Grade 4
Program Scope and Sequence for Grade 4
Courses
English Language Arts
Grade 4 ELA Overview
First Nine Weeks
Overview
In Wit & Wisdom Module 1, A Great Heart, students explore how the heart is a literal muscle that sustains human life and a figurative center of human emotions. In this module, students explore the literal and figurative meanings of heart. They develop a deep understanding of the human
circulatory system and what it takes to maintain a healthy literal heart. To understand the figurative meaning of great heart, they read biographies of people who demonstrate qualities of great heart and a novel-in-verse, Love That Dog, about a boy who finds his voice by examining his own broken heart. Students examine the structure of informative writing and employ it in their own writing. They learn to compose a focus statement using quotations and paraphrasing to support ideas in a paragraph and essay response.
Unit
North Carolina Standards
Parent/Family Resources
A Great Heart
32 Lessons
RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.5: Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.7: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.6: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
SL.4.1.b: Follow agreed-upon rules for discussions and carry out assigned roles.
Second Nine Weeks
Overview
In Wit and Wisdom Module 2, Extreme Settings, students go on a journey through various extreme settings- to fictional Venus where it rains nonstop, into mountains around the world, and deep into the Canadian wilderness. As they explore a variety of literary and informational texts, students learn about the kinds of challenges that harsh environments present to humans, what it takes to survive in them, and how people’s experiences in, and responses to, extreme settings can shape who they become. Students learn the key elements of a narrative and develop their own narratives by establishing a situation, adding sensory details, and incorporating dialogue to show characters’ responses to situations.
Unit
North Carolina Standards
Parent/Family Resources
Module 2
Extreme Settings
34 Lessons
RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
W.4.4: With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
W.4.5: With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; adjust speech as appropriate to formal and informal discourse.
SL.4.5:Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Third Nine Weeks
Overview
In Wit & Wisdom Module 3, The Redcoats are Coming, students will examine how the famous words “The Redcoats are coming! The Redcoats are coming!” attributed to Paul Revere sounding an alarm across the American colonies that would forever change the country’s identity. As students read a variety of literary and informational texts about the American Revolution, they learn about the conflict between the American colonies and the British empire from multiple perspectives. By viewing these events with a critical eye, students deepen critical thinking skills and understanding of history. Through opinion writing, students learn to support a viewpoint with reasons and textual evidence. Students
also conduct short research projects on topics related to the American Revolution
Unit
North Carolina Standards
Parent/Family Resources
Module 3
The Redcoats Are Coming!
35 Lessons
RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
W.4.1:Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.6: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.
SL.4.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1.b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1.c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; adjust speech as appropriate to formal and informal discourse.
Fourth Nine Weeks
Overview
In Wit and Wisdom Module 4, Myth Making, students learn about the relevance of mythology and the power of stories to impart important life lessons. Students build knowledge about ancient Greek culture and mythology and engage in comparative study of familiar Greek myths such as “Pandora’s Box” and “Demeter and Persephone” and Native American myths written as children’s plays in Joseph Bruchac’s Pushing Up the Sky. Sharon Creech’s novel Walk Two Moons, a tapestry of stories- each with ties to mythology-provides a backdrop for understanding how authors convey important truths through stories. Students develop informative writing skills, demonstrating an ability to identify and paraphrase strong evidence to support their ideas and synthesize information from multiple texts in a written paragraph or essay.
Unit
North Carolina Standards
Parent/Family Resources
Module 4
Myth Making
36 Lessons
RL.4.4: Determine the meaning of words and phrases as they affect meaning and tone.
RL.4.5: Explain major differences between poems, drama, ad Prose, and drama when writing or speaking about a text.
RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.4.9: Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4–5 grammar continuum.
Mathematics
Grade 4 Math Overview
First Nine Weeks
Overview
In module 1, students use multiplicative comparisons to describe place value relationships and the relative sizes of metric units. They build fluency with the standard algorithm for addition and subtraction with numbers of up to 6 digits. In module 2, students multiply two-digit numbers by one-digit numbers by using the distributive property. They divide two- and three-digit numbers by one-digit numbers by using the break apart and distribute strategy. Students apply their multiplication skills to convert customary units of length. They also identify factors and multiples of numbers within 100.
Unit
North Carolina Standards
Parent/Family Resources
Module 1
Place Value Concepts for Addition and Subtraction
24 Lessons
NC.4.OA.1- Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison
NC.4.OA.3- Solve two-step word problems involving the four operations with whole numbers.
