Health and Wellness, grade three, grade four, and grade five focuses on how students can assume more responsibility for their health, develop positive health behaviors, and prevent negative, unhealthy behaviors. Acceptance of differences in individual growth and development as well as strategies to prevent the use of alcohol, tobacco, and other drugs are included as part of a planned, sequential, comprehensive health education curriculum that uses the Indiana Academic Standards for Health and Wellness to support student development of essential health skills within the ten health content areas. Health education at this level includes the development of a wider range of skills, enhanced knowledge, and an increased emphasis on attitudes conducive to a healthy lifestyle. Opportunities to apply knowledge and skills are provided through interactive instructional strategies and activities.

In grade four, students will identify skills, sources, and strategies for health promotion and demonstrate their understanding and ability to apply them to a personal health plan. The use of the decision-making process, situation analysis, and determining healthy alternatives are central themes at this grade level.

Language Arts, grade four, based on Indiana Academic Standards for English/Language Arts, is integrated instruction emphasizing writing, speaking and listening in interest and age-appropriate content. Students continue to build their vocabulary for reading and writing. Using discussion, reading, writing, art, music, movement, and drama, students respond to classic and contemporary literature. Students deliver oral summaries of articles and books that they have read. The writing process is used during composition development. Students write multiple-paragraph narrative, descriptive, and persuasive compositions that begin to use quotations or dialogue to capture their readers' attention. Students use the conventions of Standard English in their written communications. Students listen to stories read aloud and write independently for meaning. 

Mathematics, grade four standards are made up of six strands: Number Sense; Computation; Algebraic Thinking; Geometry; Measurement; and Data Analysis. The skills listed in each strand indicate what students in grade four should know and be able to do in mathematics. grade four students understand place value for whole numbers, interpret and model decimals, demonstrate fluency with multiplication facts and related division facts, and model addition and subtraction of simple fractions. Students solve real-world problems using foundational computation standards found in grade four. Identify and draw various angles, lines and rays, draw lines of symmetry in two-dimensional figures, and find the perimeter and area of complex shapes composed of rectangles. Students draw circle graphs to represent and interpret data from graphs. Using the Process Standards for Mathematics in a planned and deliberate method to present the mathematics content, standards will prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of the mathematics.

Reading and Literature, grade four, based on Indiana Academic Standards for English/Language Arts, is integrated instruction emphasizing reading in interesting and age-appropriate content. Students develop reading competencies as they receive instruction founded on scientifically-based reading research with a focus on fluency, vocabulary, and comprehension. Students continue to build their vocabularies, adding prefixes and suffixes to create new words. Students learn variations on word meanings (synonyms, antonyms, idioms, and words with more than one meaning). Students continue to build their reading comprehension strategies. Students recognize key features of textbooks and begin to use a thesaurus to find related words and ideas. Students read or listen to and then respond to fiction selections, such as classic and contemporary literature, historical fiction, fantasy or science fiction, folklore or mythology, poetry, and plays, and nonfiction selections, such as subject-area books, biographies, children’s magazines or periodicals, various reference and technical materials, and online information. Students self-select books and read independently for enjoyment. 

Incorporating the crosscutting concepts, disciplinary core ideas, and science and engineering practices, students in grade four will use evidence, ask questions, predict outcomes, and apply scientific ideas about the relationship between speed, energy, and the outcomes when objects collide. Students will develop models of waves to describe patterns in wave properties and generate and compare multiple solutions that use patterns to transfer information that is received by animals and processed in the brain. Students will identify the types of simple machines and investigate how they work together to perform everyday tasks. Students will analyze and interpret data from maps to describe patterns of Earth's features and how they are affected by erosion and vegetation. Students will synthesize information to describe that energy and fuels are derived from natural resources and that natural Earth processes impact humans.

Students in grade four apply their academic skills and knowledge to an exploration of Indiana and its relationships with regional, national, and world communities. Students are beginning to develop a more refined concept of time and can begin to deal with cause-and-effect relationships and decision-making processes, such as identifying problems and considering alternative solutions and their subsequent consequences. These skills and concepts must be related to students’ lives and should be presented in a wide variety of resources and hands-on-activities, which include: (1) collecting and examining primary documents and artifacts, making models and maps, (3) talking with community resource persons, and (4) visiting historic sites and buildings. Students identify key people, places and events that have shaped their state and region. Students learn to explain how changes have affected people and communities. Students identify major landforms, water features and resources, and explain how they have influenced state and regional development. Students learn to describe the basic structure of state government and explain its purpose. Students have opportunities to actively explore and appreciate the diverse cultures which have contributed to Indiana’s heritage. Students have opportunities to actively explore and appreciate the diverse cultures that have contributed to Indiana’s heritage. Students also learn to develop proficiency in working cooperatively in groups to: (1) collect data from a variety of resources, including electronic and print media; (2) draw simple conclusions; and (3) organize data using a variety of texts (written, graphs, charts, maps, timelines, etc).