Health and Physical Education
The fourth grade health and physical education objectives reflect the Virginia Standards of Learning. Instruction reinforces the Standards of Learning in the core subject areas.
Motor Skill Development
- Performs fundamental motor skills and specialized movement patterns
Anatomical Basis of Movement
- Uses cognitive information to enhance motor skill acquisition and performance
Fitness Planning
- Communicates the knowledge to achieve and maintain a health-enhancing level of fitness
Social Development
- Expresses and uses responsible personal and social behaviors in activity settings
Energy Balance
- Uses health concepts related to health promotion and improvement of personal health
Personal Health
- Demonstrates the ability to access, evaluate and use health information to recognize the relationship between personal behavior and personal health
Instructional Technology
The Digital Learning Integration Standards offer a variety of instructional technology experiences based on the Profile of a Virginia Graduate. These standards are comprehensive statements that explain foundational knowledge, skills, and experiences aligned to the grade 3-5 curriculum standards.
Empowered Learner: Students leverage technologies, including assistive technologies, to take an active role in choosing, achieving and demonstrating competency in their learning goals informed by the learning sciences.
Digital Citizenship: Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal and ethical.
Knowledge Constructor: Students critically curate a variety of digital resources using appropriate technologies, including assistive technologies, to construct knowledge, produce creative digital works, and make meaningful learning experiences for themselves and others.
Innovative Designer: Students use a variety of technologies, including assistive technologies, within a design process to identify and solve problems by creating new, useful, or imaginative solutions or iterations.
Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods, including those that leverage assistive technologies, to develop and test solutions.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using appropriate technologies (including assistive technologies), styles, formats, and digital media appropriate to their goals.
Global Collaborator: Students use appropriate technologies, including assistive technologies, to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Essential Information Literacy Skills (EILS)
The fourth grade Essential Information Literacy Skills (EILS) enhance student experiences for developing skills in information literacy, inquiry, collaboration, and engaging with knowledge products safely and ethically. These skills are achieved through the collaboration of the classroom teacher and the library media specialist (LMS).
Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.
Collaborate: Work effectively with others to broaden perspectives and work toward common goals.
Curate: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
Explore: Discover and innovate in a growth mindset developed through experience and reflection.
Engage: Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.
Art
The elementary art program is designed as a concept-based, sequential curriculum that makes connections between art and life through the disciplines of creative process, critical thinking and communication, history, culture and citizenships, innovations in the arts, and technique and application and the core curriculum.
The study of art in the fourth grade develops concepts and skills essential to appreciating art and understanding cultural heritage. Through learning and creating, the students examine historical and contemporary arts and crafts. Elementary art focuses on skills needed to become an informed consumer and producer of art. Students participate in an art class each week that is taught by an art teacher.
Creative Process
- Applies the creative process through inquiry, investigation, generating ideas, testing solutions, refining, and reflecting on process and product
Critical Thinking and Communication
- Demonstrates an understanding and appreciation that art can have diverse values, meanings and definitions; uses appropriate vocabulary and communication when responding to works of art
History, Culture and Citizenship
- Demonstrates an understanding that art is a reflection of time, place and culture, and identifies the value and reasons for creating art within communities
Innovation in the Arts
- Understands and applies the artistic process, problem-solving skills, current and emerging technologies while making connections to visual arts careers
Technique and Application
- Uses artistic skills and techniques when developing ideas for creative expression through a variety of media
Storyboard
Essential Questions: What Are the Big Issues About Art? How and Why Do We Make Art? How Does Art Relate to History and Culture? How Do We Respond to Works of Art?
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Unit Title and Quarter |
QUARTER 1 |
QUARTER 2 |
QUARTER 3 |
QUARTER 4 |
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What is Art? |
Sharing Ideas and Analysis |
Cultures and Traditions |
Careers & Innovation |
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Image Cue |
Diego Rivera, Children at Lunch, 1935 |
Kehinde Wiley, Prince Alexander Nevahkii, 2014 Oil Painting |
Mildred Johnstone with Pablo Burchard. Alice in a Wonderland of Steel. 1949, Weaving. |
Elizabeth Murray, The New World. 2006. Oil on canvas and wood. |
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Focus of the Story |
We begin by leading students through a discussion by answering the big question, What is art and why do we create art? Students will learn the language of art by exploring the Elements and Principles of Design |
Once we understand the beginning steps, we continue our focus on how artists share ideas and learn through the work of others. Art is another way to communicate and can tell a story. |
Now, will move into discovering and questioning what we can learn from other cultures as artists inspired by different cultures, traditions, celebrations and customs. |
Finally, we will develop an understanding of the versatile and unique ways artists express themselves while developing an appreciation of art and analyze using appropriate vocabulary. |
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Transfer Goals |
The Creative Process Apply creative process through inquiry, investigation, generating ideas, testing solutions, refining, and reflecting on process and product while developing a personalized portfolio exhibiting original voice and vision as an artist. |
Critical Thinking & Communication Understands and develops an appreciation that art can have diverse values, meanings, and definitions while recognizing multiple responses and perspectives. Effective at receiving and articulating ideas using appropriate vocabulary and communication when responding to works of art. Able to work independently and collaboratively. |
History/Culture/Citizenship: Explore and understand historical influences of art through the work of self and others while cultivating an awareness that art is a reflection of time, place and culture. Students identify and interact with art as a community member and citizen, developing a lifelong engagement with art as a supporter, advocate, creator, and informed viewer. |
