GRADE 4 KEY UNDERSTANDINGS September 2013 – June 2014

Each child’s self esteem will be increased. They will be set up for success by letting them thrive on what they do best, and providing accommodations for each individual.

Each child will be provided with opportunities and encouraged to:

1. Demonstrate increasing confidence and competence in their abilities to use language through listening, speaking, resenting, reading, writing, viewing and representing.

2. Acquire basic knowledge and develop skills and attitudes in Math, the Fine Arts, the sciences and the social studies.

3. Find, organize, analyze and apply information. 4. Become physically fit. 5. Develop desirable personal and social characteristics. 6. Increase their level of responsibility in and out of school.

ASSESSMENT When assessing for learning we want to go beyond testing (and simply determining a grade). Assessment is not only a tool for measuring student learning, but it also may be used as a process to help students understand criteria and receive feedback that allows them to improve the quality and depth of their learning.

Sometimes learning can be better assessed in ways other than memorization and formal pencil/paper tests. Performance tasks include such things as demonstrations, videos, verbal explanations, power points, prezis, drama productions or even song creation. Performance tasks seek to create authentic differentiated learning activities where students are able to demonstrate what they know and can do. Parents will be relied on to help reinforce and provide feedback to our students as they work through these various learning activities. All learners have unique and varied ways of expressing what they have learned, and performance tasks provide the opportunity for creativity, collaboration and critical thinking.

Because assessment for learning is a process that seeks to create depth of understanding, this means parents may not see their son/daughter working through as many “traditional” graded assignments.

In Grade 4, performance tasks in all subject areas will include such things as: written products, visual products, oral performances, demonstrations and other investigative, higher level critical thinking tasks with real world implications. Other assessment evidence will include such things as quizzes, tests, observations, homework, and journals.

Report Card Assessment Determination:

Checklists and rubrics determine whether the student is at, below or above grade level. All items will be assessed under our assessment of learning categories, but on the report card they are not averaged, rather they are outcomes that are met or not met.

1. Effort marks (i.e. participation/attitude) have been separated from academic marks when calculating grades. However, it is understood that in order for our students to be adequately prepared for future success, effort and citizenship both play an important part in any child’s education and future success and do require formal recognition and development.

2. In my classroom, I will do my best to avoid assigning “late penalties” to students when students do not hand in their work on time. However, if the following interventions are taken (phone calls, email, PowerSchool, tutorials, missed recess time, adapted programming, administrative referral) and a student still does not have in an assignment, an incomplete or failing grade can be warranted. The mark awarded to an assignment is always based on its quality as opposed to the day upon which it has been submitted.

SCIENCE LONG RANGE PLANS The aim of the program is that students will show independence and the ability to work with others in exploratory activities and, with guidance, a beginning level of independence in investigating questions and problems. The science program of studies is built on the following principles, and has a strong emphasis on inquiry and problem solving:

• Children’s curiosity provides a natural starting point for learning • Children’s learning builds on what they currently know and can do. • Communication is essential for science learning. • Students learn best when they are challenged and actively involved. • Confidence and self-reliance are important outcomes of learning

Skills, attitudes and general learner outcomes: 4 -1 Students will investigate the nature o things, demonstrating purposeful actions that lead to inferences supported by observations 4 – 2 Identify patterns and order in objects and events studied; and record observations, using pictures, words and charts, with guidance in the construction of charts; and make predictions and generalizations, based on observations. 4 – 3 Investigate a practical problem, and develop a possible solution. 4 – 4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

Topic 1: Wheels and Levers

Students learn about basic components of simple machines: how they are assembled, how they operate, how they are used. Students explore different techniques that can be used to transfer motion from one component to another, using simple connectors and various levers, gears, pulleys and band driven systems. As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system.

Topic 2: Building Devices and Vehicles that Move Students apply simple techniques and tools in building devices and vehicles that move. In constructing these objects, students apply previous learnings about structures and explore new applications for wheels, rollers, gears, pulleys and a variety of levers and connectors. They learn that different forms of energy can be used to propel their model devices: in some cases, a direct push; in other cases, the stored energy from a compressed spring or falling weight.

Topic 3: Light and Shadows

Students learn about light by studying the effects of light on things within their environment. They learn about light sources, about materials that light can pass through and about what happens when a material blocks or changes the path of light. By observing shadows and their motions relative to a light source, students discover that light and shadows fall along a predictable path. They discover that mirrors, prisms and a variety of other materials can affect that path by reflecting and refracting light and by splitting light into colors.

Topic 4: Plant Growth and Changes

Students learn about the structure and growth of plants by raising plants in the classroom and by observing plant growth within the community. They learn to recognize and describe different forms of leaves, stems, roots and flowers and learn their functions in supporting the growth and reproduction of the plant. They learn various ways of starting new plants and the plants’ requirements for growth. Through hands-on activities, students learn that different plants have different needs, and they gain skills and attitudes for their care.

