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The theme of the 4th grade is Our Country - the United States. In the first semester the focus is on Exploration of the United States - its history, government and people. In the second semester the focus turns to Justice. The students will explore the court system and investigate current social justice issues. Throughout the year, the study of Our Country will be woven through all subject areas.
Literacy
Fourth grade integrates reading and writing into the study of My Country through the concepts of exploration and justice. Using a workshop approach to the teaching of writing, students continue to strengthen their narrative skills through the process of; pre-writing, drafting, revising, editing and publishing. Students write daily for different purposes including personal narrative, non-fiction writing, poetry, book responses and persuasive writing. Writing lessons focus on writing craft as well as writing skills (punctuation and grammar). Children are encouraged to lead a “writerly” life and become keen observers. These observations are kept in their writer’s notebook and become the foundation for published works.
As in third grade, read aloud continues to be an import part of the school day. This is a time for teachers to model a love of reading and strategies and skills to improve comprehension and fluency. Children are given more freedom to make choices based on their skill level and interest. Having the student be reflective about their strengths and challenges as a reader helps them to focus on “just right” books. Fourth graders read and conference with teachers daily during independent reading, this allows teachers to continually assess a student’s progress in reading. Students are encouraged to read a range of genres both at home and at school. Exposing children to various genres allows them to see the broad range of literature and writing styles. Fourth graders are moving from learning to read, to reading for pleasure and knowledge. Reader’s workshops are focused on comprehension strategies (predicting, making connections, questioning, synthesizing, making inferences, visualizing, and summarizing) and fluency. Discussion is fostered and encouraged around the books read aloud to the class as well as in book clubs and guided reading groups.
Mathematics
Students are encouraged to be flexible, efficient and accurate mathematicians. Students explore place value with larger numbers, multiplication and problem solving, making connections between math and the world around them. Number strings and associated math problems are used by students to help develop a variety of strategies for computing. Students use various models such as multiple towers, arrays and open number lines to help organize and represent their thinking. Our goal is for students to select appropriate strategies so that they will solve problems in the most efficient way.
They solidify a number of strategies for computing with multi-digit multiplication problems and use them to explore division with larger numbers. Fourth graders are engaged in classifying 2D and 3D shapes by various characteristics while looking to make geometric relationships among them. Students apply their knowledge to real life contexts, collecting and analyzing data from current events. Science and math are integrated to provide fourth graders with multiple experiences using a variety of tools and units to explore linear and non-linear measurement. Making connections between measurement and division, students expand their knowledge of fractions. Through the lens of social justice, students make connections to fairness and probability, including designing investigations to address a question from given data.
Students learn how to apply the computation to which they have been introduced to challenging non-routine problems. Beginning computation and comparisons with fractions, and understanding the relationship between (and advantages of) fractions, decimals and percents are foundational skills. In measurement, students work with abstract concept such as elapsed time and volume. In geometry students work with rotations, reflections, and translations. Beginning algebraic experiences include work with patterns, functions and relations and introduce the notion of a variable.
Performing Arts: Music
Students review simple rhythmic patterns which include the following values: quarter note, eighth notes, half note, the tie, whole note and the corresponding rests. Combinations of sixteenth notes are also introduced, including syncopated patterns. All patterns are experienced through playing, listening, reading and writing. The children are introduced to the full pentatonic scale: do, re, mi, sol, la, do’ using solfege syllables and the Curwen hand signs. Pieces on the xylophones, metallophones and glockenspiels are mastered in C, F and G pentatonic. This includes working on instrumental technique and the refinement of ensemble skills. The children master a variety of choral repertoire, which includes partner songs, rounds and simple two part melodies. On the recorder, reading fluency, improvisation skills and correct blowing technique using the notes B, A and G are the main focus. Relating to the theme of country, the materials chosen to teach these concepts hail from around the United States, e.g. the children master a hand clapping game from North Carolina, a Native American stone passing game and a play party from Alabama.
