a plot, setting, and conflict, and/or the significance of events.

c. Creates an organizing structure.

d. Includes sensory details and concrete language to develop plot and character.e. Excludes extraneous details and inconsistencies.

f. Develops complex characters through actions describing the motivation of

characters and character conversation.g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.

h. Provides a sense of closure to the writing.

The student produces informational writing (e.g., report, procedures, correspondence)

that:a. Engages the reader by establishing a context, creating a speakers voice, and

otherwise developing reader interest.b. Frames a central question about an issue or situation.

c. Creates an organizing structure appropriate to a specific purpose, audience,and context.

d. Includes appropriate facts and details.

e. Excludes extraneous details and inappropriate information.f. Uses a range of appropriate strategies, such as providing facts and details,

describing or analyzing the subject, and narrating a relevant anecdote.

g. Draws from more than one source of information such as speakers, books,newspapers, and online materials.

h. Provides a sense of closure to the writing.

The student produces a response to literature that:

a. Engages the reader by establishing a context, creating a speakers voice, and

otherwise developing reader interest.

b. Advances a judgment that is interpretive, evaluative, or reflective.c. Supports judgments through references to the text, other works, authors, or

non-print media, or references to personal knowledge.

d. Demonstrates an understanding of the literary work (e.g., a summary thatcontains the main idea and most significant details of the reading selection).

e. Excludes extraneous details and inappropriate information.

f. Provides a sense of closure to the writing.

The student produces a persuasive essay that:

a. Engages the reader by establishing a context, creating a speakers voice, and

otherwise developing reader interest.b. States a clear position.





5/31


c. Supports a position with relevant evidence.d. Excludes extraneous details and inappropriate information.

e. Creates an organizing structure appropriate to a specific purpose, audience,

and context.f. Provides a sense of closure to the writing.

ELA4W3 The student uses research and technology to support writing. Thestudent

a. Acknowledges information from sources.b. Locates information in reference texts by using organizational features (i.e.,

prefaces, appendices, indices, glossaries, and tables of contents).

c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronicinformation, almanac, atlas, magazines, newspapers, and key words).

d. Demonstrates basic keyboarding skills and familiarity with computer terminology

(e.g., software, memory, disk drive, hard drive).

ELA4W4 The student consistently uses a writing process to develop, revise,and evaluate writing. The studenta. Plans and drafts independently and resourcefully.b. Revises selected drafts to improve coherence and progression by adding, deleting,

consolidating, and rearranging text.

c. Edits to correct errors in spelling, punctuation, etc.

Conventions

Conventions are essential for reading, writing, and speaking. Instruction in

language conventions will, therefore, occur within the context of reading, writing,

and speaking, rather than in isolation. The student writes to make connectionswith the larger world. A students ideas are more likely to be taken seriously

when the words are spelled accurately and the sentences are grammatically correct.

Use of Standard English conventions helps readers understand and followthe students meaning, while errors can be distracting and confusing. Standard

English conventions are the good manners of writing and speaking that make

communication fluid.

ELA4C1 The student demonstrates understanding and control of the rules ofthe English language, realizing that usage involves the appropriate application

of conventions and grammar in both written and spoken formats. The student

a. Recognizes the subject-predicate relationship in sentences.b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).

c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),

correct usage (subject and verb agreement in a simple sentence), and correct sentencestructure (elimination of sentence fragments).



8/29/2006 1:17 PM Page 5 of 8

d. Uses and identifies words or word parts from other languages that have been

All Rights Reserved


6/31


adopted into the English language.e. Writes legibly in cursive, leaving space between letters in a word and between

words in a sentence.

f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabicationto monitor and correct spelling.

g. Spells most commonly used homophones correctly (there, theyre, their; two, too, to).h. Varies the sentence structure by kind (declarative, interrogative, imperative,and exclamatory sentences and functional fragments), order, and complexity

(simple, compound).

Listening/Speaking/Viewing

The student demonstrates an understanding of listening, speaking, and viewingskills for a variety of purposes. The student listens critically and responds

appropriately to oral communication in a variety of genres and media. The student

speaks in a manner that guides the listener to understand important ideas.

ELA4LSV1 The student participates in student-to-teacher, student-to-student,and group verbal interactions. The student

a. Initiates new topics in addition to responding to adult-initiated topics.b. Asks relevant questions.

c. Responds to questions with appropriate information.

d. Uses language cues to indicate different levels of certainty or hypothesizing(e.g., What if. . .; Very likely. . .; Im unsure whether. . .).

e. Confirms understanding by paraphrasing the adults directions or suggestions.

f. Displays appropriate turn-taking behaviors.g. Actively solicits another persons comments or opinions.

h. Offers own opinion forcefully without domineering.

i. Responds appropriately to comments and questions.j. Volunteers contributions and responds when directly solicited by teacher or

discussion leader.

k. Gives reasons in support of opinions expressed.

l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmatesfor similar expansions.

