 |
 |
 |
 |
|
 |
 |
Academics: Lower School 4th Grade
Art Bible Goal: Life Christian students will: 1)develop a knowledge of Bible study, 2) tackle traditional doctrinal subjects, 3) gain understanding of doctrines and how they apply personally, 4) understand that Christian growth is both profitable and exciting, 5) memorize passages from the Bible. Develop a knowledge of Bible Study Students will be able to: -Make the Bible itself the central tool used for teaching. -Unify themes which are presented in various stories, topics, and passages studied in the scripture through Bible lessons. -Explain Bible content in order to build a foundation for personal application. -Use the new International Version of the Bible. Tackle Traditional Doctrinal Subjects Students will be able to: -Know that salvation allows for a right relationship with God. -Hear the message of repentance, personal faith, and acceptance of Jesus Christ as Lord. Gain Understanding of doctrines and how they apply personally Students will be able to: -Know God loves and cares for each one of them and wants a relationship with them. -Understand that the Holy Spirit can transform the mind and heart to give us the desire and ability to do the will of God. -Develop a personal relationship with Jesus Christ. -Pray daily. Understand that Christian growth is both profitable and exciting Students will be able to: -Understand that the Bible is filled with principles for their lives. -Apply Biblical knowledge of life problems experienced at their age level. -Know that God's work penetrates and infiltrates lives and will bring you to salvation, sanctification, healing, understanding, forgiveness, joy, and life. Memorize passages from the Bible Language Arts -- Communication Goals: Life Christian students will (1) take responsibility for learning; (2) listen and view for understanding, and (3) make effective presentations using a variety of skills and communication strategies. Take Responsibility for Learning Students will be able to: - Develop a time line. - Identify criteria for success. - Identify possible consequences for each option. - Make decisions based on available information. - Evaluate the solution and modify as needed. - Identify Jesus as personal savior and have confidence that he will help them make good choices. - Correct themselves (e.g., "What would Jesus do?"). Listen and View for Understanding Students will be able to: - Focus on the speaker and ignore irrelevant sounds and movements. - Maintain eye contact. - Avoid distracting movements. - Listen patiently and courteously. - Self-correct own attending behaviors. - Continue to develop skills in understanding speaker's facial expression, gesture, and movements. - Recall and follow complex spoken directions. - Listen for specific ideas, facts, or details. - Vary listening strategies to match specific purpose (e.g., appreciative, critical, informative). - Listen for story development (e.g., setting, theme, characters, problems, and conclusion). - Demonstrate appropriate response to speakers and performers. - Contribute on topic. - Begin to ask specific questions for clarification. - Formulate questions while listening. - Recognize unfamiliar words and ask what they mean. Apply Interpersonal Communication Strategies and Skills to Build Productive Relationships Students will be able to: - Demonstrate conversation skills (e.g., enter in, take turns, respond to other's remarks, and close a conversation). - Use nonverbal cues to enhance communication. - Assume different roles within a group. - Contribute to group with ideas, suggestions, and effort. - Summarize a group discussion. - Listen and paraphrase another point a view. - Understand and express own opinions and needs clearly. - Examine options and consequences of alternative. - Create a plan for conflict management. Make Effective Presentations Students will be able to: - Begin to memorize longer scripture verses to be said aloud in chapel presentations. - Maintain interest and attention of the audience. - Use a variety of sources to gather information. - Use technology to retrieve and select information from various sources. - Assemble sufficient information. - Begin to move from teacher developed organization to independent organization. - Begin to explore technologies to enhance presentation (e.g., transparencies, multimedia, graphics, music, sound clips). - Maintain eye contact with the audience while speaking from note cards. - Use appropriate intonation, gestures, and nonverbal body language. Language Arts -- Written Reading Goals: Life Christian students will be able to (1) use a variety of reading skills and strategies to build understanding; (2) read to construct meaning from a variety of text for a variety of purposes; (3) read to understand self, others and the world; ad (4) use reading to communicate, participate, ad achieve personal goals. Use Reading Strategies Students will be able to: - Begin to experience a Christian growth and love for good literature. - Adjust reading speed depending on difficulty of content. - Read and understand more complex vocabulary. - Access reference materials, e.g., dictionary, thesaurus, encyclopedias. - Use strategies to understand unknown vocabulary; e.g., reread, use context clues, read on. - Begin to use the dictionary for word meaning and pronunciation. - Read chapter books. - Read silently for longer periods of time, 20-30 minutes daily. - Begin to read more complex text. - Become familiar with multiple genres. - Begin to understand chapter titles, boldface words, section headings, and other divisions. - Begin to read and comprehend functional text, e.g., outlines, recipes, letters, magazines, maps, directions, music, and programs. - Read with letter wound associations as they relate to the environment in the word. Construct Meaning from a Variety of Text for a Variety of Purposes Students will be able to: - Identify the main idea and details - Retell complex stories. - Make