Grade 4 TEKS 0819

revised August 2019

Texas Essential Knowledge and Skills for Grade 4

§110.6. English Language Arts and Reading

§111.6. Mathematics

§112.15. Science

§113.15. Social Studies

§114.4. Languages Other Than English

§115.6. Health Education

§116.6. Physical Education

§117.114. Art

§117.115. Music

§117.116. Theatre

§126.7. Technology Applications

§110.6. English Language Arts and Reading, Grade 4, Adopted 2017.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody

the interconnected nature of listening, speaking, reading, writing, and thinking through the seven

integrated strands of developing and sustaining foundational language skills; comprehension;

response; multiple genres; author's purpose and craft; composition; and inquiry and research. The

strands focus on academic oracy (proficiency in oral expression and comprehension), authentic

reading, and reflective writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills with increased complexity

and nuance in order to think critically and adapt to the ever-evolving nature of language and

literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are

intended to be integrated for instructional purposes and are recursive in nature. Strands include

the four domains of language (listening, speaking, reading, writing) and their application in order

to accelerate the acquisition of language skills so that students develop high levels of social and

academic language proficiency. Although some strands may require more instructional time, each

strand is of equal value, may be presented in any order, and should be integrated throughout the

year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills.

Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided.

Additionally, students should engage in academic conversations, write, read, and be read to on a

daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures,

nuanced text features, cognitively demanding content, and subtle relationships among ideas

(Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and

knowledge are obtained in each of the seven strands, students will continue to apply earlier

standards with greater depth to increasingly complex texts in multiple genres as they become self-

directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

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comprehensible input. ELLs can and should be encouraged to use knowledge of their first

language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student's first language is important to

ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition

with quality content area education in order to ensure that ELLs acquire social and academic

language proficiency in English, learn the knowledge and skills, and reach their full academic

potential. Instruction must be linguistically accommodated in accordance with the English

Language Proficiency Standards (ELPS) and the student's English language proficiency levels to

ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further

understanding of second language acquisition needs, refer to the ELPS and proficiency-level

descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be

maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and

proficient speakers in science, social studies, mathematics, fine arts, language arts and reading,

and career and technical education, they must have multiple opportunities to practice and apply

the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking--oral language. The student develops oral language through listening, speaking, and

discussion. The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and make pertinent

comments;

(B) follow, restate, and give oral instructions that involve a series of related sequences of

action;

rate, volume, enunciation, and the conventions of language to communicate ideas

effectively; and

(D) work collaboratively with others to develop a plan of shared responsibilities.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--beginning reading and writing. The student develops word structure knowledge through

phonological awareness, print concepts, phonics, and morphology to communicate, decode, and

spell. The student is expected to:

(A) demonstrate and apply phonetic knowledge by:

(i) decoding words with specific orthographic patterns and rules, including regular

and irregular plurals;

(ii) decoding multisyllabic words with closed syllables; open syllables; VCe

syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables;

and final stable syllables;

(iii) decoding words using advanced knowledge of syllable division patterns such as

VV;

(iv) decoding words using knowledge of prefixes;

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(v) decoding words using knowledge of suffixes, including how they can change

base words such as dropping e, changing y to i, and doubling final consonants;

and

(vi) identifying and reading high-frequency words from a research-based list;

(B) demonstrate and apply spelling knowledge by:

(i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables;

vowel teams, including digraphs and diphthongs; r-controlled syllables; and final

stable syllables;

(ii) spelling homophones;

(iii) spelling multisyllabic words with multiple sound-spelling patterns;

(iv) spelling words using advanced knowledge of syllable division patterns;

(v) spelling words using knowledge of prefixes; and

(vi) spelling words using knowledge of suffixes, including how they can change base

words such as dropping e, changing y to i, and doubling final consonants; and

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is

expected to:

(A) use print or digital resources to determine meaning, syllabication, and pronunciation;

(B) use context within and beyond a sentence to determine the relevant meaning of

unfamiliar words or multiple-meaning words;

ity/ty and roots such as auto, graph, and meter; and

(D) identify, use, and explain the meaning of homophones such as reign/rain.

(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--fluency. The student reads grade-level text with fluency and comprehension. The

student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-

level text.

(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--self-sustained reading. The student reads grade-appropriate texts independently. The

student is expected to self-select text and read independently for a sustained period of time.

(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly

complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding

and gain information;

structures;

(D) create mental images to deepen understanding;

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(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background

knowledge, asking questions, and annotating when understanding breaks down.

(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The

student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing and

contrasting ideas across a variety of sources;

(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or

illustrating;

(F) respond using newly acquired vocabulary as appropriate; and

(G) discuss specific ideas in the text that are important to the meaning.

(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary

elements. The student recognizes and analyzes literary elements within and across increasingly

complex traditional, contemporary, classical, and diverse literary texts. The student is expected

to:

(A) infer basic themes supported by text evidence;

(B) explain the interactions of the characters and the changes they undergo;

and

(D) explain the influence of the setting, including historical and cultural settings, on the plot.

(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes

within and across increasingly complex traditional, contemporary, classical, and diverse texts.

The student is expected to:

(A) demonstrate knowledge of distinguishing characteristics of well-known children's

literature such as folktales, fables, legends, myths, and tall tales;

(B) explain figurative language such as simile, metaphor, and personification that the poet

uses to create images;

(D) recognize characteristics and structures of informational text, including:

(i) the central idea with supporting evidence;

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(ii) features such as pronunciation guides and diagrams to support understanding;

and

(iii) organizational patterns such as compare and contrast;

(E) recognize characteristics and structures of argumentative text by:

(i) identifying the claim;

(ii) explaining how the author has used facts for an argument; and

(iii) identifying the intended audience or reader; and

(F) recognize characteristics of multimodal and digital texts.