ELA4LSV2 The student listens to and views various forms of text and media inorder to gather and share information, persuade others, and express and

understand ideas.

When responding to visual and oral texts and media (e.g., television, radio,

film productions, and electronic media), the student:a. Demonstrates an awareness of the presence of the media in the daily lives of

most people.



8/29/2006 1:17 PM Page 6 of 8

b. Evaluates the role of the media in focusing attention and in forming an opinion.

All Rights Reserved


7/31


c. Judges the extent to which the media provides a source of entertainment aswell as a source of information.

When delivering or responding to presentations, the student:a. Shapes information to achieve a particular purpose and to appeal to the interests

and background knowledge of audience members.b. Uses notes, multimedia, or other memory aids to structure the presentation.c. Engages the audience with appropriate verbal cues and eye contact.

d. Projects a sense of individuality and personality in selecting and organizing

content and in delivery.

e. Shapes content and organization according to criteria for importance andimpact rather than according to availability of information in resource materials.

28





8/31

Mathematics Georgia Performance StandardsGrade 4



September 11, 2008

All Rights Reserved

Page 1 of 5

By the end of grade four, students will add and subtract decimal fractions and common

fractions with common denominators. They will also understand how and when it isappropriate to use rounding. Students will use common measurement units to determine

weight. Students will develop their understanding of measuring angles with appropriate

units and tools. Students will understand the characteristics of geometric plane and solidfigures. They will also use tables, graphs, and charts to record and analyze data.

Instruction and assessment should include the use of manipulatives and appropriatetechnology. Topics should be represented in multiple ways including concrete/pictorial,

verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be

introduced and used in the context of real world phenomena.

Concepts / Skills to MaintainMultiplication and Division of whole numbersArea

Perimeter

Place Value

Length

Elapsed Time

NUMBER AND OPERATIONSStudents will further develop their understanding of whole numbers and master the fourbasic operations with whole numbers by solving problems. They will also understand

rounding and when to use it appropriately. Students will further develop their

understanding of addition and subtraction of decimal fractions and common fractions

with like denominators.

M4N1. Students will further develop their understanding of how whole numbers

and decimals are represented in the base-ten numeration system.a. Identify place value names and places from hundredths through one million.b. Equate a numbers word name, its standard form, and its expanded form.

M4N2. Students will understand and apply the concept of rounding numbers.

a. Round numbers to the nearest ten, hundred, or thousand.b. Describe situations in which rounding numbers would be appropriate and

determine whether to round to the nearest ten, hundred, or thousand.c. Determine to which whole number or tenth a given decimal is closest using

tools such as a number line, and/or charts.d. Round a decimal to the nearest whole number or tenth.e. Represent the results of computation as a rounded number when appropriate

and estimate a sum or difference by rounding numbers.


9/31




September 11, 2008

All Rights Reserved

Page 2 of 5

M4N3. Students will solve problems involving multiplication of 2-3 digit numbers by

1 or 2 digit numbers.

M4N4. Students will further develop their understanding of division of whole

numbers and divide in problem solving situations without calculators.a. Know the division facts with understanding and fluency.b. Solve problems involving division by 1 or 2-digit numbers (including those

that generate a remainder).c. Understand the relationship between dividend, divisor, quotient, and

remainder.

d. Understand and explain the effect on the quotient of multiplying or dividingboth the divisor and dividend by the same number. (2050 50 yields thesame answer as 205 5).

M4N5. Students will further develop their understanding of the meaning of decimals

and use them in computations.

a. Understand decimals are a part of the base-ten system.b. Understand the relative size of numbers and order two digit decimals.c. Add and subtract both one and two digit decimals.d. Model multiplication and division of decimals by whole numbers.e. Multiply and divide both one and two digit decimals by whole numbers.

M4N6. Students will further develop their understanding of the meaning of decimal

fractions and common fractions and use them in computations.

a. Understand representations of equivalent common fractions and/or decimalfractions.

b. Add and subtract fractions and mixed numbers with like denominators.(Denominators should not exceed twelve.)

c. Use mixed numbers and improper fractions interchangeably.M4N7. Students will explain and use properties of the four arithmetic operations to

solve and check problems.

a. Describe situations in which the four operations may be used and therelationships among them.

b. Compute using the order of operations, including parentheses.c. Compute using the commutative, associative, and distributive properties.d. Use mental math and estimation strategies to compute.


10/31




September 11, 2008

All Rights Reserved

Page 3 of 5

MEASUREMENTStudents will measure weight in appropriate metric and standard units. They will also

measure angles.

M4M1. Students will understand the concept of weight and how to measure weight.a. Use standard and metric units to measure the weight of objects.b. Know units used to measure weight (gram, kilogram, ounces, pounds, and

tons).c. Compare one unit to another within a single system of measurement.