inferences based on the reading. - Sequence events in a story using time, words, (e.g., first, next, finally). - Compare and contrast information. - Derive insight from new ideas. - Adjust personal response to text based on new information. - Extend understanding of text by participation in literary discussion. - Begin to interpret visual information from pictures, graphs, diagrams, charts, computers, CD-ROMS. - Know how to use parts of a book to locate information. - Follow printed instructions (e.g., bus schedules, recipes). - Use a variety of resources to access information (e.g., dictionary, magazines, atlas, maps, CD-ROM). - Isolate the five W's (what, when, where, why, who) and the how in a written selection. - Begin to study and understand the Bible and it's principles. - Use the Bible as a book - Begin to know the parts of a book (e.g., title page, contents, index). - Be aware of rhyming words, similes, homonyms, antonyms, and synonyms. - Understand different forms of poetry and gain experience with Haiku. Understand Self, Others and the World Students will be able to: - Learn to choose appropriate Christian literature. - Interact with text in a variety of ways (e.g., written response, retellings, illustrations, reader's theater, compare and contrast, answers to literal questions, point of view, character analysis, personal reading, and opinion/proof statements). - Learn about other people, cultures, times, and values. - Understand different points of view. - Begin to identify the theme and conflict of a piece of literature. - Distinguish between figurative and literal language in a written selection. Use Reading to Communicate, Participate, and Achieve Personal Goals Students will be able to: - Begin to read for a variety of reasons (e.g., information, pleasure, inspiration, entertainment, and personal growth). - Read widely and frequently. - Read self-selected reading materials and sources of information independently. - Share literary experiences. - Use reading as a knowledgeable participant. Evaluate Personal Reading Progress Students will be able to: - Set goals and develop strategies to meet goals. - Review samples of work for quality and effectiveness of reading. - Continue to reflect on and evaluate personal reading progress for each area of participation. Writing Goals: Life Christian students will be able to (1) understand and individualize the writing process, e.g., prewriting, drafting, revising, editing and publishing; (2) produce effective text; (3) write in a variety of forms for a variety of audiences and purposes; (4) write with a variety of writing tools and technologies; (5) write as a member of a team (e.g., class, small group, pairs); and, (6) evaluate the effectiveness of his or her own writing and writing of others. Understand and Individualize the Writing Process Students will be able to: - Use prewriting strategies (e.g., brainstorming, story mapping, webbing). - Write in a variety of forms for different purposes. - Add, delete, or reorganize text as needed. - Use the writing process (e.g., plan, write, revise, edit, and publish). - Correct spelling, punctuation, capitalization, and usage. - Use a variety of formats to publish writing. - Identify English language skills through Christian attitudes and values. - Begin to write individual original compositions. - Identify four parts of speech. - Begin usage of lessons. - Understand correct punctuation for clear communication. Produce Effective Text Students will be able to: - Use the Bible as a book. - Begin to know parts of a book (title page, contents, index). - Begin to correctly write a sentence. - Be aware of diagramming subject, verb, and direct object in a sentence. - Begin to capitalize names, places, and things. - Begin to edit for capital letters, punctuation, and spelling errors. - Be aware of nouns, verbs, adjectives, and direct objects. - Recognize different types of written letters. - Identify parts of a written letter. - Compare relationships (e.g., bigger, biggest, more, most). - Use appropriate punctuation. - Grow in ability to write a report in correct form. - Elaborate relevant details to expand ideas or topic. - Begin to write a short paragraph with topic sentence, supporting details, and concluding sentence. - Experiment with an expanding range of genre. - Use descriptive language. - Write sentences with strong and varied structure that have and easy flow and rhythm when read aloud. - Use correct spelling: * apply the silent e rule. * spell consonant digraphs; tch and wh. * spell r-controlled words: ir, ur, air, are, ear, and eer. * spell high frequency words correctly. * spell common affixes. - Use correct punctuation and capitalization: * use apostrophe in contractions and in singular possessive. * begin to use commas between words in a series. * use commas in compound sentences. * use periods at the end of abbreviations. - Use correct usage: * use homophones correctly. * use correct subject-verb agreement. * use hyphens between syllables to divide words that will not fit at the end of a line. * indent the beginning of a paragraph. * begin to use quotation marks and the appropriate punctuation. Write in a Variety of Forms for a Variety of Audiences and Purposes Students will be able to: - Continue to write for different purposes. - Begin to adapt writing to suit audiences. - Continue to write using a variety of forms (e.g., letters, stories, daily work, reports, poems). - Write for meaning. - Begin to expand genre (e.g., reports, poetry, Bible verses). - Continues to be aware of audience. Write in a Variety of Writing Tools and Technologies Students will be able to: - Continue handwriting practice, may use pen in final draft. - Be able to use the computer to write stories and/or reports. Evaluate the Effectiveness of His or He own Writing and the Writing of Others Students will be able to: - Continue to offer feedback to a small group. - Use established criteria to reflect and