(10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple

texts. The student uses critical inquiry to analyze the authors' choices and how they influence and

communicate meaning within a variety of texts. The student analyzes and applies author's craft

purposefully in order to develop his or her own products and performances. The student is

expected to:

(A) explain the author's purpose and message within a text;

(B) explain how the use of text structure contributes to the author's purpose;

(D) describe how the author's use of imagery, literal and figurative language such as simile

and metaphor, and sound devices such as alliteration and assonance achieves specific

purposes;

(E) identify and understand the use of literary devices, including first- or third-person point

of view;

(F) discuss how the author's use of language contributes to voice; and

(G) identify and explain the use of anecdote.

(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing

process. The student uses the writing process recursively to compose multiple texts that are

legible and uses appropriate conventions. The student is expected to:

(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a

range of strategies such as brainstorming, freewriting, and mapping;

(B) develop drafts into a focused, structured, and coherent piece of writing by:

(i) organizing with purposeful structure, including an introduction, transitions, and a

conclusion; and

(ii) developing an engaging idea with relevant details;

combining, and rearranging ideas for coherence and clarity;

(D) edit drafts using standard English conventions, including:

(i) complete simple and compound sentences with subject-verb agreement and

avoidance of splices, run-ons, and fragments;

(ii) past tense of irregular verbs;

(iii) singular, plural, common, and proper nouns;

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(iv) adjectives, including their comparative and superlative forms;

(v) adverbs that convey frequency and adverbs that convey degree;

(vi) prepositions and prepositional phrases;

(vii) pronouns, including reflexive;

(viii) coordinating conjunctions to form compound subjects, predicates, and sentences;

(ix) capitalization of historical periods, events, and documents; titles of books; stories

and essays; and languages, races, and nationalities;

(x) punctuation marks, including apostrophes in possessives, commas in compound

sentences, and quotation marks in dialogue; and

(xi) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words; and

(E) publish written work for appropriate audiences.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The

student uses genre characteristics and craft to compose multiple texts that are meaningful. The

student is expected to:

(A) compose literary texts such as personal narratives and poetry using genre characteristics

and craft;

(B) compose informational texts, including brief compositions that convey information about

a topic, using a clear central idea and genre characteristics and craft;

craft; and

(D) compose correspondence that requests information.

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The

student engages in both short-term and sustained recursive inquiry processes for a variety of

purposes. The student is expected to:

(A) generate and clarify questions on a topic for formal and informal inquiry;

(B) develop and follow a research plan with adult assistance;

(D) identify primary and secondary sources;

(E) demonstrate understanding of information gathered;

(F) recognize the difference between paraphrasing and plagiarism when using source

materials;

(G) develop a bibliography; and

(H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.

§111.6. Mathematics, Grade 4, Adopted 2012.

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(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By

embedding statistics, probability, and finance, while focusing on computational thinking,

mathematical fluency, and solid understanding, Texas will lead the way in mathematics education

and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The

placement of the process standards at the beginning of the knowledge and skills listed for each

grade and course is intentional. The process standards weave the other knowledge and skills

together so that students may be successful problem solvers and use mathematics efficiently and

effectively in daily life. The process standards are integrated at every grade level and course.

When possible, students will apply mathematics to problems arising in everyday life, society, and

the workplace. Students will use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution. Students will

select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and

technology and techniques such as mental math, estimation, number sense, and generalization and

abstraction to solve problems. Students will effectively communicate mathematical ideas,

reasoning, and their implications using multiple representations such as symbols, diagrams,

graphs, computer programs, and language. Students will use mathematical relationships to

generate solutions and make connections and predictions. Students will analyze mathematical

relationships to connect and communicate mathematical ideas. Students will display, explain, or

justify mathematical ideas and arguments using precise mathematical language in written or oral

communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.

The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in

carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop

procedural fluency, they must also realize that true problem solving may take time, effort, and

perseverance. Students in Grade 4 are expected to perform their work without the use of

calculators.

(4) The primary focal areas in Grade 4 are use of operations, fractions, and decimals and describing

and analyzing geometry and measurement. These focal areas are supported throughout the

mathematical strands of number and operations, algebraic reasoning, geometry and measurement,

and data analysis. In Grades 3-5, the number set is limited to positive rational numbers. In

number and operations, students will apply place value and represent points on a number line that

correspond to a given fraction or terminating decimal. In algebraic reasoning, students will

represent and solve multi-step problems involving the four operations with whole numbers with

expressions and equations and generate and analyze patterns. In geometry and measurement,

students will classify two-dimensional figures, measure angles, and convert units of measure. In

data analysis, students will represent and interpret data.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

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(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating

a plan or strategy, determining a solution, justifying the solution, and evaluating the

problem-solving process and the reasonableness of the solution;

appropriate, and techniques, including mental math, estimation, and number sense as

appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.

(2) Number and operations. The student applies mathematical process standards to represent,

compare, and order whole numbers and decimals and understand relationships related to place

value. The student is expected to:

(A) interpret the value of each place-value position as 10 times the position to the right and as

one-tenth of the value of the place to its left;

(B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to

the hundredths using expanded notation and numerals;

symbols >, <, or =;

(D) round whole numbers to a given place value through the hundred thousands place;

(E) represent decimals, including tenths and hundredths, using concrete and visual models

and money;

(F) compare and order decimals using concrete and visual models to the hundredths;

(G) relate decimals to fractions that name tenths and hundredths; and

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(H) determine the corresponding decimal to the tenths or hundredths place of a specified

point on a number line.