M4M2. Students will understand the concept of angles and how to measure them.a. Use tools, such as a protractor or angle ruler, and other methods such as

paper folding, drawing a diagonal in a square, to measure angles.

b. Understand the meaning and measure of a half rotation (180) and a fullrotation (360).

c. Determine that the sum of the three angles of a triangle is always 180.GEOMETRYStudents will understand and build plane and solid geometric figures. They will also

graph points on the coordinate plane.

M4G1. Students will define and identify the characteristics of geometric figures

through examination and construction.

a. Examine and compare angles in order to classify and identify triangles bytheir angles.

b. Describe parallel and perpendicular lines in plane geometric figures.c. Examine and classify quadrilaterals (including parallelograms, squares,

rectangles, trapezoids, and rhombi) by their properties.

d. Compare and contrast the relationships among quadrilaterals.M4G2. Students will understand fundamental solid figures.

a. Compare and contrast a cube and a rectangular prism in terms of the numberand shape of their faces, edges, and vertices.

b. Describe parallel and perpendicular lines and planes in connection with therectangular prism.

c. Build/collect models for solid geometric figures (cubes, prisms, cylinders,pyramids, spheres, and cones) using nets and other representations.

M4G3. Students will use the coordinate system.a. Understand and apply ordered pairs in the first quadrant of the coordinate

system.

b. Locate a point in the first quadrant in the coordinate plane and name theordered pair.

c. Graph ordered pairs in the first quadrant.


11/31




September 11, 2008

All Rights Reserved

Page 4 of 5

ALGEBRAStudents will investigate and represent mathematical relationships between

quantities using mathematical expressions in problem-solving situations.

M4A1. Students will represent and interpret mathematical relationships in

quantitative expressions.

a. Understand and apply patterns and rules to describe relationships and solveproblems.

b. Represent unknowns using symbols, such as and .c. Write and evaluate mathematical expressions using symbols and different

values.

DATA ANALYSIS AND PROBABILITYStudents will gather, organize, and display data. They will also compare features of

graphs.

M4D1. Students will gather, organize, and display data according to the situation

and compare related features.

a. Construct and interpret line graphs, line plot graphs, pictographs, Venndiagrams, and bar graphs.

b. Investigate the features and tendencies of graphs.c. Compare different graphical representations for a given set of data.d. Identify missing information and duplications in data.e. Determine and justify the range, mode, and median of a set of data.

Process SkillsEach topic studied in this course should be developed with careful thought toward

helping every student achieve the following process standards.

M4P1. Students will solve problems (using appropriate technology).

a. Build new mathematical knowledge through problem solving.b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve problems.d. Monitor and reflect on the process of mathematical problem solving.

M4P2. Students will reason and evaluate mathematical arguments.

a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof.


12/31




September 11, 2008

All Rights Reserved

Page 5 of 5

M4P3. Students will communicate mathematically.

a. Organize and consolidate their mathematical thinking throughcommunication.

b. Communicate their mathematical thinking coherently and clearly to peers,teachers, and others.

c. Analyze and evaluate the mathematical thinking and strategies of others.d. Use the language of mathematics to express mathematical ideas precisely.

M4P4. Students will make connections among mathematical ideas and to other

disciplines.

a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to

produce a coherent whole.

c. Recognize and apply mathematics in contexts outside of mathematics.M4P5. Students will represent mathematics in multiple ways.

a. Create and use representations to organize, record, and communicatemathematical ideas.

b. Select, apply, and translate among mathematical representations to solveproblems.

c. Use representations to model and interpret physical, social, and mathematicalphenomena.

The following terms and symbols are often misunderstood. These concepts are not aninclusive list and should not be taught in isolation. However, due to evidence of frequent

difficulty and misunderstanding associated with these concepts, instructors should pay

particular attention to them and how their students are able to explain and apply them.

The definitions are for teacher reference only and are not to be memorized by students.

Teachers should present these concepts to students with models and real life examples.

Students should understand the concepts involved and be able to recognize and/ordemonstrate them with words, models, pictures, or numbers.

Terms / Symbols:

mixed fraction, proper fraction, improper fraction, point, ray, line, line segment, parallel,perpendicular, diagonal line, plane, weight, ounce, pound, ton, gram, kilogram,

protractor, degree, rotation, parallelogram, trapezoid, rhombus, rectangular prism,

pyramid, coordinate system, ordered pair, line graph, right triangle, acute triangle, obtuse

triangle, net, median, mode, range, straight angle


13/31

Approved July 12, 2004

Fourth Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skillsfor proficiency in science at the fourth grade level. The Project 2061sBenchmarks for ScienceLiteracy is used as the core of the curriculum to determine appropriate content and process skills for

students. The GPS is also aligned to the National Research CouncilsNational Science Education

Standards. Technology is infused into the curriculum. The relationship between science, our

environment, and our everyday world is crucial to each students success and should be emphasized.