improve the traits of organization, word choice, and conversations. Write as a member of a Team Students will be able to: - Select roles and responsibilities. - Work with a trio, in pairs, or in other teams. - Suggest wording and structure. Mathematics Goals: Life Christian students will be able to: (1) learn and value mathematics; (2) become confident in their own ability; (3) understand mathematical concepts and processes such as algebra, geometry, measurement, number, patterns and functions, probability and statistics; (4) become mathematical problem-solvers, and (5) learn to communicate mathematically. Learn To Value Mathematics Students will be able to: - Appreciate and apply mathematics in their everyday lives. - Become confident in Their Own Ability. -View themselves as mathematically capable. Understand Mathematical Concepts and Processes Algebra Students will be able to: -Work with sets of objects to develop an understanding of the effect of operations on sets. -Compute solutions for variables in a number sentence. -Determine ordered pairs to solve simple linear equations and graph. -Use manipulative materials to solve simple equations. Geometry Students will be able to: -Understand the concepts of perimeter and area and apply these
understandings using concrete materials. Science Goals: Life Christian students will develop and use (1) scientific investigation to construct science topics; (2) an understanding of the nature of science through experimental settings; (3) science process skills; (4) a positive attitude toward the process of science and its application to society; and (5) science manipulative skills. Life Christian School's Philosophy of Fourth Grade Science: The study of science concepts enables the students to have a greater awareness and appreciation for God's created world. They will learn to observe and inquire. The students will study a variety of topics with the full awareness that God is the Creator. Key Topics: -Theories of the moon's origins -Insect orders -Electricity -Plants -Length -Digestion -Animal Defenses -Light -Machines -Trees -The earth's Crust Key Concepts: -Interdependence -Spiritual growth through the understanding of science -Discipline Scientific Concepts Students will be able to: - Know stated forms of science: fact, concept, principle. -Explore various beliefs about the beginning creation and understand that our understanding is determined by faith. -Compare theories of the moon: breakaway, capture, and condensation. -Understand various descriptions of the moon's age. -Compare common characteristics of insects and stages of metamorphosis. -Explain basic electric theory and magnetism working together. -Investigate the various characteristics of plant development. -Understand measuring activities to reinforce the metric system. -Explore the five main parts of the digestive system. -Describe the moon's surface, size, motion, and phases. -Compare and contrast various animal adaptations. -Explore the way light travels, it's energy, reflection, and amplification. -Describe how a pulley, lever, and a wedge is used. -Compare and contrast forces that wear down the Earth's crust. Nature of Science Students will be able to: - Replicate simple experiments and compare results. - State that scientific knowledge can change or expand based on new discoveries. -Contrast various ways of classification. -Use scientific materials in a safe, responsible manner. -Demonstrate proper care and handling of living organisms and show respect for life. -Voluntarily seek additional information about science. -Use an objective approach to problem solving. -Identify science as a way of solving some current problems. Scientific Process Skills Students will be able to: - Use numbers to count and quantify observations. - Communicate observations through spoken word, writing, diagrams, graphs, maps, mathematical equations, and drawings. -Measure length, area, volume, and temperature using standard and metric units. -Make predictions of what might occur in class, small group, and/or individual experiments involving light, plants and animals, astronomy, sound, and plate tectonics. -Describe spatial relationships. -State definitions that describe use, work, and/or properties of scientific terms. -Demonstrate the ability to communicate and interpret data. -Display a willingness to consider other points of view. -Demonstrate divergent thinking when problem solving. -Demonstrate curiosity about science related phenomena. -Apply science and technology to common life tasks. -Display confidence in his/her ability to use science successfully. -Demonstrate a spiritual view of self through the study of science. -Identify science as a way of solving some current problems. -Demonstrate and awareness of the need for conservation. , preservation, and wise use of natural resources. Attitudes and Applications Students will be able to: - State and support personal opinion concerning the importance of science and technology in everyday life. - Identify characteristics that show a positive attitude toward the use of scientific inquiry. - Identify characteristics such as curiosity, persistence, and inventiveness that scientists exhibit. - Identify scientific knowledge that has shaped society. - Identify men and women throughout the world who have made important contributions to scientific knowledge. - Relate science process skills and/or knowledge to careers and to other classroom disciplines. - Cooperatively share responsibilities and tasks. - Stay with the task in search of a solution. - Pursue science related leisure time activities. - Seek information about careers in science and technology. - Explain how science and technology can have both positive and negative effects on one's personal life. - Describe scientists as persons sensitive to normal human concerns. Manipulative Skills Students will be able to: -Identify and use safe procedures when doing science activities. -Choose and use