Throughout the second semester, the students continue to develop fluency and familiarity with rhythmic and melodic patterns. More challenging accompaniments and pieces are mastered on the barred instruments. On the recorder, high D, high C, low d and low e are introduced. Relating to the Colonial Studies, the children master a colonial dance called Gathering Peascods. The children explore phrase length, form and movement improvisation through creating their own unique version of the dance. A variety of repertoire relating to the Civil Rights Movement and Earth Day are also introduced. Embedded in the curriculum throughout the year, are opportunities for self -expression, improvisation and composition. All activities are presented in a non-threatening environment using a multifaceted approach, allowing for personal success and joyful music making.
Performing Arts: Dance
The theme of My Country is integrated into many of our dance lessons. Students immerse themselves in a study on modern dance that compares choreographers such as Alvin Ailey and Martha Graham to explorers. Students learn the fundamentals of modern dance technique, read about the genre, become well versed in the vocabulary, examine video clips of famous works, and reflect on their new learning. As the students continue to build on their knowledge of choreography, their geography skills are integrated into the application of stage directions, pathways, and floor plans.
When the students study the United States, their learning comes to life through Colonial dances such as the Virginia Reel. The children explore Justice through the lens of poetry. They choreograph small group dances inspired by well-known and student-written poetry. Throughout all of their choreographic projects, the children revise and share their dances several times. They also continue to learn and practice how to give and receive feedback in a constructive and positive manner. They spend time reflecting on their work through class discussions, writing in their individual dance journals, and via their digital portfolios. Along with their challenging projects, students continue to build on their dance technique skills through the warm-up, stretch, and traveling sequences, particularly focusing on more complex and intricate movement sequences. Fourth grade students have the opportunity to perform formally and informally throughout the year.
Science
Fourth grade scientists take a hands-on approach toward their learning by finding answers to their own questions through the dynamic process of discovery and experimentation. Students investigate the concept of exploration as the study the incredible diversity of marine life through a variety of experiments and readings. Activities include mapping imaginary ocean floors, investigating density differences between salt water and fresh water, creating miniature temperature currents and experiencing how water pressure increases with depth. The hands-on study of fish anatomy and seashell classification as well as marine food webs help students understand how organisms adapt to thrive in their environment. Each student researches a specific marine animal, contributing to the publication of a Marine Life Field Guide. In our Lego Robotics unit, students learn to program robot sensors (temperature, touch, light and rotation) to explore characteristics of imagined deep-sea environments that are inaccessible to humans.
In conjunction with a study of Colonial times in early America, students explore the importance of simple machines in everyday life. They experience and measure the amazing leverage simple machines provide to help with everyday tasks. As part of their study of Justice, fourth graders design experiments to assess product claims. Through scientific experiments, students evaluate products and learned to question the advertising that is so much a part of their lives. The tests help them experience scientific inquiry while investigating the properties of various materials. Products tested range from paper towels, to apple juice and antacids. The students gather evidence, ask questions, make predictions, analyze data, and present their results orally and in writing.
Social Emotional Learning
Social and emotional learning skills and objectives are investigated through the children’s study of Country and Exploration. Students explore their place within the Country by focusing on the ways different people’s experiences, culture, food, and shelter are shaped by their geography. Working in large and small groups, students work toward meeting SEL objectives by building relationships with others, practicing different constructive strategies when problem solving, and continuing to show cooperative behaviors in group settings.
In the second term, social and emotional learning skills and objectives are investigated through the children's study of Country, Exploration and Justice. By examining the impact that exploration has had on another people, lessons in the fourth grade look at the resulting consequences of these actions as well as the responsibilities that should have been fostered and the equity that should have been served. Working in large and small groups, the children work towards meeting SEL objectives by practicing different constructive strategies for handling upsetting situations, continuing to show cooperative behaviors in group settings, and in general advocating for themselves and peers in various social interactions.