The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based

approaches should be the emphases of instruction. This curriculum is intended as a required

curriculum that would show proficiency in science, and instruction should extend beyond thecurriculum to meet student needs. Safety of the student should always be foremost in science

instruction.

Science consists of a way of thinking and investigating, as well a growing body of knowledge aboutthe natural world. To become literate in science, therefore, students need to acquire an understanding

of both the Characteristics of Science and its Content. The Georgia Performance Standards for

Science require that instruction be organized so that these are treated together. Therefore, ACONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF

SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented

as co-requisites.

The Performance Standards include four major components. They are

The Standards for Georgia Science Courses. The Characteristics of Science co-requisitestandards are listed first, followed by the Content co-requisite standards. Each Standard is

followed by elements that indicate the specific learning goals associated with it.

Tasks that students should be able to perform during or by the end of the course. These

are keyed to the relevant Standards. Some of these can serve as activities that will helpstudents achieve the learning goals of the Standard. Some can be used to assess studentlearning, and many can serve both purposes.

Samples of student work. As a way of indicating what it takes to meet a Standard, examplesof successful student work are provided. Many of these illustrate how student work can

bridge the Content and Characteristics of Science Standards. The Georgia DOE Standards

web site will continue to add samples as they are identified and teachers are encouraged to

submit examples from their own classroom experiences.

Teacher Commentary. Teacher commentary is meant to open the pathways of

communication between students and the classroom teacher. Showing students why they did

or did not meet a standard enables them to take ownership of their own learning.





14/31


Georgia Performance Science Standards-- Explanation of Coding

Characteristics of Science StandardsSKCS1

Science Kindergarten Characteristics ofScience Standard #1

S8CS2

Science Grade 8Characteristics ofScience Standard #2

SCSh8

Science Characteristics ofScience high school Standard #8

Content StandardsS5P3

Science Grade 5Physical Science Standard #3

S4E2Science Grade 4Earth Science Standard #2

S7L4

Science Grade 7Life Science Standard #4

SC1

Science Chemistry Standard #1

SB4

Science Biology Standard #4

SPS6

Science Physical Science Standard #6

SP3

Science Physics Standard #3





15/31


Fourth grade students differentiate between observations and ideas. They speculate about

observations they make. They add, subtract, multiply and divide whole numbers on paper, mentally,and with calculators. They list common materials for making simple mechanical constructions and

for repairing things. Fourth graders use records, tables, or graphs to identify patterns of change.

They write instructions and make sketches that allow others to carry out a scientific procedure. Theydetermine whether or not a comparison is fair if conditions are different for each thing being

compared. They question claims or statements made by people outside their field of expertise (such

as 4 out of 5 dentists say.) Fourth graders know that safety is a fundamental concern in all

experimental science and adhere to rules and guidelines to show they are responsible with materialsand equipment.

Models

Fourth grade students gather and interpret data. They are able to construct meaningful models that

allow them to gain understanding of the natural world. Fourth grade students are active learners.

They do not simply read about science; they do science. As a result, fourth grade students are ableto differentiate observations from ideas. Students engage in investigations inside and outside the

classroom.

Major Concepts/Skills: Concepts/Skills to Maintain:

Earth Science Habits of MindStars and star patterns Asks questions that lead to investigations

Solar System Conducts simple investigations

Weatherdata and forecasting Uses tools for collecting dataPhysical Science Uses charts and graphs

Light Uses data to answer questions

Sound Writes and uses instructions

Force, mass, and motion (simple machines) Understands fairnessEffects of gravity Justifies reasonable answers

Life Science Identifies patterns of changeEcosystems Researches for information

Food web/Food chain Understands the importance of safety concerns

Adaptation-survival/extinction

Co-Requisite - Characteristics of Science

Habits of the Mind

S4CS1. Students will be aware of the importance of curiosity, honesty, openness, andskepticism in science and will exhibit these traits in their own efforts to understand

how the world works.a. Keep records of investigations and observations and do not alter the records later.b. Carefully distinguish observations from ideas and speculation about those

observations.

c. Offer reasons for findings and consider reasons suggested by others.d. Take responsibility for understanding the importance of being safety conscious.





16/31


S4CS2. Students will have the computation and estimation skills necessary for analyzing dataand following scientific explanations.

a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with acalculator.

b. Use fractions and decimals, and translate between decimals and commonlyencountered fractions halves, thirds, fourths, fifths, tenths, and hundredths (but not

sixths, sevenths, and so on) in scientific calculations.

c. Judge whether measurements and computations of quantities, such as length, area,volume, weight, or time, are reasonable answers to scientific problems by comparingthem to typical values.

S4CS3. Students will use tools and instruments for observing, measuring, and manipulatingobjects in scientific activities utilizing safe laboratory procedures.

a. Choose appropriate common materials for making simple mechanical constructionsand repairing things.

b. Measure and mix dry and liquid materials in prescribed amounts, exercisingreasonable safety.

c. Use computers, cameras and recording devices for capturing information.d. Identify and practice accepted safety procedures in manipulating science materials

and equipment.