(3) Number and operations. The student applies mathematical process standards to represent and

generate fractions to solve problems. The student is expected to:

(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b

> 0, including when a > b;

(B) decompose a fraction in more than one way into a sum of fractions with the same

denominator using concrete and pictorial models and recording results with symbolic

representations;

(D) compare two fractions with different numerators and different denominators and

represent the comparison using the symbols >, =, or <;

(E) represent and solve addition and subtraction of fractions with equal denominators using

objects and pictorial models that build to the number line and properties of operations;

(F) evaluate the reasonableness of sums and differences of fractions using benchmark

fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and

(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a

number line.

(4) Number and operations. The student applies mathematical process standards to develop and use

strategies and methods for whole number computations and decimal sums and differences in

order to solve problems with efficiency and accuracy. The student is expected to:

(A) add and subtract whole numbers and decimals to the hundredths place using the standard

algorithm;

(B) determine products of a number and 10 or 100 using properties of operations and place

value understandings;

including perfect squares through 15 by 15;

(D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-

digit number by a one-digit number and to multiply a two-digit number by a two-digit

number. Strategies may include mental math, partial products, and the commutative,

associative, and distributive properties;

(E) represent the quotient of up to a four-digit whole number divided by a one-digit whole

number using arrays, area models, or equations;

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(F) use strategies and algorithms, including the standard algorithm, to divide up to a four-

digit dividend by a one-digit divisor;

(G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions

involving whole numbers; and

(H) solve with fluency one- and two-step problems involving multiplication and division,

including interpreting remainders.

(5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of

expressions and equations. The student is expected to:

(A) represent multi-step problems involving the four operations with whole numbers using

strip diagrams and equations with a letter standing for the unknown quantity;

(B) represent problems using an input-output table and numerical expressions to generate a

number pattern that follows a given rule representing the relationship of the values in the

resulting sequence and their position in the sequence;

+ 2w), including the special form for perimeter of a square (4s) and the area of a

rectangle (l x w); and

(D) solve problems related to perimeter and area of rectangles where dimensions are whole

numbers.

(6) Geometry and measurement. The student applies mathematical process standards to analyze

geometric attributes in order to develop generalizations about their properties. The student is

expected to:

(A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional

figure;

(D) classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines or the presence or absence of angles of a specified size.

(7) Geometry and measurement. The student applies mathematical process standards to solve

problems involving angles less than or equal to 180 degrees. The student is expected to:

(A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of

the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole

numbers;

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(B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one

degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's

vertex has a measure of n degrees. Angle measures are limited to whole numbers;

using a protractor;

(D) draw an angle with a given measure; and

(E) determine the measure of an unknown angle formed by two non-overlapping adjacent

angles given one or both angle measures.

(8) Geometry and measurement. The student applies mathematical process standards to select

appropriate customary and metric units, strategies, and tools to solve problems involving

measurement. The student is expected to:

(A) identify relative sizes of measurement units within the customary and metric systems;

(B) convert measurements within the same measurement system, customary or metric, from a

smaller unit into a larger unit or a larger unit into a smaller unit when given other

equivalent measures represented in a table; and

mass, and money using addition, subtraction, multiplication, or division as appropriate..

(9) Data analysis. The student applies mathematical process standards to solve problems by

collecting, organizing, displaying, and interpreting data. The student is expected to:

(A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole

numbers and fractions; and

(B) solve one- and two-step problems using data in whole number, decimal, and fraction

form in a frequency table, dot plot, or stem-and-leaf plot.

(10) Personal financial literacy. The student applies mathematical process standards to manage one's

financial resources effectively for lifetime financial security. The student is expected to:

(A) distinguish between fixed and variable expenses;

(B) calculate profit in a given situation;

(D) describe how to allocate a weekly allowance among spending; saving, including for

college; and sharing; and

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(E) describe the basic purpose of financial institutions, including keeping money safe,

borrowing money, and lending.

§112.15. Science, Grade 4, Adopted 2017.

(a) Introduction.

(1) In Grade 4, investigations are used to learn about the natural world. Students should understand

that certain types of questions can be answered by investigations and that methods, models, and

conclusions built from these investigations change as new observations are made. Models of

objects and events are tools for understanding the natural world and can show how systems work.

They have limitations and, based on new discoveries, are constantly being modified to more

closely reflect the natural world.

(A) Within the physical environment, students know about the physical properties of matter

including mass, volume, states of matter, temperature, magnetism, and the ability to sink

or float. Students will differentiate among forms of energy including mechanical, light,

sound, and thermal energy. Students will explore electrical circuits and design descriptive

investigations to explore the effect of force on objects.

(B) Within the natural environment, students know that earth materials have properties that

are constantly changing due to Earth's forces. The students learn that the natural world

consists of resources, including renewable and nonrenewable, and their responsibility to

conserve our natural resources for future generations. They will also explore Sun, Earth,

and Moon relationships. The students will recognize that our major source of energy is

the Sun.

within an ecosystem interact with one another and with their environment. The students

will recognize that plants and animals have basic needs, and they are met through a flow

of energy known as food webs. Students will explore how all living organisms go

through a life cycle and have structures that enable organisms to survive in their

ecosystem.

(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process."

(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend

disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(4) The study of elementary science includes planning and safely implementing classroom and

outdoor investigations using scientific processes, including inquiry methods, analyzing

information, making informed decisions, and using tools to collect and record information, while

addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.

Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of

instructional time.

(5) Statements containing the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

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(1) Scientific investigation and reasoning. The student conducts classroom and outdoor

investigations, following home and school safety procedures and environmentally appropriate and

ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in Texas

Education Agency-approved safety standards during classroom and outdoor

investigations using safety equipment, including safety goggles or chemical splash

goggles, as appropriate, and gloves, as appropriate; and

(B) make informed choices in the use and conservation of natural resources and reusing and

recycling of materials such as paper, aluminum, glass, cans, and plastic.

(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and

outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking well defined questions,

making inferences, and selecting and using appropriate equipment or technology to

answer his/her questions;

(B) collect and record data by observing and measuring, using the metric system, and using

descriptive words and numerals such as labeled drawings, writing, and concept maps;

to organize, examine, and evaluate data;

(D) analyze data and interpret patterns to construct reasonable explanations from data that can

be observed and measured;

(E) perform repeated investigations to increase the reliability of results; and

(F) communicate valid oral and written results supported by data.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem

solving to make informed decisions. The student is expected to:

(A) analyze, evaluate, and critique scientific explanations by using evidence, logical

reasoning, and experimental and observational testing;

(B) represent the natural world using models such as the water cycle and stream tables and

identify their limitations, including accuracy and size; and

careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials,

equipment, and models to conduct science inquiry. The student is expected to

collect, record, and analyze information using tools, including calculators, microscopes,

cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring

scales, balances, graduated cylinders, beakers, hot plates, meter sticks, magnets,

collecting nets, and notebooks; timing devices; and materials to support observation of

habitats of organisms such as terrariums and aquariums.

(5) Matter and energy. The student knows that matter has measurable physical properties and those

properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, compare, and contrast physical properties of matter, including mass, volume,

states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; and

(B) compare and contrast a variety of mixtures, including solutions.

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(6) Force, motion, and energy. The student knows that energy exists in many forms and can be

observed in cycles, patterns, and systems. The student is expected to:

(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and

thermal;

(B) differentiate between conductors and insulators of thermal and electrical energy;

(D) design a descriptive investigation to explore the effect of force on an object such as a

push or a pull, gravity, friction, or magnetism.

(7) Earth and space. The students know that Earth consists of useful resources and its surface is

constantly changing. The student is expected to:

(A) examine properties of soils, including color and texture, capacity to retain water, and

ability to support the growth of plants;

(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and

deposition from water, wind, and ice; and

animals, and nonrenewable resources, including coal, oil, and natural gas, and the

importance of conservation.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and

among the Sun, Earth, and Moon system. The student is expected to:

(A) measure, record, and predict changes in weather;

(B) describe and illustrate the continuous movement of water above and on the surface of

Earth through the water cycle and explain the role of the Sun as a major source of energy

in this process; and

seasons, and the observable appearance of the Moon over time.

(9) Organisms and environments. The student knows and understands that living organisms within an

ecosystem interact with one another and with their environment. The student is expected to:

(A) investigate that most producers need sunlight, water, and carbon dioxide to make their

own food, while consumers are dependent on other organisms for food; and

(B) describe the flow of energy through food webs, beginning with the Sun, and predict how

changes in the ecosystem affect the food web.

(10) Organisms and environments. The student knows that organisms undergo similar life processes

and have structures and behaviors that help them survive within their environment. The student is

expected to:

(A) explore how structures and functions enable organisms to survive in their environment;

(B) explore and describe examples of traits that are inherited from parents to offspring such

as eye color and shapes of leaves and behaviors that are learned such as reading a book

and a wolf pack teaching their pups to hunt effectively; and

radishes, or lima beans.

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§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.

(a) Introduction.

(1) In Grade 4, students examine the history of Texas from the early beginnings to the present within

the context of influences of North America. Historical content focuses on Texas history,

including the Texas Revolution, establishment of the Republic of Texas, and subsequent

annexation to the United States. Students discuss important issues, events, and individuals of the

19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North

America resulting from human activity and from physical features. The location, distribution, and

patterns of economic activities and settlement in Texas further enhance the concept of regions.

Students describe how early American Indians in Texas and North America met their basic

economic needs. Students identify motivations for European exploration and colonization and

reasons for the establishment of Spanish settlements and missions. Students explain how

American Indians governed themselves and identify characteristics of Spanish colonial and

Mexican governments in Texas. Students recite and explain the meaning of the Pledge to the

Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious

groups to Texas and describe the impact of science and technology on life in the state. Students

use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and

make generalizations and predictions.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary

and secondary source material such as documents, biographies, novels, speeches, letters, poetry,

songs, and artworks is encouraged. Where appropriate, local topics should be included.

Motivating resources are available from museums, historical sites, presidential libraries, and local

and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be

integrated for instructional purposes. Skills listed in the social studies skills strand in subsection

(b) of this section should be incorporated into the teaching of all essential knowledge and skills

for social studies. A greater depth of understanding of complex content material can be attained

when integrated social studies content from the various disciplines and critical-thinking skills are

taught together. Statements that contain the word "including" reference content that must be

mastered, while those containing the phrase "such as" are intended as possible illustrative

examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course

and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;

geography; economics; government; citizenship; culture; science, technology, and society; and

social studies skills. The content, as appropriate for the grade level or course, enables students to

understand the importance of patriotism, function in a free enterprise society, and appreciate the

basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),

§28.002(h).