• Use estimation strategies to assess reasonableness of answers.
• Interpret remainders in word problems.
• Represent problems using equations with a letter standing for the unknown quantity.
NC.4.NBT.1- Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000
NC.4.NBT.2- Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form.
NC.4.NBT.4- Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding.
NC.4.MD.1- Know relative sizes of measurement units. Solve problems involving metric measurement.
• Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter.
• Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units.
NC.4.MD.2- Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two column tables, and length models.
NC.4.MD.4- Represent and interpret data using whole numbers.
• Collect data by asking a question that yields numerical data.
• Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot.
• Determine whether a survey question will yield categorical or numerical data.
Module 2
Place Value Concepts for Multiplication and Division
28 Lessons
NC.4.OA.3- Solve two-step word problems involving the four operations with whole numbers.
• Use estimation strategies to assess reasonableness of answers.
• Interpret remainders in word problems.
• Represent problems using equations with a letter standing for the unknown quantity.
NC.4.OA.4- Find all factor pairs for whole numbers up to and including 50 to:
• Recognize that a whole number is a multiple of each of its factors.
• Determine whether a given whole number is a multiple of a given one-digit number.
• Determine if the number is prime or composite.
NC.4.OA.5- Generate and analyze a number or shape pattern that follows a given rule.
NC.4.NBT.5- Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm.
NC.4.NBT.6- Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.
NC.4. MD.1- Know relative sizes of measurement units. Solve problems involving metric measurement.
• Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter.
• Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units.
NC.4. MD.2- Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two column tables, and length models.
4.MD.3- Solve problems with area and perimeter.
• Find areas of rectilinear figures with known side lengths.
• Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas.
• Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
Second Nine Weeks
Overview
In module 3 students multiply numbers of up to four digits by one-digit numbers and two-digit numbers by two-digit numbers. Students also divide numbers of up to four digits by one-digit numbers, resulting in whole-number quotients and remainders.
Unit
North Carolina Standards
Parent/Family Resources
Module 3
Multiplication and Division of Multi-Digit Numbers
22 Lessons
NC.4.OA.3- Solve two-step word problems involving the four operations with whole numbers.
• Use estimation strategies to assess reasonableness of answers.
• Interpret remainders in word problems.
• Represent problems using equations with a letter standing for the unknown quantity.
NC.4.NBT.5- Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm.
NC.4.NBT.6- Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.
NC.4.MD.8- Solve word problems involving addition and subtraction of time intervals that cross the hour.
Third Nine Weeks
Overview
In module 4, students rename fractions greater than 1 as mixed numbers, generate equivalent fractions, compare fractions with unlike units, and add and subtract fractions and mixed numbers with like units. Students also multiply fractions and mixed numbers by whole numbers.
Unit
North Carolina Standards
Parent/Family Resources
Module 4
Foundations for Fraction Operations
34 Lessons
NC.4.NF.1-Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
NC.4.NF.2-Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions by:
• Reasoning about their size and using area and length models.
• Using benchmark fractions 0, ½, and a whole.
• Comparing common numerator or common denominators.
NC.4.NF.3-Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.
• Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
• Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations.
• Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
• Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem.
NC.4.NF.4-Apply and extend previous understandings of multiplication to:
• Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one.
• Solve word problems involving multiplication of a fraction by a whole number.
NC.4.MD.2-Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two column tables, and length models.
NC.4.MD.4-Represent and interpret data using whole numbers.
• Collect data by asking a question that yields numerical data.
• Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot.
• Determine whether a survey question will yield categorical or numerical data.
Fourth Nine Weeks
Overview
Module 5 extends students’ understanding of tenths and hundredths as fractional units to recognizing tenths and hundredths as place value units. They compare decimal numbers and add mixed numbers and fractions with the unlike, but related, units of tenths and hundredths. In module 6, students identify attributes of polygons including side length and the presence or absence of pairs of parallel sides, pairs of perpendicular sides, and angle types. They use protractors to measure and draw angles accurately. Students also identify and draw lines of symmetry.
Unit
North Carolina Standards
Parent/Family Resources
Module 5
Place Value Concepts for Decimals
14 Lessons
NC.4.NF.6-Use decimal notation to represent fractions.
• Express, model and explain the equivalence between fractions with denominators of 10 and 100.