S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific andtechnological matters.

a. Observe and describe how parts influence one another in things with many parts.b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines,

maps, and stories to represent corresponding features of objects, events, and

processes in the real world. Identify ways in which the representations do not matchtheir original counterparts.

c. Identify patterns of change in thingssuch as steady, repetitive, or irregularchangeusing records, tables, or graphs of measurements where appropriate.

S4CS5. Students will communicate scientific ideas and activities clearly.a. Write instructions that others can follow in carrying out a scientific procedure.b. Make sketches to aid in explaining scientific procedures or ideas.c. Use numerical data in describing and comparing objects and events.d. Locate scientific information in reference books, back issues of newspapers and

magazines, CD-ROMs, and computer databases.

S4CS6. Students will question scientific claims and arguments effectively.a. Support statements with facts found in books, articles, and databases, and identify the

sources used.b. Identify when comparisons might not be fair because some conditions are different.





17/31


The Nature of Science

S4CS7. Students will be familiar with the character of scientific knowledge and how it isachieved.

Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which maydiffer due to unexpected differences in whatever is being investigated, unrecognized

differences in the methods or circumstances of the investigation, or observational

uncertainties.

b. Some scientific knowledge is very old and yet is still applicable today.S4CS8. Students will understand important features of the process of scientific inquiry.Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing whatthings are like or what is happening somewhere, collecting specimens for analysis,

and doing experiments.b. Clear and active communication is an essential part of doing science. It enables

scientists to inform others about their work, expose their ideas to criticism by other

scientists, and stay informed about scientific discoveries around the world.

c. Scientists use technology to increase their power to observe things and to measureand compare things accurately.

d. Science involves many different kinds of work and engages men and women of allages and backgrounds.

Co-Requisite - Content

Earth Science

S4E1. Students will compare and contrast the physical attributes of stars, star patterns, andplanets.

a. Recognize the physical attributes of stars in the night sky such as number, size, colorand patterns.

b. Compare the similarities and differences of planets to the stars in appearance,position, and number in the night sky.

c. Explain why the pattern of stars in a constellation stays the same, but a planet can beseen in different locations at different times.

d. Identify how technology is used to observe distant objects in the sky.S4E2. Students will model the position and motion of the earth in the solar system and will

explain the role of relative position and motion in determining sequence of the phases

of the moon.a. Explain the day/night cycle of the earth using a model.b. Explain the sequence of the phases of the moon.c. Demonstrate the revolution of the earth around the sun and the earths tilt to explain

the seasonal changes.

d. Demonstrate the relative size and order from the sun of the planets in the solarsystem.





18/31


S4E3. Students will differentiate between the states of water and how they relate to the watercycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (watervapor/steam) and changes from gas to liquid to solid.

b. Identify the temperatures at which water becomes a solid and at which water becomesa gas.

c. Investigate how clouds are formed.d. Explain the water cycle (evaporation, condensation, and precipitation).e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail,

clouds, and fog).

S4E4. Students will analyze weather charts/maps and collect weather data to predict weatherevents and infer patterns and seasonal changes.

a. Identify weather instruments and explain how each is used in gathering weather dataand making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).

b. Using a weather map, identify the fronts, temperature, and precipitation and use theinformation to interpret the weather conditions.

c. Use observations and records of weather conditions to predict weather patternsthroughout the year.

d. Differentiate between weather and climate.Physical Science

S4P1. Students will investigate the nature of light using tools such as mirrors, lenses, andprisms.

a. Identify materials that are transparent, opaque, and translucent.b. Investigate the reflection of light using a mirror and a light source.c. Identify the physical attributes of a convex lens, a concave lens, and a prism and

where each is used.

S4P2. Students will demonstrate how sound is produced by vibrating objects and how sound

can be varied by changing the rate of vibration.

a. Investigate how sound is produced.b. Recognize the conditions that cause pitch to vary.

S4P3. Students will demonstrate the relationship between the application of a force and theresulting change in position and motion on an object.

a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane,screw, wheel and axle).

b. Using different size objects, observe how force affects speed and motion.c. Explain what happens to the speed or direction of an object when a greater force than

the initial one is applied.d. Demonstrate the effect of gravitational force on the motion of an object.

Teacher note: The use of mathematical formulas is not recommended in S4P3. Fourth gradestudents should carry out investigations to provide a foundation of concrete experience for the

abstract understandings of physical science in upper grades.





19/31


Life Science

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.

a. Identify the roles of producers, consumers, and decomposers in a community.b. Demonstrate the flow of energy through a food web/food chain beginning with

sunlight and including producers, consumers, and decomposers.c. Predict how changes in the environment would affect a community (ecosystem) of

organisms.d. Predict effects on a population if some of the plants or animals in the community are

scarce or if there are too many.

