Henderson County Schools 201 – 201 Henderson … County Schools Standards Revised ,CPWCT y 201 Fourth Grade 1 ) = items from KY Core Content ( [ ] = items from KY Program of Studies

Henderson County Schools

2010 – 2011

Henderson County Schools Standards Revised I`mt`qy 2011

Fourth Grade

1 ( ) = items from KY Core Content [ ] = items from KY Program of Studies DOK = Depth of Knowledge level

Table of Contents Contents Dance Standards .................................................................................................... 2

Drama/Theatre Standards ..................................................................................... 4

Music Standards .................................................................................................... 6

Visual Arts Standards ............................................................................................. 8

Practical Living Standards .................................................................................... 10

HEALTH ............................................................................................................. 10

PHYSICAL EDUCATION ...................................................................................... 12

CONSUMERISM ................................................................................................. 12

Science Standards ................................................................................................ 14

Social Studies Standards ...................................................................................... 17

CULTURE ........................................................................................................... 17

ECONOMICS ...................................................................................................... 18

GEOGRAPHY ..................................................................................................... 18

HISTORY ............................................................................................................ 19

GOVERNMENT .................................................................................................. 19


Dance Standards Fourth Grade

Abilities Standards [Apply the following to each content standard.]

1. Develop abilities in dance.

A. Higher thinking (analyze, evaluate, classify, interpret, perform, create, describe). B. Communications (present, collaborate, explain, express emotion, listen, respond). C. Goal setting/attainment (envision, research, plan, organize, persist, understand, demonstrate,

practice). D. The quality process (plan, analyze, imitate, explore, improvise, rehearse, and revise when

producing products). ______________________________________________________________________________________

2. Be able to apply abilities within dance to a variety of purposes.

A. Understand and recognize that dance is a way of expressing the culture and history of a

particular group of people. B. Be able to use movement ideas to compare a dance. C. Be able to create and perform a creative dance and/or a folk dance. D. Be able to create and perform with a partner a dance that has a theme. E. Be able to communicate an idea through dance with a unified beginning, middle, and end. F. Be able to perform a folk dance. ______________________________________________________________________________________

Content Standards 3. Identify or describe the use of elements of dance.

A. Understand that space affects dance (direction of dance movements [forward, backward, right left, up down), pathways (straight, curved, zigzag), levels (high, middle, low), shape (individual and group shapes)]. (AH-04-1.2.1 DOK 2)

B. Understand the effect force has on dance [dance movements that use more or less energy (e.g. energy-sharp/smooth, weight-heavy/light, flow-free/bound)].

(AH-04-1.2.1 DOK 2) C. Understand the effect time (tempo) has on dance (dance movements that follow a steady beat or

move faster or slower). (AH-04-1.2.1 DOK 2) D. Understand basic dance forms (call and response, AB, ABA). (AH-04-1.2.1 DOK 2) E. Describe how dance uses time, space, force and various locomotor and nonlocomotor

movements to communicate ideas, thoughts, and feelings. (AH-05-1.2.2) ___________________________________________________________________________________

4. Identify how dance fulfills a variety of purposes.

A. Describe how dance fulfills a ceremonial purpose (dances created or performed for rituals or celebrations (e.g. dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship). (AH-04-3.2.1 DOK 2)

B. Describe how dance fulfils a recreational purpose (dancing for recreation, to support recreational activities, (e.g. ballroom line dancing, aerobic dance, dance as a hobby). (AH-04-3.2.1 DOK 2)


C. Describe how dance fulfills an artistic expressive purpose (dance created with the intent to express or communicate emotion, feelings, ideas, information (e.g. ballet, tap dance, narrative dance, dance created and performed in a concert and/or theatrical setting for an audience)]. (AH-04-3.2.1 DOK 2)

______________________________________________________________________________________

5. Identify how dance has been a part of cultures and periods throughout history.

A. Describe how dances reflect the cultures (Native American, Appalachian, West African). (AH-04-2.2.1 DOK 2)

B. Describe how dances reflect the Colonial American time period (e.g. social dances, square dancing). (AH-04-2.2.1 DOK 2)

C. Explain the similarities and differences in the use of dance (e.g. purposes-harvest, hunting dances in Native American and West African). (AH-04-2.2.1 DOK 2)

D. Explain the use of elements of dance among cultures (e.g. use of space, time, or force, etc.). (AH-04-2.2.1 DOK 2)

______________________________________________________________________________________

6. Be able to create, perform and respond to dance.

A. Create patterns of movement incorporate the elements of dance. (AH-04-4.2.1) B. Create a movement sequence with a beginning, middle, and end. (AH-04-4.2.2) C. Perform traditional folk dance, square dances, and ethnic dances (Native American, West

African/African-American, Early American and folk). (AH-04-4.2.3) ______________________________________________________________________________________


Drama/Theatre Standards Fourth Grade


1. Develop abilities in drama/theatre.

A. Higher thinking (analyze, evaluate, classify, interpret, perform, create, describe). B. Communications (express emotion, listen, respond). C. Goal setting/attainment (understand, notate, organize, demonstrate, practice). D. The quality process (plan, draft, improvise, rehearse, critique, and revise) when producing

products. _____________________________________________________________________________