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(6) Students understand that a constitutional republic is a representative form of government whose

representatives derive their authority from the consent of the governed, serve for an established

tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate

Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided

under the TEC, §29.907, or during another full school week as determined by the board

of trustees of a school district, appropriate instruction concerning the intent, meaning, and

importance of the Declaration of Independence and the U.S. Constitution, including the

Bill of Rights, in their historical contexts. The study of the Declaration of Independence

must include the study of the relationship of the ideas expressed in that document to

subsequent American history, including the relationship of its ideas to the rich diversity

of our people as a nation of immigrants, the American Revolution, the formulation of the

U.S. Constitution, and the abolitionist movement, which led to the Emancipation

Proclamation and the women's suffrage movement.

(B) Each school district shall require that, during Celebrate Freedom Week or other week of

instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12

study and recite the following text: "We hold these Truths to be self-evident, that all Men

are created equal, that they are endowed by their Creator with certain unalienable Rights,

that among these are Life, Liberty and the Pursuit of Happiness--That to secure these

Rights, Governments are instituted among Men, deriving their just Powers from the

Consent of the Governed."

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal

governments have either met or failed to meet the ideals espoused in the founding documents.

(b) Knowledge and skills.

(1) History. The student understands the origins, similarities, and differences of American Indian

groups in Texas and North America before European exploration. The student is expected to:

(A) explain the possible origins of American Indian groups in Texas and North America;

(B) identify American Indian groups in Texas and North America before European

exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;

groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and

Kickapoo; and

(D) compare the ways of life of American Indian groups in Texas and North America before

European exploration.

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(2) History. The student understands the causes and effects of European exploration and colonization

of Texas and North America. The student is expected to:

(A) summarize motivations for European exploration and settlement of Texas, including

economic opportunity, competition, and the desire for expansion;

(B) identify the accomplishments and explain the impact of significant explorers, including

Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the

settlement of Texas;

in Texas as well as important individuals such as José de Escandón;

(D) identify Texas' role in the Mexican War of Independence and the war's impact on the

development of Texas; and

(E) identify the accomplishments and explain the economic motivations and impact of

significant empresarios, including Stephen F. Austin and Martín de León, on the

settlement of Texas.

(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas,

and the annexation of Texas to the United States. The student is expected to:

(A) analyze the causes, major events, and effects of the Texas Revolution, including the

Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and

the Battle of San Jacinto;

(B) summarize the significant contributions of individuals such as Texians William B. Travis,

James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan

Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco

Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants

Susanna Dickinson and Enrique Esparza;

Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;

(D) describe the successes, problems, and organizations of the Republic of Texas such as the

establishment of a constitution, economic struggles, relations with American Indians, and

the Texas Rangers; and

(E) explain the events that led to the annexation of Texas to the United States, including the

impact of the U.S.-Mexican War.

(4) History. The student understands the political, economic, and social changes in Texas during the

last half of the 19th century. The student is expected to:

(A) describe the impact of the Civil War and Reconstruction on Texas;

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(B) explain the growth, development, and impact of the cattle industry, including

contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;

industries; and

(D) examine the effects upon American Indian life resulting from changes in Texas, including

the Red River War, building of U.S. forts and railroads, and loss of buffalo.

(5) History. The student understands important issues, events, and individuals of the 20th century in

Texas. The student is expected to:

(A) identify the impact of various issues and events on life in Texas such as urbanization,

increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II;

(B) explain the development and impact of the oil and gas industry upon industrialization and

urbanization in Texas, including important places and people such as Spindletop and

Pattillo Higgins; and

Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr.,

and other local notable individuals.

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student

is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass

roses, to construct and interpret maps; and

(B) translate geographic data, population distribution, and natural resources into a variety of

formats such as graphs and maps.

(7) Geography. The student understands the concept of regions. The student is expected to:

(A) describe a variety of regions in Texas and the United States such as political, population,

and economic regions that result from patterns of human activity;

(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins,

Great Plains, North Central Plains, Coastal Plains), including their landforms, climate,

and vegetation; and

Central Plains, Coastal Plains) with regions of the United States and other parts of the

world.

(8) Geography. The student understands the location and patterns of settlement and the geographic

factors that influence where people live. The student is expected to:

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(A) identify and explain clusters and patterns of settlement in Texas at different time periods

such as prior to the Texas Revolution, after the building of the railroads, and following

World War II;

(B) describe and explain the location and distribution of various towns and cities in Texas,

past and present; and

settlement and the distribution of population in Texas, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The

student is expected to:

(A) describe ways people have adapted to and modified their environment in Texas, past and

present, such as timber clearing, agricultural production, wetlands drainage, energy

production, and construction of dams;

(B) identify reasons why people have adapted to and modified their environment in Texas,

past and present, such as the use of natural resources to meet basic needs, facilitate

transportation, and enhance recreational activities; and

environment in Texas, past and present, both governmental and private, such as economic

development and the impact on habitats and wildlife as well as air and water quality.

(10) Economics. The student understands the basic economic activities of early societies in Texas and

North America. The student is expected to:

(A) explain the economic activities various early American Indian groups in Texas and North

America used to meet their needs and wants such as farming, trading, and hunting; and

(B) explain the economic activities early immigrants to Texas used to meet their needs and

wants.

(11) Economics. The student understands the characteristics and benefits of the free enterprise system

in Texas. The student is expected to:

(A) describe the development of the free enterprise system in Texas;

(B) describe how the free enterprise system works, including supply and demand; and

opportunity.