S4L2. Students will identify factors that affect the survival or extinction of organisms such as

adaptation, variation of behaviors (hibernation), and external features (camouflage and

protection).

a. Identify external features of organisms that allow them to survive or reproduce betterthan organisms that do not have these features (for example: camouflage, use ofhibernation, protection, etc.).

b. Identify factors that may have led to the extinction of some organisms.





20/31

One Stop Shop For Educators

Georgia Department of EducationKathy Cox, State Superintendent of Schools

SOCIAL STUDIES GRADE FOUR STANDARDSAPPROVED 10/14/2004 REVISED 8/14/2008

Page 1 of 6

Copyright 2008 All Rights Reserved

Grade Four

UNITED STATES HISTORY TO 1860

In fourth grade, students begin the formal study of United States history. At this grade,

the four strands of history, geography, civics, and economics are fully integrated.

Students begin their study of United States history with the development of NativeAmerican cultures and conclude with the antebellum period ending in 1860. The

geography strand emphasizes the influence of geography on early U. S. history. The

civics strand emphasizes concepts and rights developed during the formation of ourgovernment. The economics strand uses material from the historical strand to further

understanding of economic concepts.

Historical Understandings

SS4H1 The student will describe how early Native American cultures developed in

North America.

a. Locate where Native Americans settled with emphasis on the Arctic (Inuit),Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee),and Southeast (Seminole).

b. Describe how Native Americans used their environment to obtain food, clothing,and shelter.

SS4H2 The student will describe European exploration in North America.

a. Describe the reasons for, obstacles to, and accomplishments of the Spanish,French, and English explorations of John Cabot, Vasco Nez de Balboa, Juan

Ponce de Len, Christopher Columbus, Henry Hudson, and Jacques Cartier.

b. Describe examples of cooperation and conflict between Europeans and NativeAmericans.

SS4H3 The student will explain the factors that shaped British colonial America.

a. Compare and contrast life in the New England, Mid-Atlantic, and Southerncolonies.

b. Describe colonial life in America as experienced by various people, includinglarge landowners, farmers, artisans, women, indentured servants, slaves, and

Native Americans.


21/31




Page 2 of 6


SS4H4 The student will explain the causes, events, and results of the American

Revolution.a. Trace the events that shaped the revolutionary movement in America, including

the French and Indian War, British Imperial Policy that led to the 1765 Stamp

Act, the slogan no taxation without representation, the activities ofthe Sons of

Liberty, and the Boston Tea Party.b. Explain the writing of the Declaration of Independence; include who wrote it,how it was written, why it was necessary, and how it was a response to tyranny

and the abuse of power.c. Describe the major events of the American Revolution and explain the factors

leading to American victory and British defeat; include the Battles of Lexington

and Concord, Saratoga, and Yorktown.d. Describe key individuals in the American Revolution with emphasis on King

George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict

Arnold, Patrick Henry, and John Adams.

SS4H5 The student will analyze the challenges faced by the new nation.a. Identify the weaknesses of the government established by the Articles ofConfederation.

b. Identify the major leaders of the Constitutional Convention (James Madison andBenjamin Franklin) and describe the major issues they debated, including the

rights of states, the Great Compromise, and slavery.

c. Identify the three branches of the U. S. government as outlined by theConstitution, describe what they do, how they relate to each other (checks and

balances and separation of power), and how they relate to the states.

d. Identify and explain the rights in the Bill of Rights, describe how the Bill ofRights places limits on the power of government, and explain the reasons for its

inclusion in the Constitution in 1791.

e. Describe the causes and events of the War of 1812; include the burning of theCapitol and the White House.

SS4H6 The student will explain westward expansion of America between 1801 and

1861.a. Describe territorial expansion with emphasis on the Louisiana Purchase, the

Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and

independence), Oregon (Oregon Trail), and California (Gold Rush and thedevelopment of mining towns).

b. Describe the impact of the steamboat, the steam locomotive, and the telegraph onlife in America.

c. Describe the impact of westward expansion on Native Americans.SS4H7 The student will examine the main ideas of the abolitionist and suffrage

movements.

a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.b. Explain the significance of Sojourner Truth to the abolition and suffrage

movements.


22/31




Page 3 of 6


Geographic Understandings

SS4G1 The student will be able to locate important physical and man-made features

in the United States.a. Locate major physical features of the United States; include the Atlantic Coastal

Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the

Gulf of Mexico, the St. Lawrence River, and the Great Lakes.b. Locate major man-made features; include New York City, NY; Boston, MA;Philadelphia, PA; and the Erie Canal.

SS4G2 The student will describe how physical systems affect human systems.a. Explain why each of the Native American groups (SS4H1a) occupied the areas

they did, with emphasis on why some developed permanent villages and othersdid not.

b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to thevarious physical environments in which they traveled.

c. Explain how the physical geography of the New England, Mid-Atlantic, andSouthern colonies helped determine economic activities practiced therein.d. Explain how each force (American and British) attempted to use the physicalgeography of each battle site to its benefit (SS4H4c).

e. Describe physical barriers that hindered and physical gateways that benefitedterritorial expansion from 1801 to 1861 (SS4H6a).