2. Be able to apply abilities within drama/theatre to a variety of purposes.

A. Be able to express emotion and meaning through dramatic performances. B. Understand other cultures through drama/theatre by watching, listening, and performing various

plays. C. Be able to use electronic media. (e.g., television, video cassette recorder, stereo, word

processing, Internet) D. Be able to appreciate the connections between drama/theatre and the other arts and humanities. [AH-4-1AA-S-3] _____________________________________________________________________________

Content Standards 3. Identify and describe the use of elements of drama in dramatic works. A. Describe the literary elements of drama [story line (plot), character, story organization (beginning,

middle, end), dialogue, monologue, conflict]. (AH-04-1.3.1 DOK 2) [AH-4-SA-S-DT1] B. Describe the technical elements of drama [scenery (set), costumes, props, sound and music,

make-up]. (AH-04-1.3.1 DOK 2) C. Describe the performance elements of drama [Acting (use of face, body, voice to portray

character), Speaking (vocal expression, projection, speaking style, diction), Nonverbal expression (gestures, facial expression, movement)]. (AH-04-1.3.1 DOK 2)

D. Describe and explain characters, relationships among characters and settings as related to a script, a scenario, or classroom dramatization. (AH-04-1.3.2)

E. Identify and describe a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling). (AH-04-1.3.3) [AH-4-SA-S-DT3]

F. Describe and compare the elements of drama (literary, technical, performance) using drama/theatre terminology.

G. Know a variety of dramatic works (e.g., theater and dramatic media-film). [AH-4-SA-S-DT4] 4. Identify multiple purposes for which dramatic works are created.

A. Identify how drama fulfills the purpose of sharing the human experience (to express or communicate emotion, feelings, ideas, information through dramatic works [e.g. storytelling, role playing, narrative works)]. (AH-04-3.3.1 DOK 2) [AH-4-PCA-S-DT1]


B. Identify how drama fulfills the purpose of passing on tradition and culture [to express or communicate feelings, ideas, information (e.g. narrative, storytelling, folktales, myths, and legends)]. (AH-04-3.3.1 DOK 2)

C. Identify how drama fulfills the purpose of recreation (e.g. for entertainment, drama/theater as a hobby). (AH-04-3.3.1 DOK 2)

D Identify how drama fulfills the purpose of artistic expression [drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g. dramatic works created and performed in a theatrical setting for an audience)].

(AH-04-3.3.1 DOK 2) _____________________________________________________________________________

5. Identify how drama has been a part of cultures and time periods throughout history. A. Identify how the drama of these cultures (Native American, Appalachian, West African) reflects

the culture. (AH-04-2.3.1 DOK 2) B. Identify or explain how the drama of these time periods (Colonial American, Native American)

reflects the culture using drama theatre terminology. (AH-04-2.3.1 DOK 2) [AH-4-HA-S-DT2, AH-4-HA-S-DT3]

C. Identify folktales, legends, storytelling, and myths of specific cultures or time periods. [AH-4-HA-S-DT1] _____________________________________________________________________________

6. Be able to create, perform and respond to various dramatic works.

A. Create and perform using elements of drama (literary, technical, performance). (AH-04-4.3.1) [AH-4-PA-S-DT1, AH-4-PCA-S-DT2, AH-4-SA-S-DT2]

B. Improvise to tell stories that show action and have a clear beginning, middle and end. (Literary elements). (AH-04-4.3.2) [AH-4-PA-S-DT2]

C. Identify possible criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest). [AH-4-PA-S-DT3]

D. Know audience behavior appropriate to context and style of dramatic works performed. [AH-4-PA-S-DT4]


Music Standards Fourth Grade


1. Develop abilities in music.

A. Higher thinking (analyze, evaluate, classify, interpret, perform, create, describe). B. Communications (express emotion, listen, respond). C. Goal setting/attainment (understand, notate, organize, demonstrate, practice). D. The quality process (imitate, explore, notate, improvise, revise, rehearse). ______________________________________________________________________________________

2. Be able to read, write, perform, and listen to music for a variety of purposes.

A. Be able to express emotion and meaning through music as an essential and integral part of human existence. B. Understand other cultures through music by listening, singing, and playing instruments. C Be able to sing and play, listen to, and enjoy music. D. Be able to use electronic media. -television, video cassette recorder, stereo, CD ROM, keyboard. E Be able to appreciate musical heritage. F Be able to appreciate the connections between music and the other arts and humanities. G Be able to read music notation. H Understand elements of music through group performance and individual performance. ______________________________________________________________________________________

Content Standards 3. Identify or describe the use of elements of music in a variety of music.