Topic 5: Waste and Our World

Students learn about wastes produced through natural processes and human technology. In studying natural systems, students learn that all plants, animals and other living things are made up of materials that are recycled through the environment again and again. In studying human consumption and wastes, students identify wastes produced within their community and learn the methods used for disposal. They learn that some waste materials are biodegradable, that some are reusable, and that others are toxic. They learn that personal action in reducing, reusing and recycling materials can help decrease the waste we accumulate.

MATHEMATICS LONG RANGE PLANS The main goals of mathematics education are to prepare students to use mathematics confidently to solve problems, communicate and reason mathematically, appreciate and value mathematics, commit themselves to lifelong learning, and become mathematically literate adults using mathematics to contribute to society.

Students are to develop a positive attitude and curiosity towards math and have a base knowledge and skills related to Number, patterns and Relations, Shape and Space, Statistics and Probability.

August to June – Continuous

-problem solving: understands the problem, develops a plan, carries out a plan, and looks back to check.

Number: Numeration, Adding, Subtracting, Multiplication, Division

• Develop number sense of numbers up to 10 000

Patterns and Relations

Patterns: use patterns to describe the world and to solve problems

Variables and Equations: represent algebraic equations in many ways

Shape and Space

Measurement: use direct and indirect measurement to solve problems

3-D Objects and 2-D Shapes: describe the characteristics of 3D objects and 2D shapes, and analyze the relationships among them

Transformations: describe and analyze position and motion o objects and shapes

Statistics and Probability: Data Analysis

• Collect, display and analyze data to solve problems

Resources:

Math to the Max

Bringing Math Alive

Manipulative Materials

Math Assessment: Assessment for Learning: Assessment of Learning:

Ø Daily assignments (worksheets - Culminating problems/projects that Ø Computer activities encompass strategies from the unit Ø Class math games, matching games (rubric to assess) Ø Group math games (card, dice) - Power point slide explaining concepts Ø Quizzes - Tests Ø Checklists/anecdotal Ø Observations/discussions

SOCIAL STUDIES LONG RANGE PLANS Overview:

Grade 4 introduces specific geographic skills through an examination of Alberta and its cultural and geographic diversity. Linkages to literature and the continued development of

historical thinking are reinforced through stories and legends. Archaeology and paleontology are also introduced in Grade 4 to further develop historical thinking skills.

Alberta: A Sense of the Land (September – December)

Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta

Ø Students will value Alberta’s physical geography and natural environment Ø Students will examine, critically, the physical geography of Alberta Ø Students will examine, critically, how geology and paleontology contribute to knowledge o Alberta’s physical

geography Ø Students will analyze how Albertans interact with their environment

The Stories, Histories and Peoples of Alberta (January – March) Students will demonstrate an understanding and appreciation of the role of stories, history and culture in

strengthening communities and contributing to identity and a sense of belonging. Ø Students will appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own

sense of belonging and identity Ø Students will assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over

time Alberta: Celebrations and Challenges (April – June)

Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905.

Ø Students will appreciate the factors contributing to quality o life in Alberta Ø Students will assess, critically, the challenges and opportunities that Alberta has faced in its growth and

development Ø Students will assess, critically, Alberta’s changing cultural and social dynamics Ø Students will examine recreation and tourism in Alberta

SOCIAL STUDIES ASSESSMENT Assessment for Learning Assessment of Learning

ü Daily assignments (worksheets) - Tests ü Computer activities - Current affairs ü Class games (fur trading) - Power point on Alberta region ü Responding to field trips - Alberta/Forming Canada poster ü Quizzes - Presentations ü Checklists/anecdotal - Portfolio ü Observations ü Discussions ü Sketching of rock mountains ü Tipi making ü Wordless ü Role playing activities ü Creating maps ü Fur trading web ü Buffalo readers theater

LANGUAGE ARTS LONG RANGE PLANS The goal of the curriculum for English Language Arts is as follows below: General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. General Outcome 3: Students will listen, speak, read, write, view and represent to manage ideas and information. General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. At Sarah Thompson every students needs are considered, and we try to meet those needs as best we can. With our literacy program we have target groups that meet for Language Arts, and spend an hour a day together. In these groups specific targets will be addressed so that all the Grade 4 students are getting the most from their literacy.

Students will participate in the following activities to develop their literacy skills:

Ø Journal writing Ø Narrative Story Writing Ø Recording and evaluating sources Ø Expository Writing Ø Letter Writing Ø Poetry Ø Reviewing sentence formation, grammar, punctuation, paragraphing, planning, drafting and

revision