Government/Civic Understandings

SS4CG1 The student will describe the meaning ofa. Natural rights as found in the Declaration of Independence (the right to life,

liberty, and the pursuit of happiness).b. We the people from the Preamble to the U.S. Constitution as a reflection of

consent of the governed or popular sovereignty.

c. The federal system of government in the U.S.SS4CG2 The student will explain the importance of freedom of expression as

guaranteed by the First Amendment to the U. S. Constitution.

SS4CG3 The student will describe the functions of government.a. Explain the process for making and enforcing laws.b. Explain managing conflicts and protecting rights.c. Describe providing for the defense of the nation.d. Explain limiting the power of people in authority.e. Explain the fiscal responsibility of government.


23/31




Page 4 of 6


SS4CG4 The student will explain the importance of Americans sharing certain

central democratic beliefs and principles, both personal and civic.a. Explain the necessity of respecting the rights of others and promoting the

common good.

b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explainwhy it is important for citizens in a democratic society to participate in public(civic) life (staying informed, voting, volunteering, communicating with public

officials).

SS4CG5 The student will name positive character traits of key historical figures and

government leaders (honesty, patriotism, courage, trustworthiness).

Economic Understandings

SS4E1 The student will use the basic economic concepts of trade, opportunity cost,

specialization, voluntary exchange, productivity, and price incentives to illustrate

historical events.

a.

Describe opportunity costs and their relationship to decision-making across time(such as decisions to send expeditions to North and South America).

b. Explain how price incentives affect peoples behavior and choices (such ascolonial decisions about what crops to grow and products to produce).

c. Describe how specialization improves standards of living (such as the differencesin the economies in the New England, Mid-Atlantic, and Southern colonies).

d. Explain how voluntary exchange helps both buyers and sellers (such asprehistoric and colonial trade in North America).

e. Describe how trade promotes economic activity (such as how trade between thecolonies and England affected their economies).

f. Give examples of technological advancements and their impact on businessproductivity during the development of the United States (such as the steamboat,

the steam locomotive, and the telegraph).

SS4E2 The student will identify the elements of a personal budget and explain why

personal spending and saving decisions are important.


24/31




Page 5 of 6


Social Studies Skills Matrices

MAP AND GLOBE SKILLSGOAL: The student will use maps to retrieve social studies information.

I: indicates when a skill is introduced in the standards and elements as part of the contentD: indicates grade levels where the teacher must develop that skill using the appropriate content

M: indicates grade level by which student should achieve mastery, the ability to use the skill in all

situations

A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills K 1 2 3 4 5 6 7 89-12

1. use cardinal directions I M A A A A A A A A

2. use intermediate directions I M A A A A A A A

3. use a letter/number grid system todetermine location I M A A A A A A

4. compare and contrast the categories ofnatural, cultural, and political features

found on maps

I M A A A A A A

5. use inch to inch map scale to determine

distance on mapI M A A A A A A

6. use map key/legend to acquire

information from, historical, physical,political, resource, product and economic

maps

I D M A A A A A

7. use a map to explain impact ofgeography on historical and current events I D M A A A A A

8. draw conclusions and make

generalizations based on information from

maps

I M A A A A A

9. use latitude and longitude to determine

locationI D D D M A A

10. use graphic scales to determine

distances on a mapI M A A A A

11. compare maps of the same place at

different points in time and from different

perspectives to determine changes,identify trends, and generalize about

human activities

I M A A A A

12. compare maps with data sets (charts,

tables, graphs) and /or readings to drawconclusions and make generalizations

I M A A A A


25/31




Page 6 of 6


INFORMATION PROCESSING SKILLSGOAL: The student will be able to locate, analyze, and synthesize information related to

social studies topics and apply this information to solve problems/make decisions.

I: indicates when a skill is introduced in the standards and elements as part of the content

D: indicates grade levels where the teacher must develop that skill using the appropriate content

M: indicates grade level by which student should achieve mastery, the ability to use

the skill in all situationsA: indicates grade levels where students will continue to apply and improve mastered skills


26/31


Georgia Performance Standards Framework for Physical Education



December 11, 2008 * Page 1 of 6

All Rights Reserved

FOURTH GRADE

PE4.1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities.

Description: Students are able to combine skills in dynamic and complex situations,

demonstrating sequences commonly associated with various sports and activities (e.g., moving to

a ball, trapping, dribbling and then passing it; forward roll, scale [balance], travel and then do a

cartwheel). All throwing and striking patterns are mastered during fourth grade, and students are

able to catch or handle objects from any trajectory (low, medium, or high) in simple situations.