A. Know that rhythm is an element of music [time signature (2/4, 3/4, 4/4) bar lines, rhythmic durations (whole, half, quarter and 8th notes and rests), measure]. (AH-04-1.1.1 DOK 2) B. Know that tempo is an element of music (steady beat, slower, faster). (AH-04-1.1.1 DOK 2) C. Know that melody is an element of music [shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches)]. (AH-04-1.1.1 DOK 2) D. Know that harmony is an element of music [unison (non harmony), parts (notes performed together to create harmony), major/minor (aurally)]. (AH-04-1.1.1 DOK 2) E. Identify and explain various forms of music [e.g., call and response, AB (two-part), ABA (three- part), round, verse-chorus, repeat signs]. (AH-04-1.1.1 DOK 2) F. Know that timbre (tone color) is an element of music [instruments by family-brass, woodwind, string, percussion (aurally and visually), and human voices (aurally)]. (AH-04-1.1.1 DOK 2) G. Understand that dynamics defines the degree of loudness and softness in a musical selection (soft-piano-p, medium soft-mezzo piano-mp, medium loud-mezzo forte-mf, loud-forte-f). (AH-04- 1.1.1 DOK 2) H Understand how to evaluate the quality of a musical performance and support the evaluation by citing appropriate musical elements. (AH-04-1.1.1 DOK 2)


I. Identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). (AH-04-5.1.2) ______________________________________________________________________________________

4. Identify how music fulfills a variety of purposes.

A. Identify how music fulfills a ceremonial purpose (music created or performed for rituals or celebrations, (e.g. patriotic music, music for worship). (AH-04-3.1.1 DOK 2)

B. Identify how music fulfills a recreational purpose [music for entertainment, (e.g. music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby]. (AH-04-3.1.1 DOK 2)

C. Identify how music fulfills an artistic expressive purpose [music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g. music created and performed in a concert setting for an audience)]. (AH-04-3.1.1 DOK 2)

______________________________________________________________________________________

5. Identify how music has been a part of cultures and periods throughout history.

A. Identify how the music of these cultures (Native American, Appalachian, West African) reflects the culture. (AH-04-2.1.1 DOK 2)

B. Identify how the music of these time periods (Colonial American, Native American) reflects the culture. (AH-04-2.1.1 DOK 2)

C. Identify the similarities and differences in the use of music (e.g. purposes-ceremonial) and the use of elements of music among cultures (e.g. rhythm-polyrhythms in African music not in Native American, musical instruments). (AH-05-2.1.1 DOK 2)

______________________________________________________________________________________

6. Be able to create, perform and respond to musical works.

A. Create and notate short, simple melodies that demonstrate melodic shape/contour and meter. (AH-04-4.1.1) B. Create and perform simple melodic or rhythmic accompaniments to given melodies. (AH-04-4.1.2) C. Improvise answers in similar style to given rhythmic and/or melodic phrases. (AH-04-4.1.3) D. Sing and play alone simple rhythmic or tonal patterns by reading music notation. (AH-04-4.1.4) E. Sing along and with others a varied repertoire of music. (AH-04-4.1.5)


Visual Arts Standards Fourth Grade


1. Develop abilities in visual arts.

A. Higher thinking (analyze, evaluate, classify, decide, compare). B. Communications (present, persuade, collaborate, explain, recommend). C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist). D. The quality process (plan, draft, analyze, and revise) when producing final product. ______________________________________________________________________________________

2. Be able to apply abilities within visual arts to a variety of purposes.

A. Understand and recognize that visual arts are a way of expressing the culture and history of a particular group of people. B. Be able to create and explain a piece of art. C. Be able to communicate an idea through a work of art. D. Be able to use different art elements to compare various works of art. ______________________________________________________________________________________

3. Be able to create art in a responsible manner.

A. Be able to use materials appropriately and safely. B. Appreciate the creativity of others. C. Be able to clean up when finished creating art. ______________________________________________________________________________________

Content Standards 4. Be able to identify and describe visual characteristics of works of art and respond to them

using visual arts terminology. A. Recognize, describe, and use elements of art [line, shape, form, texture, color (primary and secondary hues), color schemes (warm, cool, neutral-black, white, gray] using visual arts terminology (AH-04-1.4.1 DOK 3) [AH-4-SA-S-VA1, AH-4-SA-S-VA2] B. Recognize, describe, and use principles of design [emphasis (focal point), pattern, balance (symmetry), contrast (e.g. black/white, rough/smooth)] using visual arts terminology. (AH-04- 1.4.1 DOK 3) [AH-4-SA-S-VA1, AH-4-SA-S-VA2] C. Identify and describe how artists use various media in two dimensional (crayon, pencil, paint, fabric, yarn, paper, paper mâché) and three dimensional (clay, papier-mâché) artworks. (AH 04- 1.4.2 DOK 2) D. Identify and describe how an artist uses various processes in two dimensional, (drawing, painting, fabric printing, stamping and collage) three dimensional, (pottery, sculptures, constructing with fiber, weaving, and quilting) and subject matter (e.g. landscape, portrait, still life) artwork. (AH- 04-1.4.2 DOK 2) [AH-4-SA-S-VA4] E. Describe and compare elements of art and principles of design in a variety of 2 and 3 dimensional artworks. [AH-4-SA-S-VA3] ______________________________________________________________________________________