Technique and Application Uses artistic skills and techniques when developing ideas for creative expression through a variety of media. Innovation in the Arts Understands and applies the artistic process, problem-solving skills, current and emerging technologies while making connections to visual arts careers. |
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Learning Targets |
As an artist, I can: Apply creating thinking and processes to artmaking. Formulate questions about art. Explore Drawing. |
As an artist, I can: Communicate ideas through art. Analyze works of art based on visual properties and contextual information. Interpret works of art for multiple meanings. Describe personal beliefs in a work of art. Reflect on their artmaking through an artist statemen |
As an artist I can: Analyze and interpret artwork using art vocabulary. Develop skills to work collaboratively. Compare and contrast abstract, representational, and nonrepresentational works of art. |
As an artist, I can: Discover various art careers. Use digital or contemporary media to create works of art. Explore how art and artists can be used to develop solutions to real-world problems. |
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Music
The Virginia Standards of Learning for Grade Four General Music emphasizes a deeper understanding of musical concepts including singing, playing instruments, listening, creating, composing, and performing. Students expand on the use of a creative process as they reflect on the process and outcome of creating music and revise work based on peer and teacher feedback. Emphasis is placed on developing more advanced techniques in singing and playing instruments, expanded understanding of rhythmic and harmonic techniques, using a system for improved melodic and rhythmic sight-reading, knowledge of orchestral instruments and literature from various cultures. Students use an expanding music vocabulary to explain personal preferences for musical works and performances. Students continue their study of the recorder. Students participate in a weekly music class taught by a music specialist.
Creative Process
- Improvise and compose music
- Apply a creative process for music
Critical Thinking and Communication
- Analyze music
- Describe how music evokes personal ideas and emotions
- Demonstrate collaboration and communication skills for music rehearsal and performance
History, Culture, and Citizenship
- Explore historical and cultural aspects of music
- Describe roles of music and musicians in communities
- Identify appropriate sources for listening to music
Innovation in the Arts
- Identify how individuals create music
- Identify how music can be created using technology tools
- Identify relationships between music and other fields of knowledge
Technique and Application
- Demonstrate music literacy
- Develop skills for individual and ensemble singing performance
- Develop skills for individual and ensemble instrumental performance
- Classify, perform, and count rhythmic patterns
- Understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments and voice
- Respond to music with movement
Storyboard
Essential Question: How is music a universal language from creation to performance?
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Quarter |
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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Unit Title |
I Am a Listener |
I Am a Reader |
I Am a Participant |
I Am a Creator |
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Image Cue |
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Focus of the Story |
We begin the year exploring and defining active listening and demonstrating our cumulative music literacy skills by reading and writing using traditional music notation. |
Reading, counting, and performing more complex rhythms is next while exploring various musical genres and music from other cultures. |
The journey of exploration, performance and musicianship continues by preparing for a live collaborative concert with the Virginia Symphony Orchestra. |
Our year ends with a demonstration of our advancing musical knowledge and literacy through the process of composition, reflection, and refinement. |
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Transfer Goals |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocation, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocation, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocation, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
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Learning Targets |
I can identify woodwind instruments by sight and sound. I can express my opinion about music. I can describe music from different places and cultures. I can describe a variety of musical styles. I can read and play written melodies and accompaniments. I can play expressively. I can use proper playing technique. I can read, count, and perform rhythmic patterns in duple, triple and common time. I can improvise melodies and rhythms. I can compose short melodic and rhythmic phrases. I can describe my ideas for creating music. I can listen respectfully to others' ideas for creating music. I can explain the meaning of time signatures. I can identify dynamic markings. |
I can compose a short melodic and rhythmic phrase. I can identify brass instruments by sight and sound. I can use music terminology to describe musical qualities. I can read and write melodies on the treble clef staff. I can read and count rhythms I can explain the meaning of time signatures I can use correct music vocabulary I can play the music I read. I can use proper playing techniques I can play melodies and accompaniments I can demonstrate strong and weak beats. I can perform music with beats of twos and threes. I can count rhythm patterns. I can read and perform rhythm patterns in 2/4, 3/4, 4/4. I can perform rhythm patterns using my voice...body percussion... instruments. |
I can prepare music to play with the Virginia Symphony. I can describe and use the creative process. I can identify string instruments by sight and sound. I can describe music from different places and cultures. I can compare ways to create music using technology and pencil and paper. I can read and count rhythms. I can explain the meaning of time signatures. I can use correct music vocabulary. I can sing with expression, balance, and blend. I can sing notated melodies. I can play the music I read. I can use proper playing technique. I can play expressively. I can play melodies and accompaniments. I can perform music with beats of twos and threes. I can perform choreographed and non-choreographed dances and other musical activities. |
I can improvise melodies and rhythms. I can compose short melodic and rhythmic phrases. I can make connections between music of the past and music of today. I can create music using technology. I can read and write melodies on the treble clef staff. I can read and count rhythms. I can use correct music vocabulary. I can sing with expression, balance, and blend. I can sing notated melodies. I can count rhythmic patterns. I can read and perform rhythm patterns in 2/4, 3/4 and 4/4 I can perform rhythm patterns using my voice, body percussion or instruments. I can demonstrate strong and weak beats. I can perform music with beats of twos and threes. |