(12) Economics. The student understands patterns of work and economic activities in Texas. The

student is expected to:

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(A) explain how people in different regions of Texas earn their living, past and present,

through a subsistence economy and providing goods and services;

(B) explain how geographic factors such as climate, transportation, and natural resources

have influenced the location of economic activities in Texas;

economic development and growth of Texas;

(D) describe the impact of mass production, specialization, and division of labor on the

economic growth of Texas;

(E) explain how developments in transportation and communication have influenced

economic activities in Texas; and

(F) explain the impact of American ideas about progress and equality of opportunity on the

economic development and growth of Texas.

(13) Economics. The student understands how Texas, the United States, and other parts of the world

are economically interdependent. The student is expected to:

(A) identify ways in which technological changes in areas such as transportation and

communication have resulted in increased interdependence among Texas, the United

States, and the world;

(B) identify oil and gas, agricultural, and technological products of Texas that are purchased

to meet needs in the United States and around the world; and

United States and the rest of the world.

(14) Government. The student understands how people organized governments in different ways

during the early development of Texas. The student is expected to:

(A) compare how various American Indian groups such as the Caddo and the Comanche

governed themselves; and

(B) identify and compare characteristics of the Spanish colonial government and the early

Mexican governments and their influence on inhabitants of Texas.

(15) Government. The student understands important ideas in historical documents of Texas and the

United States. The student is expected to:

(A) identify the purposes and explain the importance of the Texas Declaration of

Independence, the Texas Constitution, and other documents such as the Meusebach-

Comanche Treaty;

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(B) identify and explain the basic functions of the three branches of government according to

the Texas Constitution; and

Constitution, and the Bill of Rights (Celebrate Freedom Week).

(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The

student is expected to:

(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the

six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various

missions;

(B) sing or recite "Texas, Our Texas";

(D) describe the origins and significance of state celebrations such as Texas Independence

Day and Juneteenth.

(17) Citizenship. The student understands the importance of active individual participation in the

democratic process. The student is expected to:

(A) identify important individuals who have participated voluntarily in civic affairs at state

and local levels such as Adina de Zavala and Clara Driscoll;

(B) explain how individuals can participate voluntarily in civic affairs at state and local levels

through activities such as holding public officials to their word, writing letters, and

participating in historic preservation and service projects;

voting;

(D) identify the importance of historical figures and important individuals who modeled

active participation in the democratic process such as Sam Houston, Barbara Jordan,

Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III,

Wallace Jefferson, and other local individuals; and

(E) explain how to contact elected and appointed leaders in state and local governments.

(18) Citizenship. The student understands the importance of effective leadership in a constitutional

republic. The student is expected to:

(A) identify leaders in state, local, and national governments, including the governor, local

members of the Texas Legislature, the local mayor, U.S. senators, local U.S.

representatives, and Texans who have been president of the United States; and

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(B) identify leadership qualities of state and local leaders, past and present.

(19) Culture. The student understands the contributions of people of various racial, ethnic, and

religious groups to Texas. The student is expected to:

(A) identify the similarities and differences among various racial, ethnic, and religious groups

in Texas;

(B) identify customs, celebrations, and traditions of various cultural, regional, and local

groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta

San Antonio; and

the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb

Bledsoe.

(20) Science, technology, and society. The student understands the impact of science and technology

on life in Texas. The student is expected to:

(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael

DeBakey, and Millie Hughes-Fulford and their contributions;

(B) describe how scientific discoveries and innovations such as in aerospace, agriculture,

energy, and technology have benefited individuals, businesses, and society in Texas; and

in Texas.

(21) Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected

to:

(A) differentiate between, locate, and use valid primary and secondary sources such as

computer software; interviews; biographies; oral, print, and visual material; documents;

and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, finding the main idea, summarizing, making

generalizations and predictions, and drawing inferences and conclusions;

graphs, charts, timelines, and maps;

(D) identify different points of view about an issue, topic, historical event, or current event;

and

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(E) use appropriate mathematical skills to interpret social studies information such as maps

and graphs.

(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(D) create written and visual material such as journal entries, reports, graphic organizers,

outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.

(23) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and

evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather

information, identify options, predict consequences, and take action to implement a

decision.

§114.4. Languages Other Than English, Elementary, Adopted 2014.

(a) According to the National Standards for Foreign Language Learning, advanced level language proficiency is

necessary for college and career readiness. To that end, students should have uninterrupted, consistent access to

early standards-based learning experiences in languages other than English. School districts are strongly

encouraged to offer languages other than English in the elementary grades in immersion or Foreign Language in

Elementary Schools (FLES) settings with consistent and frequent exposure. For districts that offer languages in

elementary school, the expected student outcomes are the same as those designated at levels I-IV in Subchapter C

of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).

(b) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce

the traditional schedule when careful consideration is given to the instructional time available on a campus and

the language ability, access to programs, and motivation of students.

§115.6. Health Education, Grade 4.

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(a) Introduction.

(1) In health education, students acquire the health information and skills necessary to become

healthy adults and learn about behaviors in which they should and should not participate. To

achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health.

(2) In addition to learning age-specific health information on a variety of health topics, students in

Grade 4 learn how their behaviors affect their body systems. Students are taught the

consequences of unsafe behaviors, and how to protect themselves from harm. Students also learn

the value and use of social skills in dealing with peer pressure, communicating effectively, and

assisting in forming healthy social relationships.

(b) Knowledge and skills.

(1) Health information. The student recognizes ways to enhance and maintain health throughout the

life span. The student is expected to:

(A) identify the benefits of six major nutrients contained in foods;

(B) identify information on menus and food labels;

(D) explain the physical, mental, and social benefits of fitness;

(E) explain how sleep affects academic performance; and

(F) identify the importance of taking personal responsibility for developing and maintaining

a personal health plan such as fitness, nutrition, stress management, and personal safety.