5. Be able to identify various purposes for creating works of art.

A. Describe how art fulfills a ceremonial purpose [ritual, celebration, artworks created to support worship ceremonies (e.g. ceremonial masks)]. (AH-04-3.4.1 DOK 2) [AH-4-PCA-S-VA1] B. Describe how art fulfills an artistic expression purpose [artwork to express or communicate emotions, ideas, feelings (e.g. for self expression, to decorate or beautify objects)]. (AH-04-3.4.1 DOK 2) [AH-4-PCA-S-VA1] C. Describe how art fulfills a narrative purpose [artwork that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g. Native American totem poles, wall paintings)]. (AH-04-3.4.1 DOK 2)

D. Describe how art fulfills a functional purpose [artistic objects use in everyday life (e.g. potter, quilts, baskets, etc.)]. (AH-04-3.4.1 DOK 2)

E. Explain and compare multiple purposes for which artworks are created. (AH-04-3.4.1 DOK 2) ______________________________________________________________________________________

6. Be able to understand the role of visual art in different cultures.

A. Identify how the art of these cultures (Native American, Appalachian, West African) reflects the culture and describe using visual arts terminology. (AH-04-2.4.1 DOK 2) [AH-4-HA-S-VA1] B. Identify how the art of the American Colonies reflects the Colonial American time period and describe using visual arts terminology (e.g. European influences in American visual art). (AH-04- 2.4.1 DOK 2) [AH-4-HA-S-VA2] C. Know that there are similarities and differences in the role of visual arts as expressed through various cultures. (AH-04-2.4.1 DOK 2) ______________________________________________________________________________________

7. Be able to create, perform and respond to various artwork.

A. Create artwork using the elements of art and the principles of design. (AH-04-4.4.1) [AH-4-PA-S-VA1, AH-4-PCA-S-VA2] B. Use a variety of media and art processes to produce two-dimensional and three-

dimensional artwork. (AH-04-4.4.2) [AH-4-PA-S-VA2] C. Identify possible criteria for evaluating visual (e.g., skill of artist, originality, emotional impact,

variety, interest). [AH-4-PA-S-VA3] D. Know audience behavior appropriate to context and style of visual arts observed/viewed. [AH-4-

PA-S-VA4] E. Describe personal responses to artwork and explain the different responses to specific works of

art. [AH-4-PA-S-VA5] ______________________________________________________________________________________


Practical Living Standards Fourth Grade


1. Develop abilities in practical living.

A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).

B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend). C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist). D. The quality process (plan, draft, analyze, and revise when producing products). E. Decision making process (determine decision, gather information, determine options, weigh options,

select option, look at results).

2. Be able to apply practical living knowledge and skills to a variety of purposes.

A. Be able to work to be better at physical skills and to be in good shape. B. Know fitness capabilities according to standardized test. C. Be able to play safely and by the rules. D. Be able to develop positive relationships with yourself and others. E. Possess technical skills:

-read/write/present: instructions, table, chart, progress report, letters, manual, form, checklist, brochure, summary

-technology: word processing, Internet, search tools, television -Sports: kickball, pre-soccer, pre-softball, floor hockey, pre-basketball, pre-volleyball, flag-football

Content Standards

HEALTH 3. Know and understand that personal wellness embodies individual well-being, which incorporates physical, social, mental, and emotional health.

A. Describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions, and making friends) that promote responsible and respectful behavior. (PL-04-1.1.1 DOK 2)

[PL-4-PW-S-FH3, PL-4-PW-S-SMEH4] B. Describe strategies for stress management, problem solving, conflict resolution, and communication

(e.g., self-esteem, self-control, empathy, asking for help, forgiveness / reconciliation, how to apologize, active listening, anger management, standing up for one’s rights). (PL-04-1.1.2 DOK 2) [PL-4-PW-S-SMEH4]

C. Describe how physical, social, and emotional changes occur during preadolescence. (PL-04-1.1.3) [PL-4-PW-S-PPH2, PL-4-PW-S-GD1, PL-4-PW-S-GD3]

D. Describe ways technology and media influences thoughts, feelings, and personal health. (PL-04-1.1.8) [PL-4-PW-S-FH2]


4. Know and understand that behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illnesses and diseases, and the ability to remain mentally and emotionally healthy.

A. Describe how an individual’s behavior and choices relating to diet, exercise, and rest affect body systems (e.g., circulatory, respiratory, digestive). (PL-04-1.1.6 DOK 2) [PL-4-PW-S-DP2, PL-4-PW-S-FH1, PL-4-PW-S-PPH1, PL-4-PW-S-GP2]

B. Explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases. (PL-04-1.1.7 DOK 2) [PL-4-PW-S-DP2, PL-4-PW-5-DP1, PL-4-PW-S-PPH4]

C. Identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences. (PL-04-1.1.8 DOK 1) [PL-4-PW-S-ATOD1]

D. Describe symptoms of common social and emotional problems (aggression, anxiety, depression). (PL-04-1.1.9 DOK 2) [PL-4-PW-S-SMEH3]

E. Identify resources (e.g., guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g., drug addiction, eating disorders). (PL-04-1.1.10 DOK 1) [PL-4-PW-S-FH4]

F. Identify self-management and coping strategies (goal setting, decision making, and time management). (PL-04-1.1.1 DOK 1) [PL-4-PW-S-PPH3, PL-4-PW-S-SMEH5, PL-4-PW-S-SMEH2]