The Social and Emotional Learning Liaison (SEL) is a part of the Child Study Team (CST) that is a multidisciplinary team responsible for supporting the academic, social emotional, and physical well being at The School. The SEL is expected to support teachers in a variety of ways to make sure that students learn to the best of their ability and to help students work towards getting along with their classmates and teachers. In general, the SEL's responsibilities are concerned with how the students are learning, feeling, and behaving in the school environment.
Spanish Language/ Literacy
As part of the study of Country, we explore countries in Central America: their nationalities, capitals, flags, food, and music. Students communicate their knowledge about these countries, describing the characteristics, comparing and contrasting them to each other and to the United States. Technology is used to research and present information about one of these countries. Linked to the study of Native Americans, students are exposed to different types of native arts or crafts from Central America and then create and describe their own. Students use descriptive language to describe cultural elements such as food, shelter, and clothing. As the curriculum moves to the concept of Justice, students learn to express their opinions and support them. We integrate into the literacy study of poetry by creating justice-related poems. In fourth grade Spanish students also begin a more formal use of grammar, such as basic verb conjugations and subject-adjective agreement. Activities range from visual or verbal to kinesthetic and musical, appealing to many different learners.
Visual Arts
In fourth grade visual art, students develop their technical skills and explore the expressive qualities of a variety of two and three-dimensional media. The fourth graders begin the year becoming reacquainted with collage through a still life collage created from observation. Students must make careful choices in overlapping, shape, color, and composition as they try to capture their three-dimensional object in two-dimensions. From there, students experiment with a watercolor techniques to stain rice papers in a variety of hues, which are then used to create a collage self-portrait. This project corresponds to the fourth grade reading and writing unit on personal narrative. Students follow their work in collage with a leap into three-dimensions and sculptural work in clay. The fourth graders consider how clay can be shaped to represent the human figure in a free-standing sculpture of two people together. Students also work with paper maché as an alternative sculptural material. The fourth graders construct a sturdy armature that is covered in paper maché to create a sculpture of a marine animal in conjunction to their marine life study in science.
From paper maché we move into a unit on fiber arts in conjunction with the fourth grade study of Colonial America. We discuss the distinction between fine arts and crafts and learned about a variety of plant and animal fibers. Students experience textile work by weaving paper patterns, finger weaving, and felting. From fiber arts the students shift gears to with a unit on observational drawing of objects from the natural world. Fourth graders hone their observational skills and gain facility with a variety of materials to capture the essence of natural objects such as shells, insects and animal bones in line. Students end the year with a complex painting that expresses each student’s position on a topic related to justice. In our art history discussions throughout the year, students examine and discuss artworks by American artists such as Jasper Johns, Georgia O’Keefe, Keith Haring and Romare Bearden whose themes, techniques and/or subject matter relate to the fourth grade curriculum.
Wellness
Students work on their cooperative and teamwork skills through a series of games and problem-solving activities. Students focus their energies on accomplishing a team goal rather than achieving individual success. They begin their study of the country and its geography through mapping and directional lessons that help them to orient a map and locate geographical features. In addition, students explore Lacrosse in relation to its roots in the Native American culture and its evolution into a modern day sport. Students also monitor their physical activity and healthy behaviors outside of school through journal writing.
During the second half of the school year, the fourth grade students work on jumping, turning, and tumbling skills. The students work in groups during the Team Jump Rope unit to teach and learn from one another. Each group creates and performs a routine that includes at least five individual and/or group skills. During the Gymnastics unit, students learn about the muscles of the body and why it is important to stretch them before performing physical activities. They learn the proper way to stretch each muscle and have the opportunity to demonstrate their knowledge during class and on a written test given at the end of the unit. The fourth graders practice balance and strength activities, which lead to the eventual practice of forward and backward rolls and handstands. The students also write in their Wellness Journals twice a month.
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