(2) Health information. The student recognizes the basic structures and functions of the human body

and how they relate to personal health throughout the life span. The student is expected to:

(A) describe how health behaviors affect body systems; and

(B) describe the basic function of major body systems such as the circulatory and digestive

systems.

(3) Health information. The student knows how to access health information. The student is expected

to:

(A) identify characteristics of health information; and

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(B) describe the importance of accessing health information through a variety of health

resources.

(4) Health behaviors. The student understands and engages in behaviors that reduce health risks

throughout the life span. The student is expected to:

(A) identify the use and abuse of prescription and non-prescription medication such as over-

the-counter;

(B) explain the similarities of and the differences between medications and street

drugs/substances;

substances such as physical, mental, social, and legal consequences;

(D) identify ways to avoid drugs and list alternatives for the use of drugs and other

substances;

(E) explain how to develop a home-safety and emergency response plan such as fire safety;

(F) identify strategies for avoiding deliberate and accidental injuries such as gang violence

and accidents at school and home; and

(G) identify types of abuse such as physical, emotional, and sexual and know ways to seek

help from a parent and/or trusted adult.

(5) Health behavior. The student comprehends and practices behaviors that prevent disease and speed

recovery from illness. The student is expected to:

(A) set personal-health goals for preventing illness;

(B) identify different pathogens and explain how the body protects itself from pathogens such

as viruses, bacteria, and fungi;

behaviors; and

(D) distinguish between communicable and noncommunicable diseases.

(6) Influencing factors. The student comprehends factors that influence individual, family, and

community health. The student is expected to:

(A) identify similarities in which healthy environments can be promoted in homes, schools,

and communities; and

(B) explain the importance of a community environmental health plan.

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(7) Influencing factors. The student comprehends ways in which the media and technology can

influence individual and community health. The student is expected to:

(A) explain how the media can influence health behaviors; and

(B) describe ways technology can influence health.

(8) Personal/interpersonal skills. The student understands how relationships can positively and

negatively influence individual and community health. The student is expected to:

(A) explain the influence of peer pressure on an individual's social and emotional health; and

(B) describe the importance of being a positive role model for health.

(9) Personal/interpersonal skills. The student uses social skills for building and maintaining healthy

relationships throughout the life span. The student is expected to:

(A) describe the qualities of a good friend;

(B) explain steps in conflict resolution;

and the media should be resisted;

(D) demonstrate healthy ways of gaining attention;

(E) identify critical issues that should be discussed with parents/trusted adults such as

puberty, harassment, and emotions;

(F) analyze strengths and weaknesses in personal communication skills;

(G) identify positive and negative characteristics of social groups such as gangs, clubs, and

cliques; and

(H) demonstrate refusal skills.

(10) Personal/interpersonal skills. The student explains healthy ways to communicate consideration

and respect for self, family, friends, and others. The student is expected to:

(A) demonstrate consideration when communicating with individuals who communicate in

unique ways such as someone having a speech defect, someone not speaking English, or

someone being deaf;

(B) describe healthy ways of responding to disrespectful behavior; and

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appropriately and how they affect thoughts and behaviors.

(11) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-

setting, and problem-solving skills for making health-promoting decisions. The student is

expected to:

(A) explain the importance of seeking guidance from parents and other trusted adults in

making healthy decisions and solving problems;

(B) explain the advantages of setting short and long-term goals;

(D) explain the dangers of yielding to peer pressures by assessing risks/consequences; and

(E) describe steps in decision making and problem solving.

(12) Bullying prevention. The student uses social skills for building and maintaining respectful

relationships throughout the life span. The student is expected to:

(A) describe the characteristics of a bully;

(B) demonstrate appropriate ways to deal with disrespectful behavior;

(D) describe the negative impact bullying has on both the victim and the bully; and

(E) demonstrate consideration when interacting with individuals who communicate in unique

ways such as someone who has a speech impediment, someone who does not speak

English, or someone who has an exceptionally high vocabulary.

§116.6. Physical Education, Grade 4.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the

foundation for enjoyment, continued social development through physical activity, and access to

a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the

relationship between physical activity and health throughout the lifespan.

(2) Fourth grade students learn to identify the components of health-related fitness. Students combine

locomotor and manipulative skills in dynamic situations with body control. Students begin to

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identify sources of health fitness information and continue to learn about appropriate clothing and

safety precautions in exercise settings.

(b) Knowledge and skills.

(1) Movement. The student demonstrates competency in fundamental movement patterns and

proficiency in a few specialized movement forms. The student is expected to:

(A) demonstrate changes in speed during straight, curved, and zig zag pathways in dynamic

situations;

(B) catch an object while traveling such as catch a football pass on the run;

sequences;

(D) jump and land for height and distance using key elements for creating and absorbing

force such as bending knees, swinging arms, and extending;

(E) perform sequences that include traveling, showing good body control combined with

stationary balances on various body parts;

(F) demonstrate body control in jumping and landing such as land on feet, bend knees, and

absorb force;

(G) transfer weight along and over equipment with good body control;

(H) create a movement sequence with a beginning, middle, and end;

(I) perform basic folk dance steps such as grapevine, schottische, and step-together-step;

(J) travel into and out of a rope turned by others without hesitating; and

(K) demonstrate key elements in manipulative skills such as volleying, hand dribble, foot

dribble, punt, striking with body part, racquet, or bat.