5. Know and understand that nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

A. Identify foods containing nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies. (PL-04-1.2.1) [PL-4-N-S-4]

B. Explain the role of the digestive system in nutrition. (PL-04-1.2.1) [PL-4-N-S-5] C. Describe recommendations made in the Dietary Guidelines for Americans (weight management,

physical activity, food groups to encourage) and the overall purpose of these guidelines. (PL-04-1.2.2 DOK 2) [PL-4-N-S-3]

D. Identify and explain the nutritional information provided on food labels. (PL-04-1.2.1) [PL-4-N-S-5]

6. Know and understand that accidents are a major cause of injury and death to children and adolescents.

A. Identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations, fires) while at home, school, and play (e.g., through role plays, discussions, drawing). (PL-04-1.3.1) [PL-4-S-S-1, PL-4-S-S-2, PL-4-S-S-6]

B. Identify proper procedures (calling 911, tornado, fire, earthquake drills, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with emergency situations (choking, bleeding, burns). (PL-04 -1.3.2 DOK 1) [PL-4-S-S-3, PL-4-S-S-5]

C. Identify the effects injuries have on the body (e.g., skeletal system, skin, eyes) (PL-04-1.3.1) [PL-4-S-S-4]

D. Identify the available health and safety agencies in a community and the services they provide (e.g., health department, fire department, police, ambulance services) (PL-04-1.3.2) [PL-4-S-S-7]


PHYSICAL EDUCATION 7. Know and understand that the development of psychomotor skills contributes to the development of social and cognitive skills.

A. Apply fundamental motor skills: - Locomotor: walking, running, skipping, hopping, galloping, sliding, leaping, jumping

- Nonlocomotor: turning, twisting, bending, stretching, swinging, swaying, balancing - Fundamental manipulative skills: hitting, kicking, throwing, catching, striking, dribbling (PL-04-2.1.01) [PL-4-PS-S-1, PL-4-PS-S-2, PL-4-PS-S-3, PL-4-PS-S-4, PL-4-PS-S-6]

B. Apply fundamental movement concepts: -Body awareness – what the body is doing -Space awareness – where the body moves -Time – how quickly the body moves -Effort – how the body moves -Relationship – relationships that occur while the body moves (PL-04-2.1.02 DOK 2) [PL-4-PS-S-5]

C. Describe physical and social benefits that result from regular and appropriate participation in physical activities: -Physical benefits: weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction

-Social benefits: positive interaction with others, respect for self and others, enjoyment, self-expression (PL-04-2.2.01 DOK 1) [PL-4-LPW-S-1, PL-R-LPW-S-2, PL-4-LPW-S-3]

D. Explain the importance of practice for improving performance in games and sports (e.g. participating in daily physical activity during and after school). (PL-04-2.2.02)

[PL-4-LPW-S-4, PL-4-PLW-S-5]

8. Demonstrate knowledge and skills that promote physical activities throughout their lives. A. Describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency,

Intensity, Type, Time). (PL-04-2.2.03 DOK 1) [PL-4-LPW-S-9, PL-4-LPW-S-10] B. Explain basic rules for participating in simple games and activities needed to make games fair. (PL-04-

2.2.04) [PL-4-LPW-S-6] C. Explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable. (PL-04-2.2.05) [PL-4-LPW-S-7, PL-4-LPW-S-8]

CONSUMERISM 9. Understand that accessing and assessing consumer information, comparing and evaluating

products and services, provides a basis for making effective consumer decisions.

A. Explain the difference between wants and needs as it relates to consumer decisions. (PL-04-3.1.01) [VS-4-CD-S-1]


B. Identify major factors (price, quality, features) to consider when making consumer decisions and compare and evaluate products and services based on these factors. (PL-04-3.1.02 DOK 2) [VS-4-CD-S-1, VS-4-CD-S-2]

C. Explain ways consumer’s buying practices are influenced by peer pressure, media, technology, advertising, and desire for status. (PL-04-3.1.03 DOK 2) [VS-4-CD-S-2]

D. Identify ways in which goods and services used by families impact the environment. (PL-04-3.1.1) [VS-4-CD-S-1, VS-4-CD-S-3]

10. Understand that as consumers, individuals need a knowledge base for making financial decisions impacting short and long term goals throughout one’s lifetime.

