•
Use maps, charts, and pictures to describe how
communities in their state vary in land use,
vegetation, wildlife, climate, population density,
architecture, services, and transportation
•
Translate geographic data into a variety of
formats such as graphs and maps
•
Identify the early land and sea routes to their
states and European settlements in their states
noting especially the importance of geographic
features
•
Describe the mapping, geographic basis, and
economic factors in the placement of early
communities in their state
•
Explain how physical characteristics,
transportation routes, and climate influence the
variety of crops, products, and industries and
the general pattern of economic growth in their
state
Economics
•
Examine the economic patterns of early Native
American groups and European immigrants in
their state
•
Identify the economic motivation for European
exploration and settlement in their state
•
Compare and contrast how people in different
regions of their state earn a living, past and
present
•
Explain how geographic factors have influenced
the location of economic activity in their state
•
Analyze the effects of immigration, migration,
and limited resources on the economic growth
of their state
•
Identify natural resources, agricultural, and
technological products from their state
•
Examine how communities within the state meet
some of their needs through the purchase of
products from other states and countries around
the world
•
Understand the banking processes of saving,
withdrawing, and investing
Citizenship
•
Understand how individuals can participate in
civic affairs at a state and local level
•
Identify the importance of state historical figures
•
Explain how to contact elected and appointed
leaders in state and local governments
•
Identify leadership qualities of state and local
leaders, past and present
Government
•
Compare how groups have governed
themselves in the past (Native Americans,
European settlers, etc.)
•
Identify the purpose of the Declaration of
Independence and/or the state Constitution
•
Identify and explain the basic functions of the
three branches of state government
•
Describe the history of their state’s public
education system, including universities and
community colleges
•
Explain the meaning of selected state symbols
and landmarks
TECHNOLOGY
Basic Operations
•
Recognize and discuss telecommunications
terms/concepts (e.g., browser, keyword, URL,
hypertext, www)
•
Identify the function of common computing
devices (e.g., AUP/IUP)
•
Identify, discuss, and use the spreadsheet
terms/concepts (e.g., cell, column, row, values,
labels, graph, formula)
•
Create spreadsheets to perform calculations
using simple formulas
•
Use spreadsheets and graphs to organize,
calculate, and display data in content areas
•
As a class, identify, discuss, and use terms/
concepts of menu/toolbar (e.g., print preview,
page setup, spell check, thesaurus) in word
processing documents
•
Recognize, discuss, and use proper
keyboarding techniques
•
Type 15 WPM
•
Use word processing as a tool for writing,
editing, and publishing paragraphs, stories, and
assignments
63
Fourth Grade
Technology and Society
•
Recognize and discuss ways technology has
changed the lives of people
•
Recognize, discuss, and use responsible,
ethical, and safe behaviors when using
technology resources
•
Recognize that copyright laws protect creative
work of individuals/groups/companies by citing
sources
•
Explore and discuss occupations/careers that
use computers/technology tools
•
Recognize and discuss the importance of
citing sources of copyrighted materials in
documents
•
Recognize, discuss, and model responsible
and safe behavior using online resources as a
class/group/individual
Technology and Research
•
Recognize, discuss, and use multimedia terms/
concepts (e.g., navigation buttons, transitions,
links/hyperlinks, animation)
•
Recognize, discuss, and use Copyright and
Fair Use Guidelines in multimedia projects by
explaining selection and use of resources as a class
•
Recognize and discuss guidelines for media
(e.g., personal information, images, content,
language) to consider in developing multimedia
projects as a class/group
•
Recognize, discuss, and use rubrics to
evaluate elements (e.g., content, organization,
appropriateness of materials, citations) of
multimedia projects/products
Technology and Problem Solving
and Decision Making
•
Use published documents (e.g., letter, memo,
newspaper) to identify and discuss document
design and layout as a class
•
Identify and discuss the use of multimedia
tools to report content area information
•
Sort and search/filter a prepared content
area database for information and uses correct
terms/concepts to explain strategies used as a
class activity
•
Plan and use two criteria to search/filter
prepared databases to locate and organize
information for content assignments
•
Use databases to analyze and evaluate
information in content areas and cites sources
•
Locate, select, organize, and present
content area information from the Internet for a
specific purpose and audience, citing sources
•
Use a rubric as a guide to select and evaluate
digital resources and information for content
and usefulness in content area assignments as
a class
PE/WELLNESS
Physical Wellness
•
Understand health risks for age group
•
Identify a personal health goal
•
Understand how modeling of another’s
behavior can be used as a strategy to reaching a
personal health goal
•
Understand the benefits of bicycle helmets
•
Understand the importance of using caution
when entering or crossing a street or road
•
Understand the implications of swerving and
wrong-way riding on a bicycle
•
Understand first aid for choking victims,
including demonstrating the Heimlich maneuver
•
Analyze advertising for health related products
and describes the negative or positive benefit
of each
•
Understand social, emotional, physical, and
mental health risks associated with various
substances
•
Describe dependence that may result from
excessive use of medications
•
Understand examples of refusal skills in
response to persuasion
•
Understand signs and behaviors of substance use
Social/Emotional Wellness
•
Understand how personal behaviors meet
universal standards
•
Understand feelings of contentment,
enthusiasm, and confidence and identify
healthy ways to express those feelings
•
Understand feelings of disappointment,
64
Nobel Learning Curriculum Reference Guide