(2) Movement. The student applies movement concepts and principles to the learning and

development of motor skills. The student is expected to:

(A) identify similar movement elements in sports skills such as underhand throwing and

underhand volleyball serving;

(B) identify ways movement concepts such as time, space, effort, and relationships can be

used to refine movement skills;

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(D) describe key elements of mature movement patterns of throw for distance or speed such

as catch, kick, strike, and jump.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle

that provides opportunities for enjoyment and challenge. The student is expected to:

(A) describe and select physical activities that provide for enjoyment and challenge;

(B) name the components of health-related fitness such as strength, endurance, and

flexibility;

(D) improve flexibility in shoulders, trunk, and legs;

(E) participate in activities that develop and maintain muscular strength and endurance; and

(F) identify opportunities for participation in physical activity in the community such as little

league and parks and recreation.

(4) Physical activity and health. The student knows the benefits from being involved in daily physical

activity and factors that affect physical performance. The student is expected to:

(A) describe the effects of exercise on heart rate through the use of manual pulse checking or

heart rate monitors;

(B) participate in moderate to vigorous physical activities on a daily basis;

endurance, and flexibility;

(D) identify major muscle groups and the movements they cause;

(E) describe the relationship between food intake and physical activity such as calories

consumed and calories expended;

(F) explain the link between physical activity/inactivity and health such as reduce stress and

burn calories;

(G) explain the relationship between physical activity and stress relief and demonstrate stress

relief activities such as brisk walking, gentle stretching, and muscle tension and release;

(H) describe the need for rest and sleep in recovering from exercise; and

(I) identify sources of information on skill improvement, fitness, and health such as books

and technology.

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(5) Physical activity and health. The student understands and applies safety practices associated with

physical activities. The student is expected to:

(A) use equipment safely and properly;

(B) select and use proper attire that promotes participation and prevents injury;

(D) identify potential risks associated with physical activities.

(6) Social development. The student understands basic components such as strategies and rules of

structured physical activities including, but not limited to, games, sports, dance, and gymnastics.

The student is expected to:

(A) distinguish between compliance and noncompliance with rules and regulations; and

(B) analyze potential risks associated with unsafe movement and improper use of equipment.

(7) Social development. The student develops positive self-management and social skills needed to

work independently and with others in physical activity settings. The student is expected to:

(A) follow rules, procedures, and etiquette;

(B) respond to winning and losing with dignity and understanding;

(D) demonstrate effective communication, consideration and respect for the feelings of others

during physical activities such as encourage others, allow others equal turns, and invite

others to participate.

§117.114. Art, Grade 4, Adopted 2013.

(a) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique

experiences and empower students to explore realities, relationships, and ideas. These disciplines

engage and motivate all students through active learning, critical thinking, and innovative

problem solving. The fine arts develop cognitive functioning and increase student academic

achievement, higher-order thinking, communication, and collaboration skills, making the fine arts

applicable to college readiness, career opportunities, workplace environments, social skills, and

everyday life. Students develop aesthetic and cultural awareness through exploration, leading to

creative expression. Creativity, encouraged through the study of the fine arts, is essential to

nurture and develop the whole child.

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(2) Four basic strands--foundations: observation and perception; creative expression; historical and

cultural relevance; and critical evaluation and response--provide broad, unifying structures for

organizing the knowledge and skills students are expected to acquire. Each strand is of equal

value and may be presented in any order throughout the year. Students rely on personal

observations and perceptions, which are developed through increasing visual literacy and

sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources

for thinking about, planning, and creating original artworks. Students communicate their thoughts

and ideas with innovation and creativity. Through art, students challenge their imaginations,

foster critical thinking, collaborate with others, and build reflective skills. While exercising

meaningful problem-solving skills, students develop the lifelong ability to make informed

judgments.

(3) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills

using critical thinking, imagination, and the senses to observe and explore the world by learning

about, understanding, and applying the elements of art, principles of design, and expressive

qualities. The student uses what the student sees, knows, and has experienced as sources for

examining, understanding, and creating artworks. The student is expected to:

(A) explore and communicate ideas drawn from life experiences about self, peers, family,

school, or community and from the imagination as sources for original works of art;

(B) use appropriate vocabulary when discussing the elements of art, including line, shape,

color, texture, form, space, and value, and the principles of design, including emphasis,

repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

works of art.

(2) Creative expression. The student communicates ideas through original artworks using a variety of

media with appropriate skills. The student expresses thoughts and ideas creatively while

challenging the imagination, fostering reflective thinking, and developing disciplined effort and

progressive problem-solving skills. The student is expected to:

(A) integrate ideas drawn from life experiences to create original works of art;

(B) create compositions using the elements of art and principles of design; and

forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art

and media, and photographic imagery using a variety of art media and materials.

revised August 2019

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and

culture by analyzing artistic styles, historical periods, and a variety of cultures. The student

develops global awareness and respect for the traditions and contributions of diverse cultures. The

student is expected to:

(A) compare content in artworks for various purposes such as the role art plays in reflecting

life, expressing emotions, telling stories, or documenting history and traditions;

(B) compare purpose and content in artworks created by historical and contemporary men

and women, making connections to various cultures;

engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,

photographers, and web designers; and

(D) investigate connections of visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and

others, contributing to the development of lifelong skills of making informed judgments and

reasoned evaluations. The student is expected to:

(A) evaluate the elements of art, principles of design, intent, or expressive qualities in

artworks of self, peers, and historical and contemporary artists;

(B) use methods such as written or oral response or artist statements to identify emotions

found in collections of artworks created by self, peers, and major historical or

contemporary artists in real or virtual portfolios, galleries, or art museums; and

such as physical artworks, electronic images, sketchbooks, or portfolios.

§117.115. Music, Grade 4, Adopted 2013.