A. Explain the purpose of a budget and define the basic components (income, expenses, savings, and credit). (PL-04-3.2.01 DOK 2) [VS-4-F1-S-1, VS-4-F1-S-2, VS-4-F1-S-3]

B. Know basic services (e.g., deposits, check cashing, debit cards) provided by financial institutions (e.g., banks, credit unions) (PL-04-3.2.1) [VS-4-F1-S-4]

C. Understand an individual has multiple roles that impact responsibility to be a valuable family and community member. [VS-4-CD-S-4]

11. Know and understand that people rely on and evaluate the services and resources provided through private, public, and non-profit agencies in order to make effective consumer decisions. A. Identify and describe consumer actions (Reusing, Reducing, Recycling) that impact the Environment (e.g., current events, surveys, children’s magazines). (PL-04-3.1.04 DOK 2) [VS-4-CD-S-4, VS-4-CD-S-5] B. Identify and explain the available health and safety agencies in a community that provide services (health department, fire department, sanitation, police, ambulance services). (PL- 04-3.1.05) [VS-4-CD-S-5]


Science Standards Fourth Grade

Abilities Standards [Apply the following to each content standard.] 1. Develop abilities in science. A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate,

interpret, simplify). [SC-4-EU-S-7] B. Communications (present, persuade, collaborate, explain, recommend). C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist). D. The quality process (plan, draft, analyze, and revise) when producing products. 2. Be able to apply science knowledge and skills to a variety of purposes. A. Be able to solve problems using the scientific method (research, hypothesis, experimentation,

findings, conclusion). [SC-4-UD-S-5, SC-4-BC-S-3, SC-4-BC-4, SC-4-ET-S-9, SC-4-STM-S-8, SC-4-STM-S-9]

B. Be able to conduct research (field research: observe, measure, record data; library research; experimentation). [SC-4-STM-S-6]

C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately). [SC-4-MF-S-4]

Content Standards 3. Understand the basic structures and related functions of plants and animals that contribute to

growth, reproduction, and survival.

A. Understand that things in the environment are classified as living, once living and nonliving. (SC-04-3.4.2) [SC-4-UD-S-1]

B. Compare the different structures and functions of plants and animals that contribute to the growth, survival and reproduction of the organisms (e.g. humans have distinct body structures for walking, holding, seeing and talking). (SC-04-3.4.1 DOK 3) [SC-4-UD-S-2]

C. Make inferences about the relationship between structure and function in organisms. (SC-04-3.4.1 DOK 3) [SC-4-UD-S-2]

D. Compare a variety of life cycles of plants and animals, especially reproductive characteristics (e.g., gestational periods, germination rates, number of offspring) and life expectancies to

make inferences and/or draw conclusions about their populations. (SC-04-3.4.3 DOK 3) [SC-4-UD-S-3]

E. Identify and compare some characteristics of organisms that are inherited from the parents (e.g. color of flowers, the number of appendages) and others that are learned from interactions with the environment (e.g. ability to ride a bike). (SC-04-3.4.4 DOK 2) [SC-4-UD-S-4]


4. Understand the cause and effect relationships existing between organisms and their environment.

A. Make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. (SC-04-4.7.1 DOK 3) [SC-4-I-S-2]

B. Describe reasons why some differences in organisms give individuals an advantage in surviving and reproducing. (SC-04-4.7.1 DOK 3) [SC-4-BC-S-2]

C. Explore environmental changes that effect organism populations in order to discover patterns and resulting cause and effect relationships between organisms and their environments (e.g., structures and behaviors that make an organism suited to a particular environment). (SC-04-4.7.1 DOK 3) [SC-4-I-S-3]

D. Describe human interactions in the environment where they live and classify the interactions as beneficial or harmful to the environment using data/evidence to support conclusions (e.g., dams benefit some aquatic organisms but are detrimental to others). (SC-04-4.7.2 DOK 3)

[SC-4-I-S-4, SC-4-I-S-5, SC-4-I-S-6] E. Analyze patterns and make generalizations about the basic relationships of plants and animals in an

ecosystem (food chain). (SC-04-4.6.1 DOK 2) [SC-4-ET-S-1] F. Analyze data/evidence of the Sun providing light and heat to earth. (SC-04-4.6.2 DOK 3)

[SC-4-ET-S-2] G. Use data/evidence to substantiate the conclusion that the Sun’s light and heat are necessary to

sustaining life on Earth. (SC-04-4.6.2 DOK 3) [SC-4-ET-S-2] H. Describe how plants change energy from the sun’s light into energy that is used as food by the plant.

(SC-04-4.6.2 DOK 3) [SC-4-ET-S-2] I. Use representations of fossils to draw conclusions about the nature of the organisms and the basic

environments that existed at the time. (SC-04-3.5.1 DOK 3) [SC-4-BC-S-1] J. Use representations of fossils to make inferences about the relationships to organisms that are alive

today. (SC-04-3.5.1 DOK 3) [SC-4-BC-S-1] _____________________________________________________________________________________

5. Understand that the earth’s physical environment is in a constant state of change.

A. Classify earth materials by the way they are used and explain how their properties make them useful for different purposes. For example, building materials (e.g., stone, clay, marble), sources of fuel (e.g., petroleum, natural gas), or for growing plants used as food. (SC-04-2.3.1 DOK 2) [SC-4-EU-S-1]

B. Describe and explain consequences of changes to the surface of the Earth, including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes). (SC-04-2.3.2 DOK 3) [SC-4-EU-S-5]

C. Describe and explain consequences of changes to the surface of the Earth, including some common slow changes (e.g., erosion, weather). (SC-04-2.3.2 DOK 3) [SC-4-EU-S-4]

D. Make generalizations and/or predictions about weather changes from day to day and over seasons based on weather data. (SC-04-2.3.3 DOK 3) [SC-4-EU-S-2]

