The fourth-grade standards place emphasis on constructing programs and utilizing algorithms to accomplish a task. Students continue to decompose larger problems into smaller tasks. In fourth grade, students begin to think about the impacts of computing and computing devices. The accurate use of terminology as well as the responsible use of technology will continue to be built upon. The foundational understanding of computing and the use of technology will be an integral component of successful acquisition of skills across content areas.
4.1 The student will construct sets of step-by-step instructions (algorithms) both independently and collaboratively
4.2 The student will construct programs to accomplish a task as a means of creative expression using a block or text based programming language, both independently and collaboratively
4.3 The student will analyze, correct, and improve (debug) an algorithm that includes sequencing, events, loops and variables. [Related SOL areas – Math: Problem Solving, English: Editing]
4.4 The student will create a plan as part of the iterative design process, both independently and collaboratively using strategies such as pair programming (e.g., storyboard, flowchart, pseudo-code, story map). [Related SOL: English: 4.7d, f]
4.5 The student will classify and arrange a group of items based on the attributes or actions. [Related SOL: Science 4.1.b]
4.6 The student will break down (decompose) a larger problem into smaller sub-problems, both independently and collaboratively. [Related SOL: Math 4.4d]
4.7 The student will give credit to sources when borrowing or changing ideas (e.g., using information, pictures created by others, using music created by others, remixing programming projects). [Related SOL: English 4.9d, e]
4.8 The student will model how a computing system works including input and output, processors and sensors.
4.9 The student will identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., rebooting the device, checking for power, checking for network availability, closing and reopening an app).
4.10 The student will identify and explain problems that relate to inappropriate use of computing devices and networks.
4.11 The student will create examples of strong passwords, explain why strong passwords should be used, and demonstrate proper use and protection of personal passwords.
4.12 The student will answer questions by using a computer to manipulate data in order for the student to draw conclusions and make predictions. [Related SOL: Math 4.14]
4.13 The student will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., solar system). [Related SOL area – Math: Models]
4.14 The student will use numeric values to represent non-numeric ideas in the computer (binary, ASCII, pixel attributes such as RGB). [Related SOL: Math 5.19a]
4.15 The student will give examples of computing technologies that have changed the world and express how those technologies influence, and are influenced by, cultural practices.
4.16 The student will describe the positive and negative impacts of the pervasiveness of computers and computing in daily life (e.g., downloading videos and audio files, electronic appliances, wireless Internet, mobile computing devices, GPS systems, wearable computing).
4.17 The student will describe social and ethical issues that relate to computing devices and networks. [Related SOL: C/T: 6-8.3]
4.18 The student will identify and explain how information can be transmitted using computing devices via a network (e.g., email, images, and videos