Program
Lower School

Grade 4

List of 9 items.

  • Art

    Collage, Drawing, Installation, Painting, Sculpting (clay), Sketchbook, Video

    LEARNING GOALS FOR ART:

    • Study artists
    • Use studio skills and knowledge of art history to explore personal connection to the world
    • Appreciate and understand the different ways art is applied as a powerful and important tool of expression
    • Learn to place emphasis on craft as a way to strengthen art project
    • Draw from imagination and observation
    • Explore drawing techniques with variety of tools
    • Learn improvisation with various material (i.e. altered book project)
    • Complete independent study project
  • Health and Wellness

    BODY HEALTH
    • Understand the growth and change that occurs during puberty
    • Understand sexual reproduction
    • Understand concepts of sexuality and gender identity
    • Manage and understand the importance of self-care routines such as hygiene, wearing a bra, sleep, and movement

    SOCIAL HEALTH
    • Refine and reflect on the 12 Toolbox Project Tools
    • Use language for creating positive friendships and healthy conflict resolution
    • Develop self-advocacy skills such as asking for help and requesting personal space

    EMOTIONAL HEALTH
    • Celebrate personal Identity
    • Understand and live values of the Hamlin Creed
    • Develop and apply skills to manage uncomfortable feelings
  • Language Arts

    CORE RESOURCES:

    Teachers College Reading & Writing Project by Lucy Calkins
    Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and Marjorie Martinelli
    Sadlier Vocabulary Workshop
    Variety of spelling resources
    Literature

    LEARNING GOALS FOR READING:

    • Read from a variety of genres
    • Read actively:predict; mark text; react; make connections; question; envision; clarify
    • Summarize, drawconclusions, and evaluate information
    • Understand basic elements of a novel: character; setting; plot; theme
    • Understand and use key elements of non-fiction: cause and effect; chronological order; compare and contrast; details; problem and solution; topic sentence; supporting details
    • Preview chapters
    • Make observations of captions, subtitles, and pictures
    • Read for information
    • Reflect on salient points and specific information
    • Read various forms of poetry
    • Recognize elements of poetry: alliterations; imagery; exaggeration; free verse; metaphor; mood; onomatopoeia; personification; rhyme and rhyme scheme; rhythm; simile; stanza
    • Understand how plays are organized
    • Read plays with expression
    • Build and develop vocabulary

    LEARNING GOALS FOR WRITING:

    FORMS OF WRITING: Book Reviews; Essays; Letters; Newspaper Stories; Non-Fiction Stories; Note-taking; Personal Narratives; Persuasive Pieces; Poetry; Story Writing Fiction; Research Writing; Speeches
    • Use writing process: outline; first draft; revise; edit; proofread; publish
    • Write well organized pieces
    • Write with a clear beginning, middle, and end
    • Write paragraphs with topic sentences
    • Begin to write multi-paragraph essays
    • Support with evidence
    • Write creatively and descriptively
    • Choose and use words that convey intended message effectively
    • Give and receive feedback from peers and teachers
    • Apply conventions of spelling, grammar, and mechanics

    LEARNING GOALS FOR HANDWRITING:

    CORE RESOURCE: Zaner-Bloser Handwriting, Zaner-Bloser, Inc.
    • Practice upper and lower case cursive letters
    • Transition to writing in cursive after meeting with teacher

    LEARNING GOALS FOR LISTENING AND SPEAKING:

    • Actively participate in class discussions
    • Speak clearly and with confidence
    • Articulate ideas effectively
    • Explain thinking
    • Deliver oral presentations
    • Deliver a speech
  • Library & Information Literacy

    CORE RESOURCES:
    Standards for the 21st century Learner AASL
    Adaptation of California School Library Recommended Library Skills

    • Begin to understand advanced search strategies for online searches
    • Extract relevant information from online reference resources and books
    • Skim reference materials for relevant information
    • Develop strategies for evaluating websites
    • Take notes in their own words
    • Understand the concept of plagiariam
    • Cite resources
  • Music

    Philosophy of Zoltán Kodály and Carl Orff

    LEARNING GOALS FOR MUSIC:

    • Gain an appreciation of classical music, world music, and composers through Composition of the Week (COW) program
    • Learn folk songs, singing games, and world dances (e.g., double circles, patterns, square dance patterns)
    • Read and write musical notes including sight singing 8-beat patterns with 16th notes
    • Strengthen listening skills and aural memory through dictation
    • Memorize songs in solfège
    • Learn lowered extended pentatonic scale (so, la, do, re, mi, so, la, do)
    • Sing songs connected to Grade Four Social Studies program
    • Practice three-and four-part singing through rounds, canons, partner songs, and choral octavo
    • Continue to develop percussion and Orff skills – more ensemble work
    • Participate in opera through Opera a la Carte program
    • Conduct patterns in simple meter
    • Participate in solos, duets, and trios
    • Improvise within call and response patterns
    • Explore improvisation through more complex 8-beat ostinatos
    • Begin intervallic study (e.g., whole step and ½ step)

     
  • Physical Education

    LEARNING GOALS FOR PHYSICAL EDUCATION:

    • Demonstrate sportsmanship
    • Develop locomotor skills (e.g., running, hopping, sliding)
    • Develop non-locomotor skills (e.g., bending, twisting, stretching)
    • Develop body awareness
    • Develop hand/eye coordination
    • Develop foot/eye coordination
    • Develop balance
    • Engage in fitness activities
    • Develop ball skills
    • Participate in cooperative games
    • Develop skills for individual and team sports
    • Use pedometer for goal setting
    • Engage in team building activities and challenges
    • Understand importance of fitness
     
  • Science and Engineering/Computer Science

    THEME: The Human Body

    UNITS:
    Body Systems
    Health (Body Image/Human Sexuality/Puberty)

    LEARNING GOALS FOR SCIENCE:
    • Collect data and record in tables
    • Begin to write testable questions
    • Write more questions after completing experiments
    • Discuss “what happened” in experiments and theorize “why”
    • Practice Scientific Method
    -    ORHECK (observation, research, question, hypothesis, experiment, conclusion, knowledge)
    • Practice steps of Engineering Design Process
    -    Identify challenge, brainstorm, design, build, test, evaluate, redesign, share solution
    • Maintain an organized lab notebook
    • Write reflections and open-ended questions at the end of lessons
    • Take notes in lab notebooks
    • Deliver oral presentations
    • Begin to understand concept of “trial and error”
    • Read scientific literature
    • Understand mistakes as part of process
    • Begin to connect experiments and content
    • Use and apply technology
    TECHNOLOGY

    EQUIPMENT TYPICALLY USED: 1:1 iPad program; camcorders; desktops; digital cameras; document cameras; headphones; iPods; laptops; scanner; USB microphones


    APPLICATIONS TYPICALLY USED: Adobe CS5; animation software; Dreambox; graphics editing software; iLife® Suite; Internet browsers; iWork Suite; IXL; Microsoft® Office Suite; RAZ Kids; typing applications

    CORE RESOURCES: LEGO® Mindstorms®, LEGO® Education; Scratch, MIT Media Lab; HTML5

    LEARNING GOALS FOR PROGRAMMING
    • Motion (move, turn, change x,y, point in direction)
    • Pen (set pen down/up, set pen width, set pen color, clear)
    • Looks (change size by, change costume, show/hide)
    • Sound (play sound, change volume, change tempo)
    • Controls (repeat, wait, forever, if/then, if/then/else)
    • Develop understanding of positive/negative numbers, relational symbols, measurement, four quadrants, x,y coordinates,  fractions
    • Develop understanding of conditional statements, Boolean values, variables

    LEARNING GOALS FOR ROBOTICS
    • Movement (moving straight, turning)
    • Move until (sensors)
    • Loops, switches, data hubs, data types, variables
    MATHEMATICS

    CORE RESOURCE: Bridges in Mathematics, Math Learning Center
    Context for Learning Mathematics, Catherine Twomey Fosnot

    LEARNING GOALS FOR MATHEMATICS:

    NUMBER SENSE AND OPERATIONS
    • Read, write, and understand numbers to 1,000,000
    • Understand place value of whole numbers to a million and decimal numbers to the thousandths
    • Create, model, and recognize equivalent forms of fractions and decimals
    • Understand, write, compare, and order fractions
    • Know and fluently use multiplication and division facts through the 12’s
    • Use addition, column addition, and subtraction with multi-digit numbers (5 or more digits) in an efficient manner, making use of estimation, rounding, and calculators
    • Multiply 2-digit by 2-digit numbers and divide 3-digit by 1-digit numbers with or without remainders using a variety of efficient mental and paper/pencil strategies
    • Describe, compare, choose, and accurately use strategies and operations for a variety of problem situations
    • Recognize uses of percents and rates in everyday life
    • Explore numbers less than 0 by extending the number line and by using familiar applications
    ALGEBRA AND FUNCTIONS
    • Represent and analyze patterns and functions using words, tables, graphs, and number sentences
    • Find and use factors of numbers
    • Solve open sentences with all four operations
    GEOMETRY AND MEASUREMENT
    • Identify right, acute, and obtuse angles in isolation and in geometric figures
    • Identify line and rotational symmetry in two-dimensional shapes and designs
    • Build or draw shapes with line and/or rotational symmetry
    • Describe, compare, and analyze two- and three-dimensional shapes both singly and in relation to one another
    • Use a variety of geometric terms, including face, edge, point, vertex, parallel, perpendicular, and congruent
    • Make realistic estimates and measurements using common units of measure (e.g., inch, foot, yard, cup, quart, gallon, ounce, pound, centimeter, meter, millimeter, liter, gram, kilogram) and select the unit and tool most appropriate for a given situation
    • Develop strategies for finding the perimeter and area of rectangles and related triangles and parallelograms
    • Determine elapsed time requiring unit conversions (e.g., weeks to months, minutes to hours)
    STATISTICS, DATA ANALYSIS, AND PROBABILITY
    • Read, interpret, and construct properly labeled tables, bar graphs, line plots, pictographs, circle graphs, and line graphs
    • Use these displays to find the mode, median, and range of a data set, as well as to draw, support, and communicate conclusions
    • Express the outcomes of probability experiments verbally and numerically using both whole numbers and fractions (e.g., 3 out of 4 or ¾, and compares predicted probability with the actual results)
    PROBLEM SOLVING
    • Devise, apply, adapt, and share a variety of appropriate strategies to solve problems
    • Represent information in alternative ways (e.g., charts, graphs, pictures, arrays)
    • Solve multiple-step problems
    • Explain problem solving method in writing and orally
    • Determine the approach, materials, and strategies to be used
    • Use tools, such as manipulatives or sketches, to model problems
  • Social Studies

    TOPIC:
    United States History and Geography

    UNITS:
    
    Native People
    Early explorations of the Americas
    Colonial Era
    American Revolution
    The Constitution
    Westward Expansion
    Civil War
    Industrialization
    History from the female perspective (throughout all units) 

    LEARNING GOALS FOR SOCIAL STUDIES:

    • Develop an understanding of the reasons for studying history and of the relationships between the past and present.
    • Develop an awareness of the ways we learn about the past and the methods and tools of the historian.
    • Understand the meaning of time and chronology.
    • Analyze the complex cause and effect relationships of ideas and events.
    • Develop understanding of multiple perspectives.
    • Trace migration routes of the first Americans and to summarize how these groups adapted to different environments, as well as compare and contrast life in various regions.
    • Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key expeditions and the reasons Europeans chose to explore and colonize the world.
    • Understand the political, religious, social, and economic institutions that evolved in the colonial era.
    • Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
    • Understand how political, religious, and economic ideas and interests brought about the Revolution.
    • Understand the course and consequences of the American Revolution.
    • Describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
    • Know the location of the current 50 states and the names of their capitals. 
  • World Language: Spanish

    TEXTBOOK: Ven Conmigo: Adelante Level A published by Holt, Reinhart and Winston
    ADDITIONAL TEXTS: TPRS; Letters, advertisements, websites, recipes, and articles about culture in Spanish-speaking countries

    CULTURAL CONTENT:
    Spanish Across the Globe

    LEARNING GOALS FOR SPANISH:

    • Geography
    • Traditions
    • Develop global awareness
    • Strengthen listening comprehension
    • Engage in limited everyday conversation
    • Strengthen sound recognition and pronunciation skills
    • Develop and strengthen communication skills
    • Understand and use vocabulary words in oral communication
    • Develop beginning grammar skills
    • Practice reading and writing
    • Translate Spanish presentations from students and teacher
    • Deliver cultural presentations in English
Please note: The K-8 Curriculum Guide is an articulation of the core aspects of the academic program at Hamlin; it is not intended to capture every concept and skill that is taught. Moreover, the K-8 Curriculum Guide will not reflect additional topics of study, which are inspired annually by student interests, teacher creativity, and current events.

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2120 Broadway
San Francisco. California 94115
Tel. 415.922.0300 • Fax. 415.674.5409
Tax ID #: 94-1393894

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