E. Assess the accuracy of weather predictions and the evidence used to support the predictions made by individuals including meteorologist. (SC-04-2.3.3 DOK 3) [SC-4-EU-S-3]

F. Understand ways to measure weather (temperature, wind direction, speed, precipitation). (SC-04-2.3.3 DOK 3) [SC-4-EU-S-2]

G. Identify patterns, recognize relationships and draw conclusions about the Earth-Sun system by interpreting a variety of representations/models (e.g., diagrams, sundials, distance of sun above horizon) of the sun’s apparent movement in the sky. (SC-04-2.3.4 DOK 3) [SC-4-EU-S-6]

H. Analyze data/evidence and explain that the sun is a star and provides the earth with heat and light. (SC-04-4.6.2 DOK 3) [SC-4-ET-S-2]

I. Explain that objects in the sky have patterns of movement. (SC-04-2.3.4 DOK 3) [SC-4-EU-S-6] J. Observe and describe the shape of the moon as it changes from day to day in a cycle that lasts about

a month. (SC-04-2.3.5) [SC-4-BC-S-1] _________________________________________________________________________________________


6. Be able to explain how matter, including water, can be changed from one state to another.

A. Understand that materials can exist in different states-solid, liquid and gas. (SC-04-1.1.1 DOK 3) [SC-4-STM-S-1]

B. Explain how matter, including water, can be changed from one state to another by investigating how the physical properties of water change as heat energy is added or removed. (SC-04-1.1.1 DOK 3) [SC-4-STM-S-3]

C. Gather information including temperature, magnetism, hardness and mass using appropriate tools to identify physical properties of matter. (SC-04-1.1.1 DOK 3) [SC-4-STM-S-2]

D. Conduct tests, compare data and draw conclusions about physical properties of matter including

states of matter, conduction and buoyancy. (SC-04-1.1.1 DOK 3) [SC-4-STM-S-4] E. Predict and describe patterns of properties in matter, such as how materials will interact with each

other and how they can be changed. [SC-4-STM-S-5] _______________________________________________________________________________________ 7. Understand that the characteristics of light and sound can be observed and compared. A. Analyze models/representations of light in order to generalize about the behavior of light. (SC-04-4.6.4 DOK 3) [SC-4-ET-S-8]

B. Represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing). (SC-04-4.6.4 DOK 3) [SC-4-ET-S-7]

C. Make predictions/inferences about the behavior of light as it interacts with materials of differing properties. (SC-04-4.6.4 DOK 3) [SC-4-ET-S-8] D. Explain that sound is a result of vibrations, a type of motion. (SC-04-1.2.3 DOK 3) [SC-4-MF-S-3]

E. Describe pitch (high, low) as a difference in sounds that are produced and relate that to the rate of vibration. (SC-04-1.2.3 DOK 3) [SC-4-MF-S-3]

_______________________________________________________________________________________ 8. Understand that electricity in circuits can produce light, heat, sound, and magnetic effects.

A. Evaluate a variety of models/representations of electrical circuits (open, closed, series and/or parallel to make predictions related to changes in the system. (SC-04-4.6.3 DOK 3) [SC-4-ET-S-3]

B. Identify and compare how heat is transferred through different materials in order to make predictions and draw conclusions about the heat conductivity of materials (e.g. compare the

‘hotness’ of wooden spoons, metal spoons, plastic spoons when exposed to higher temperatures) (SC-04-4.6.3 DOK 3) [SC-4-ET-S-5, SC-4-ET-S-6]

C. Identify ways that heat can be produced (e.g., burning, rubbing) and properties of materials that conduct heat better than others. (SC-04-4.6.5 DOK 2) [SC-4-ET-S-4]

D. Describe the movement of heat between objects. (SC-04-4.6.5 DOK 2) [SC-4-ET-S-5] _______________________________________________________________________________ 9. Understand that the position and motion of objects can be changed by pushing and pulling. A. Understand that a force has to act on an object before it can move. B. Interpret or represent data related to an object’s straight-line motion in order to make inferences and

predictions of changes in position and/or time. (SC-04-1.2.1 DOK 3) [SC-4-MF-S-1] C. Make inferences about the size of forces or the change in motion produced by various forces.

(SC-04-1.2.1 DOK 3) [SC-4-MF-S-2] D. Infer causes and effects of pushes and pulls (forces) on objects based on representations or

interpretations of straight-line movement/motion in charts, graphs, and qualitative comparisons. (SC-04-1.2.2 DOK 3) [SC-4-MF-S-5]


Social Studies Standards Fourth Grade


1. Develop abilities in social studies.

A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).

B. Communications (present, persuade, collaborate, explain, recommend, narrate) using appropriate vocabulary.

C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist). D. The quality process (plan, draft, analyze, revise when producing products).

2. Be able to apply social studies knowledge and skills to a variety of purposes:

A. Be able to conduct and present research (locate/observe/gather information, analyze a situation, draw a conclusion, predict an outcome, support a position, create a model, explain a process).

