Start here · Grade 4
What to teach in Grade 4
Start at Unit 1. Grade 4 is where machine learning is first named — Unit 3 adds the ML demo and the term itself (4.CSY.3). If you are short on time and want the AI content specifically, run Units 3 and 4.
Recommended sequence
Pacing and adjustments below are the Grade 4 rows from each unit’s teacher guide — the same numbers a teacher sees when they open the guide.
| Unit | Title | Active time | Adjust for Grade 4 |
|---|---|---|---|
| U1 | Inside the Box: Switches and Signals | 2 × 30-35 min | Use 7-bit ASCII; encode a short word; add "which code fits this data?" (4.DA.1) |
| U2 | Algorithms: Recipes a Computer Follows | 2 × 30-35 min | Add a user input ("ask how many cups") and one `if` step (4.AP.2) |
| U3 | Data, Sorting, and Smart Guesses | 3 × 30 min | Add the machine-learning demo (sort fruit from examples) and the term machine learning (4.CSY.3) |
| U4 | Good Data, Fair Results | 2 × 30-35 min | Use 6 cards; add the "what data would you need?" beat |
Virginia CS SOL coverage for Grade 4
Grade 4: 5 of 17 Virginia CS SOL codes addressed (29%).
From Sand to Agents — K-12 Artificial Intelligence is a supplemental AI curriculum, not a complete computer science course. Every code below is listed — the ones this curriculum addresses and the ones it does not. Each claim points to the unit that earns it, so you can open the lesson and check.
| Strand | Addressed |
|---|---|
| Algorithms and Programming | 1 / 3 |
| Computing Systems | 2 / 3 |
| Cybersecurity | 0 / 3 · not covered |
| Data and Analysis | 2 / 3 |
| Impacts of Computing | 0 / 4 · not covered |
| Networks and the Internet | 0 / 1 · not covered |
Addressed (5)
| Code | Standard | Where |
|---|---|---|
| 4.AP.2 | The student will plan and implement algorithms that consist of sequencing, loops, variables, user input, and conditional control structures using a block-based programming language. How this is met: Met via the optional block-based build, or a full guided hand-trace (Material F) where devices are unavailable. | U2 |
| 4.CSY.1 | The student will model how a computing system works to accomplish a task. | U1 |
| 4.CSY.3 | The student will describe the learning process of humans and computers. | U3 |
| 4.DA.1 | The student will identify the appropriate type of data needed to solve a problem or answer a question. | U1, U4 |
| 4.DA.2 | The student will create and evaluate data representations to make predictions and conclusions. | U3 |
Not covered (12)
These Grade 4 standards fall outside what this curriculum teaches. Most are programming-tool, networking, or screen-time standards that a general computer science course covers and an AI curriculum does not.
| Code | Standard |
|---|---|
| 4.AP.1 | The student will apply computational thinking to identify patterns and design algorithms to compare and contrast multiple algorithms used for the same task. |
| 4.AP.3 | The student will use the iterative design process to create, test, and debug programs containing sequencing, loops, variables, user inputs, and conditional control structures in a block-based programming tool. |
| 4.CSY.2 | The student will apply troubleshooting strategies when a computing system is not working as intended. |
| 4.CYB.1 | The student will examine the impacts of appropriate and inappropriate use of computing technologies. |
| 4.CYB.2 | The student will identify and investigate best practices to safeguard information shared online and through online platforms. |
| 4.CYB.3 | The student will examine how information is shared online and explain the importance of cybersecurity. |
| 4.DA.3 | The student will create a computational model that represents attributes and behaviors associated with a concept. |
| 4.IC.1 | The student will identify and examine the positive and negative impacts of the prevalence of computing technologies. |
| 4.IC.2 | The student will describe the impact of screen time on relationships at home and at school. |
| 4.IC.3 | The student will examine the impact of computing technologies in the workforce. |
| 4.IC.4 | The student will describe the importance of copyrights and intellectual property rights. |
| 4.NI.1 | The student will identify the interrelationship between computing devices and a computing network. |