Students are able to move in tempo to slow and fast rhythms.

Elements:

a. Demonstrates an overhand throw.Examples:

Uses proper technique while throwing a football.

Uses proper technique when throwing overhand to a moving target during a

game.

b. Demonstrates an overhead striking skill.Examples:

Uses proper techniques of a pickle ball smash.

Spikes a beach ball over a low net.

c. Demonstrates fleeing, dodging, and chasing skills with equipment.Examples:

Avoids defenders while dribbling a soccer ball.

Advances a puck down the court during a floor hockey game.

d. Demonstrates a variety of rhythmic patterns.Examples:

Performs jump rope, dance, and rhythm sticks routines.

Performs the traditional tinikling dance.


27/31






All Rights Reserved

FOURTH GRADE

PE4.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

Description: Students begin to apply basic concepts of movement to improve their individual

performance. They can provide critical elements of form or motor development principles to

improve the performance of others.

Elements:

a. Identifies the critical elements of an overhand throw.Examples:

Describes the parts of a proper throw.

Draws a series of pictures to identify the critical components of a proper

throw.

b. Identifies the critical elements of the overhand strike.Examples:

Describes the parts of a self tossed overhand strike.

Identifies the different critical elements used for an overhead strike when the

set up is from a self tossed or partner tossed ball.

c. Identifies the use of opposition for manipulative skills performed byclassmates and provides feedback.

Examples:Provides feedback to another student that the student did step on the opposite

foot when releasing the ball on an overhand throw.

Finds a picture in a newspaper or magazine that demonstrates the use of

opposition while the person is performing an overhand striking skill.

d. Explains the use of fleeing, dodging, and chasing in game play.Examples:

Describes strategies to successfully get open while being guarded.

Demonstrates how to watch a persons midsection while guarding during

game play.


28/31






All Rights Reserved

FOURTH GRADE

PE4.3: Participates regularly in physical activity.

Description: Students are actively involved in activities that provide opportunities to

participate with others in an active environment.

Elements:

a. Encourages others to participate in physical activity.Examples:

Invites those who are not being active to join a game.

Provides a picture ofones family participating in a physical activity.

b. Demonstrates how physical activity plays a part in daily life.Examples:

Maintains a 3 day activity log.

Wears pedometer for entire school day and logs steps.


29/31






All Rights Reserved

FOURTH GRADE

PE4.4: Achieves and maintains a health-enhancing level of physical fitness.

Description: Students participate in moderate to vigorous activities in a variety of settings.

They learn how to adjust their activity based on physiological indicators. Students begin to

participate in criterion-referenced fitness assessments and are able to identify the health-related

component that each test assesses (cardio-respiratory endurance, muscular endurance, muscular

strength, and flexibility.

Elements:

a. Participates in criterion-referenced fitness assessments with close teacherguidance and supervision (Ex. Fitnessgram) and realizes whether he/she is

within the healthy fitness zone.Examples:

Practices with a peer in the criterion- referenced test.

Compares own results to determine age appropriate healthy/unhealthy fitness

zone.

b. Matches items from a criterion-referenced fitness test to the health-relatedfitness components.Examples:

Cites curl-ups as a test item that measures abdominal strength.

Cites sit and reach as a measurement of flexibility.


30/31






All Rights Reserved

FOURTH GRADE

PE4.5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Description: Students continue to develop cooperative skills and an awareness of individual

differences. Students begin to develop strategies to resolve conflicts that may arise. Periods of

independent, self-guided activities are increasing in duration and frequency of occurance.

Elements:

a. Learns to resolve conflicts using different strategies.Examples:

Plays rock-paper-scissors to pick turns or negotiate conflicts..

Accepts decisions made by the team captain.

b. Works independently and cooperatively to develop an appreciation forindividual differences.

Examples:

Uses peer feedback to help others improve their skills.

Works cooperatively using verbal or nonverbal encouragement with all class

members.

c. Works independently and remains on task.Examples:

Uses self-guided activity task cards to learn a new skill.Choreographs a jump rope routine.


31/31




FOURTH GRADE

PE4.6: Values physical activity for health, enjoyment, challenge, self expression, and/or social-

interaction.

Description: Students display enjoyment of activity as it relates to skill mastery. Further, they

will demonstrate a desire to participate in a variety of activities.

Elements:

a. Chooses to participate in formal and/or informal physical activities that areenjoyable.

Examples:

Community dance programs and athletics teams.

Is actively involved in station work in class.

b. Chooses personally challenging experiences in physical activity.Examples:

Uses only the intermediate and advance hand holds while moving across the

traversing wall in physical education class.

Increases their upper body endurance by choosing to work on pull-up bars

during free-time or free choice activities.

c. Expresses enjoyment through physical activity.Examples:

Creates a dance to express feeling of happiness.Creates a team celebration or dance for successful completion of a task or

challenge.

grade 4 georgia performance standards

Documents