B. Be able to relate social studies to your life: [SS-4-CS-S-4] - view life from other perspectives and others' point of view - understand that human needs are met through interaction in and among social groups (family, school, teams) - understand key forces (inventions, discoveries, people, events, moments) which have shaped our world - explain the causes and effects key forces have on you, the present, the future - use the past and present (other cultures, other places) to solve problems and make decisions

- relate current events to your life (know sources related to current events, be able to talk about current events)

C. Possess technical skills: - read/write/present: instructions, table, chart, timelines, thank you letter, letter of request, letter of response, inquiry, proposal, checklist, research report, summary, persuasive pieces (editorials, articles, speeches, letters) - technology: word processing, database, Internet, A V production

Content Standards

CULTURE 3. Know and understand that culture influences viewpoints, social rules, and social institutions. [SS-4-CS-S-4]

A. Identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. (SS-04-2.1.1 DOK 2) [SS-4-CS-S-1]

B. Describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people. (SS-04-2.2.1) [SS-4-CS-S-2]

C. Describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). (SS-04-2.3.1 DOK 2) [SS-4-CS-S-3]


ECONOMICS 4. Understand how economic decisions affect production, distribution, and goods and services.

A. Describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g. use of productive resources – natural, human, capital) and incur opportunity costs. (SS-04-3.1.1 DOK 2) [SS-4-E-S-1]

B. Explain how profit motivates individuals/businesses to take risks in producing goods and services. (SS-04-3.2.1) [SS-4-E-S-1]

C. Give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand. (SS-04-3.3.1 DOK 2) [SS-4-E-S-1]

D. Describe production, distribution and consumption of goods and services in regions of Kentucky and the U.S. (SS-04-3.4.1 DOK 2) [SS-4-E-S-2]

E. Describe how new knowledge, technology/tools and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g. Midwest – corn, South – citrus). (SS-04-3.4.2) [SS-4-E-S-3]

GEOGRAPHY 5. Apply geographic knowledge to understand the relationship between people, places and environments.

A. Use geographic tools (e.g. maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g. major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. (SS-04-4.1.1 DOK 2) [SS-4-G-S-1]

B. Use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations. (SS-04-4.1.2) [SS-4-G-S-1]

C. Describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky. (SS-04-4.1.3) [SS-4-G-S-1]

D. Compare regions in Kentucky and the United States by their human characteristics (e.g. language, settlement patterns, beliefs) and physical characteristics (e.g. climate, landforms, bodies of water). (SS-04-4.2.1 DOK 2) [SS-4-G-S-2]

E. Describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g. climate, landforms, bodies of water). (SS-04-4.3.1 DOK 2) [SS-4-G-S-2]

F. Describe how advances in technology (e.g. dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. (SS-04-4.3.2 DOK 2) [SS-4-G-S-2]

G. Explain and give examples of how people adapted to/modified the physical environment (e.g. natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain the impact on the environment today. (SS-04-4.4.1 DOK 2) [SS-4-G-S-3]

H. Describe how the physical environment (e.g. mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky. (SS-04-4.4.2 DOK 2) [SS-4-G-S-3]


HISTORY 6. Understand the past, in order to understand the present and make plans for the future.

A. Use a variety of primary and secondary sources (e.g. artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. (SS-04-5.1.1 DOK 2) [SS-4-HP-S-1]

B. Identify significant historical documents, symbols, songs and selected readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home) specific to Kentucky and explain their historical significance. (SS-04-5.2.1 DOK 2) [SS-4-HP-S-2]

C. Identify and compare the cultures of diverse groups and explain why people explored and settle in Kentucky. (SS-04-5.2.2 DOK 2) [SS-4-HP-S-1]

D. Compare change over time in communication, technology, transportation, and education in Kentucky. (SS-04-5.2.3 DOK 3) [SS-4-HP-S-2]

GOVERNMENT 7. Understand the nature of government and the unique characteristics of American democracy including its fundamental principles, structure, and the role of citizens.

A. Describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g. state police, state highways, state parks, public schools), and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). (SS-04-1.1.1 DOK 2) [SS-4-GC-S-1]

B. Explain how state governments function (by making, enacting and enforcing laws) to protect the rights and property of citizens. (SS-04-1.1.2 DOK 2) [SS-4-GC-S-1]

C. Identify the three branches of Kentucky government, explain the basic duties of each branch (executive – enforce the laws, legislative – make the laws, judicial – interpret the laws) and identify important state offices/ leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch. (SS-04-1.2.1 DOK 2) [SS-4-GC-S-1]

D. Explain how power is shared among the different branches (executive, legislative, judicial) of state government. (SS-04-1.2.2) [SS-4-GC-S-1]

E. Identify the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in Kentucky’s Constitution and explain why they are important to citizens today. (SS-04-1.3.1 DOK 2) [SS-4-GC-S-3]

F. Describe specific rights and responsibilities individuals have as citizens of Kentucky (e.g. voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society.

(SS-04-1.3.2 DOK 2) [SS-4-GC-S-2]

Documents

Henderson County Schools 201 – 201 Henderson … County Schools Standards Revised ,CPWCT y 201 Fourth Grade 1 ) = items from KY Core Content ( [ ] = items from KY Program of Studies