• Use equivalent fractions to add two fractions with denominators of 10 or 100.
• Represent tenths and hundredths with models, making connections between fractions and decimals.
NC.4.NF.7-Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole
NC.4.MD.A.2-Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two column tables, and length models.
Module 6
Angle Measures and Plane Figures
20 Lessons
NC.4.MD.6-Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees.
• Measure and sketch angles in whole-number degrees using a protractor.
• Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems.
NC.4.G.1-Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.
NC.4.G.2-Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines.
NC.4.G.3-Recognize symmetry in a two-dimensional figure, and identify and draw lines of symmetry.
Science
Grade 4 Science Overview
Life Science
Overview
In Life Science, students will focus on understanding how environmental changes, adaptations, and behaviors enable organisms to survive, using models to explain survival structures and sensory processing in plants and animals, and arguing from evidence about survival advantages within populations. Students will also learn that fossils provide evidence of Earth's history and changing life forms by analyzing and interpreting data to compare fossils with each other and with living organisms, and to infer ideas about Earth's early environment.
Unit
North Carolina Standards
Parent/Family Resources
From Molecules to Organisms – Structures and Processes
Quarter 4
LS.4.1 Understand the effects of environmental changes, adaptations, and behaviors that enable organisms to survive in changing habitats.
LS.4.1.1 Use models to explain that plants and animals have external structures that function to support survival.
LS.4.1.2 Use models to explain that animals receive different types of information through their senses, process the information, and respond to the information in different ways.
LS.4.1.3 Engage in argument from evidence to explain how differences among animals of the same population sometimes gives individuals an advantage in surviving and reproducing in changing habitats.
Biological Evolution – Unity and Diversity
Quarter 4
LS.4.2 Understand the use of fossils as evidence of the history of Earth and its changing life forms.
LS.4.2.1 Analyze and interpret data to compare fossils to one another and living organisms.
LS.4.2.2 Analyze and interpret data to explain how fossils suggest ideas about Earth's early environment.
Physical Science
Overview
In Physical Science, students will focus on understanding energy transfer through sound, light, heat, and electric currents, identifying basic energy forms that cause motion or change, explaining simple electrical circuits, and classifying materials as insulators or conductors. Students will also explore the nature of light and its interactions with objects, investigating light paths, reflection, refraction, and absorption. They will examine the effects of various forces on motion, summarizing magnetic interactions and investigating how electrically charged objects can induce motion.
Unit
North Carolina Standards
Parent/Family Resources
Energy
Quarter 1
PS.4.2 Understand that energy can be transferred from place to place by sound, light, heat, and electric currents.
PS.4.2.1 Ask questions to identify basic forms of energy (light, sound, heat, and electrical) that cause motion or create change.
PS.4.2.2 Use models to explain a simple electrical circuit and the necessary components.
PS.4.2.3 Carry out investigations on common materials to classify them as insulators or conductors of electricity.
Waves and Their Applications in Technologies for Information Transfer
Quarter 1
PS.4 .3 Understand the nature of light and how light interacts with objects.
PS.4.3.1 Carry out investigations to infer the path light travels from a light source to a mirror and how it is reflected (by the mirror) using different angles.
PS.4.3.2 Carry out investigations to explain how light is refracted and absorbed.
Motion and Stability- Forces and Interactions
Quarter 2
PS.4.1 Understand how various forces affect the motion of an object.
PS.4.1.1 Ask questions to summarize the relationship of magnetic interactions between two objects not in contact with each other.
PS.4.1.2 Carry out investigations to explain how electrically charged objects push or pull on other objects to produce motion.
Earth & Space Science
Overview
In Earth Science, students will focus on understanding the causes of day and night and the phases of the moon, using models to explain Earth's rotation and the moon's phases. They will examine patterns of change in Earth's surface over time, investigating the classification of minerals and rocks, and using models to explain both slow and rapid changes in Earth's surface. They will also learn the impact of human activity on the environment, evaluating changes as beneficial or harmful, and discussing how humans can adapt their behaviors to mitigate environmental problems.
Unit
North Carolina Standards
Parent/Family Resources
Earth’s Place in the Universe
ESS.4.1 Understand the causes of day and night and phases of the moon.
ESS.4.1.1 Use models to explain the cause of day and night based on the rotation of the Earth on its axis.
ESS.4.1.2 Use models to explain the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).