appropriate equipment for and investigative task. -Manipulate scientific materials, equipment, and measurement tools using appropriate techniques. -Use computer simulations to learn about scientific concepts. Social Studies Goals: Life Christian students will be able to (1) understand basic social studies concepts; (2) gather and interpret information to solve problems, make decisions and plan solutions; (3) identify and exhibit the skills of a good citizen in a democracy; (4) identify basic tenets of citizenship and government; (5) define and apply basic geographic concepts; (6) explain how society uses its resources to meet the needs of its people; (7) understand the world involves interconnection and differences. Key Topics -Washington State History -Washington State Geography -Pacific Rim Countries Key Concepts -Interdependence -Intradependence Social Studies Concepts Students will be able to: -Learn all 50 states, in order as they came into the union. -Understand the traditions, arts, and ways of life of Native American tribes of the Pacific Northwest. -Summarize the significant events and people in territorial history of Washington. -List and describe major events in Washington State History. -Explain the contributions of Washington and its people to the development of democratic ideals. -Describe and evaluate the contributions of selected persons from Washington History. -Compare characteristics of regions of Washington used for farming, mining, manufacturing, forestry, fishing, and recreation. -Evaluate the significant events in the histories of several Pacific Rim countries. -Explain the importance of volcanoes, earthquakes, and plate tectonics in the geography of Pacific Rim countries. -Compare the diets of several Pacific Rim countries and identify the benefits to each population's health. -Assess the similarities and differences between Washington and Pacific Rim countries. -Describe the relationships Washington has with other Pacific Rim countries and evaluate these relationships over time. -Distinguish among political, social and economic changes in Washington and Pacific Rim countries. Information Acquisition Skills Students will be able to: - Classify categories of news broadcasts; gesture, editorial, and interview. - Identify value and limitations of television news. -Distinguish between local, state and Pacific Rim news stories. -Locate information using computerized catalogues. -Locate information using almanacs, atlases, encyclopedias, periodicals, and computers. -Create charts, graphs, and tables to present data. -Summarize information from several sources to identify problems, make decisions, and suggest solutions. -Make comparisons of different time periods in Washington state history. -Drawing from several sources, including multimedia, make inferences about how well economic, social and political needs of Washington people are being met. Participation In a Democratic Society Students will be able to: -Identify some ways Washington citizens can influence decisions made by local and state governments. -Describe problems and issues specific to the state and suggest solutions. -Summarize the process of a democratic election. -Participate in group activities, school and classroom elections. -identify examples of responsible citizenship and make inferences about consequences of irresponsible actions. -Follow a political campaign and identify the political party, platform, and important issues in local, state and national campaigns. Citizenship / Government Students will be able to: -Identify and distinguish the selection process and areas of responsibility among major governmental authorities at the local, county and state levels. -List services the state government provides for its people. -Describe rights of citizens. -Identify and state the significance of symbols associated with Washington's past and present. -List contributions of Washington and its people to the development of democratic ideals. Geography Concepts Students will be able to: -Define terms state, county, country, and continent. -Describe the location of Washington relative to neighboring states. -Locate Pacific Rim countries relative to the positions of continents and oceans. -Give the latitude and longitude of places in the state, country and world. -Describe the characteristics of oceans, sounds, bays, lakes, and river systems of Washington. -Use maps to locate the 5 geographic regions of Washington, with major bodies of water and mountains. -Locate major cities on maps. -Identify and describe physical characteristics of each region of Washington. -Compare characteristics of regions used for farming, mining, manufacturing, forestry, fishing, and recreation in Washington. -Trace the movement of people, goods, and ideas from one part of the state to another. -Identify physical regions that Washington shares with other states and Canada. Economic Development Students will be able to: - Identify major industries in Washington, describe current problems, and suggest solutions. -Compare ways of earning a living in Washington today and in the past. -Identify the natural resources of the state. -Trace historical changes in economic activity in Washington. -Identify Washington's limited resources and unlimited needs of the people. -Identify varied points of view relative to an economic issue important to Washington. Understand Our World Students will be able to: - Describe how current learning relates to work the student might do in the future. - Identify groups of people who have made contributions to the cultural diversity of Washington. -Identify and describe changes which have occurred over time in ways of living in Washington. -Explain some of the cultural differences found in Washington and their influence. -Use parents, relatives, adult friends, and neighbors to access career information. -Recognize the relationship between their own attitude toward school work and future attitudes toward work.
|
 |
 |