Earth's Systems
ESS.4.2 Understand patterns of change in the Earth's surface over time.
ESS.4.2.1 Carry out investigations to classify minerals using tests for the physical properties of hardness, color, luster, cleavage and streak.
ESS.4.2.2 Carry out investigations to classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed, and the processes that create them.
ESS.4.2.3 Use models to explain changes in Earth's surface over time (to include slow changes of erosion and weathering, and fast changes of earthquakes, landslides, and volcanic activity).
Earth and Human Activity
ESS.4.3 Understand changes caused by human impact on the environment.
ESS.4.3.1 Ask questions to infer whether changes in an organism's environment are beneficial or harmful.
ESS.4.3.2 Engage in argument from evidence to explain how humans can adapt their behavior to live in changing environments (e.g. recycling wastes, establishing rain gardens, planting native species to prevent flooding and erosion).
ESS.4.3.3 Obtain, evaluate and communicate information to compare solutions to environmental problems impacting plants and animals.
Social Studies
Overview
In this course, students will examine the state of North Carolina using the social studies strands of civics, inquiry, history, geography, and economics.
Unit
North Carolina Standards
Parent/Family Resources
Geography of NC
First Nine Weeks
4.G.1 Understand the role geography has played in the development of North Carolina.
Government of NC
First Nine Weeks
4.C&G1: Understand the role of citizens in local and state government.
Culture and Identity in NC
Second Nine Weeks
4.B.1 Understand ways in which values and beliefs have influenced the development of North Carolina’s identity as a state.
Native Americans and the Newcomers
Second Nine Weeks
4.H.1.1 - Explain how the experiences and achievements of minorities, indigenous groups, and marginalized people have contributed to change and innovation in North Carolina.
The Tuscarora War and the Revolutionary War
Third Nine Weeks
4.H.1.3 - Explain the ways in which revolution, reform, and resistance have shaped North Carolina.
Civil War, Reconstruction and Wilmington 1898
Third Nine Weeks
4.H.1.4: Summarize the role North Carolina has played in major conflicts and events throughout the history of America.
Civil Rights and Women’s Rights in NC
Fourth Nine Weeks
4.H.1.1 - Explain how the experiences and achievements of minorities, indigenous groups, and marginalized people have contributed to change and innovation in North Carolina.
Economics and Personal Finance
Fourth Nine Weeks
4.E.1 Understand how economic decisions and resources affect the economy of North Carolina.
4.E.2 Understand the impact of personal financial
NC in the 20th Century
Fourth Nine Weeks
4.B.1.1 Explain how traditions, social structure, and artistic expression have contributed to the unique identity of North Carolina.
Health and PE
Grade 4 Health and PE Overview
Healthful Living
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
4th GRADE Mental and Emotional Health (MEH)
4.MEH.1 Apply positive stress management strategies.
4.MEH.2 Understand the relationship between healthy expression of emotions, mental health, and healthy behavior.
4.MEH.1.1 Summarize effective coping strategies to manage stress.
4.MEH.1.2 Implement healthy strategies for handling stress, including asking for assistance.
4.MEH.2.1 Identify unique personal characteristics that contribute to positive mental health.
4.MEH.2.2 Explain how effective problem solving aids in making healthy choices.
4th GRADE Personal and Consumer Health (PCH)
4.PCH.1 Understand wellness, disease prevention, and recognition of symptoms.
4.PCH.2 Understand body systems and organs, functions, and their care.
4.PCH.3 Analyze health information and products.
4.PCH.4 Understand necessary steps to prevent and respond to unintentional injury.
4.PCH.1.1 Explain how to prevent or control common childhood illnesses and conditions such as asthma, allergies, diabetes, and epilepsy.
4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases.
4.PCH.2.1 Identify the basic components and functions of the respiratory system.
4.PCH.2.2 Summarize habits to care for the skin.
4.PCH.3.1 Outline the functions of various health products.
4.PCH.3.2 Analyze advertisements of health products and services in terms of claims made and the validity of those claims.
4.PCH.4.1 Explain why it is safe to be a friend of someone who has a disease or health condition (cancer, HIV, asthma, or epilepsy).
4.PCH.4.2 Identify personal protection equipment needed for sports or recreational activities.
4.PCH.4.3 Illustrate skills for providing first aid for choking victims (including the Heimlich maneuver).
4th GRADE Interpersonal Communication and Relationships (ICR)
4.ICR.1 Understand healthy and effective interpersonal communication and relationships.
4.ICR.2 Understand the changes that occur during puberty and adolescence.
4.ICR.1.1 Explain the importance of showing respect for self and respect and empathy for others.
4.ICR.1.2 Exemplify empathy toward those affected by disease and disability.
4.ICR.1.3 Interpret facial expressions and posture to emotions and empathy.
4.ICR.1.4 Recognize situations that might lead to violence.
4.ICR.1.5 Exemplify how to seek assistance for bullying.
4.ICR.1.6 Contrast healthy and unhealthy relationships.
4.ICR.2.1 Summarize physical and emotional changes during puberty.
4.ICR.2.2 Recognize that individuals experience puberty at different rates (early, average, late).
4th GRADE Nutrition and Physical Activity (NPA)
4.NPA.1 Apply tools (My Plate, Food Facts Label) to plan healthy nutrition and fitness.
4.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.
4.NPA.3 Understand the benefits of nutrition and fitness to disease prevention.
4.NPA.1.1 Plan meals using My Plate.
4.NPA.1.2 Carry out measures to prevent food borne illness, including hand washing and appropriate food storage and preparation.
4.NPA.1.3 Use the Food Facts Label to plan meals and avoid food allergies.
4.NPA.2.1 Compare unhealthy and healthy eating patterns, including eating in moderation.
4.NPA.2.2 Explain the effects of eating healthy and unhealthy breakfasts and lunches.
4.NPA.3.1 Explain how nutrition and fitness affect cardiovascular health.
4.NPA.3.2 Summarize the association between caloric intake and expenditure to prevent obesity.
4th GRADE Alcohol, Tobacco, and Other Drugs (ATOD)
4.ATOD.1 Understand health risks associated with the use of tobacco products.
4.ATOD.2 Understand why people use tobacco products.
4.ATOD.3 Apply risk reduction behaviors to protect self and others from alcohol, tobacco, and other drug use.
4.ATOD.1.1 Summarize short-term and long-term effects of cigarettes and smokeless tobacco products.
4.ATOD.1.2 Explain why tobacco is an addictive product.
4.ATOD.2.1 Identify possible internal and external influences on tobacco use.
4.ATOD.2.2 Explain why people are influenced by various marketing strategies employed by tobacco companies.
4.ATOD.3.1 Use refusal skills to resist the pressure to experiment with tobacco.
4.ATOD.3.2 Select strategies to use in avoiding situations in which tobacco is being used to minimize exposure to secondhand smoke.
Physical Education
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
4th GRADE Motor Skills (MS)
Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
PE.4.MS.1.1 Execute combinations of more complex locomotor skills and manipulative skills in various physical activity settings.
PE.4.MS.1.2 Create movement skill sequences commonly associated with various sports and activities.
PE.4.MS.1.3 Implement changes in speed during straight, curved, and zigzag pathways to open and close space using locomotor and manipulative skills.
PE.4.MS.1.4 Identify tempo in slow and fast rhythms.
4th GRADE Movement Concepts (MC)
Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement.
PE.4.MC.2.1 Apply basic concepts of movement to improve individual performance.
PE.4.MC.2.2 Apply elements of form or motor development principles to help others improve their performance.
PE.4.MC.2.3 Evaluate skills in a game situation using a rubric based on critical concepts.
PE.4.MC.2.4 Classify examples of health-related fitness into the five components.
4th GRADE Health-Related Fitness (HF)
Understand the importance of achieving and maintaining a health enhancing level of physical fitness.
PE.4.HF.3.1 Understand why and how to complete a valid and reliable health-enhancing pre- and post-fitness assessment, including monitoring of the heart.
PE.4.HF.3.2 Evaluate oneself in terms of the five recommended behaviors for obesity prevention.
PE.4.HF.3.3 Use physiological indicators to adjust physical activity.
4th GRADE Personal/Social Responsibility (PR)
Use behavioral strategies that are responsible and enhance respect of self and others and value activity.
PE.4.PR.4.1 Use self-control through structure, expectations, and engagement to demonstrate personal responsibility and respect for self and others.
PE.4.PR.4.2 Use cooperation and communication skills to achieve common goals.
PE.4.PR.4.3 Understand the importance of culture and ethnicity in developing self-awareness and working productively with others.