General Learning Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

 

Specific Learning Outcome 1.1 - Discover and Explore

Express ideas and develop understanding by:

• compare new ideas, information and experiences to prior knowledge and experiences.

• ask questions, paraphrase and discuss to explore ideas and understand new concepts.

• share personal responses to explore and develop understanding of oral, print and other media texts.

 

Specific Learning Outcome 1.2 – Clarify and Extend

• Consider the ideas of others and identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts

• Combine ideas through use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences.

• Extend understanding and explore ways to find additional ideas and information to extend understanding.

 

General Learning 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.

 

Specific Learning Outcome 2.1– Use Strategies and Cues

Use prior knowledge:

• use ideas and concepts, developed through personal interests, experiences and discussion, to understand new ideas and information.  

Use comprehension strategies to:

• preview sections of print texts to identify the general nature of the information and to set appropriate purpose and reading rate

• comprehend new ideas and information by responding personally and discussing ideas with others

• extend sight vocabulary to include words frequently used in other subject areas

• monitor understanding by confirming or revising inferences and predictions based on information in text

 

Specific Learning Outcome 2.2 – Respond to Texts

Experience various texts:

• experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs

• discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker

• retell events of stories in another form or medium

Construct meaning from texts:

• connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences

• identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events

 

Specific Learning Outcome 2.3 – Understand Forms, Elements and Techniques

Understand forms and genres:

• identify various ways that information can be recorded and presented visually

 

Specific Learning Outcome 2.4 – Create Original Text

Generate ideas:

• use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts

Elaborate on expression of ideas:

• select and use visuals that enhance meaning of oral, print and other media texts

Structure texts:

• produce oral, print and other media texts that follow a logical sequence, and demonstrate clear relationships between character and plot

• produce narratives that describe experiences and reflect personal responses

 

General Learning Outcome 3: Students will listen, speak, read, write, view and represent to manage ideas and

information.

 

Specific Learning Outcome 3.1 – Plan and Focus

Focus attention:

• use organizational patterns of expository texts to understand ideas and information

• focus topics appropriately for particular audiences

Determine information needs:

• ask relevant questions, and respond to questions related to particular topics

Plan to gather information:

• develop and follow a class plan for accessing and gathering ideas and information

 

Specific Learning Outcome 3.2 – Select and Process

Use a variety of sources:

• locate information to answer research questions, using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs, elders in the community and field trips

Evaluate sources:

• recall important points, and make and revise predictions regarding upcoming information

 

Specific Learning Outcome 3.3 – Organize, Record and Evaluate

Organize information:

• organize ideas and information, using appropriate categories, chronological order, cause and effect, or posing and answering questions

• record ideas and information that are on topic

• organize oral, print and other media texts into sections that relate to and develop the topic

Record information:

• make notes of key words, phrases and images by subtopics; cite titles and authors of sources alphabetically

• paraphrase information from oral, print and other media sources

Evaluate information:

• examine gathered information to identify if more information is required; review new understanding

 

Specific Learning Outcome 3.4 – Share and Review

Share ideas and information:

• share, with familiar audiences, ideas and information on topics

• clarify information by responding to questions

 

General Learning Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

 

Specific Learning Outcome 4.1 – Enhance and Improve

Appraise own and others’ work:

• identify the general impression and main idea communicated by own and peers’ oral, print and other media texts

• use pre-established criteria to provide support and feedback to peers on their oral, print and other media texts

Revise and edit:

• revise to ensure an understandable progression of ideas and information

• identify and reduce fragments and run-on sentences

• edit for subject–verb agreement

Expand knowledge of language:

• use an increasing variety of words to express and extend understanding of concepts related to personal interests and topics of study

• recognize English words and expressions that come from other cultures or languages

Enhance artistry:

• experiment with combining detail, voice-over, music and dialogue with sequence of events

 

Specific Learning Outcome 4.2 – Attend to Conventions

• attend to grammar and usage

• attend to spelling

• attend to capitalization and punctuation

 

Specific Learning Outcome 4.3 – Present and Share

Present Information:

• present to peers ideas and information on a topic of interest, in a well-organized form

Enhance presentation:

• add interest to presentations through the use of props, such as pictures, overheads and artifacts

Use effective oral and visual communication:

• adjust volume, tone of voice and gestures appropriately, to suit a variety of social and classroom activities

Demonstrate attentive listening and viewing:

• connect own ideas, opinions and experiences to those communicated in oral and visual presentations

• give constructive feedback, ask relevant questions, and express related opinions in response to oral and visual presentations

 

General Learning Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and

collaborate with others.

 

Specific Learning Outcome 5.1 – Respect Others and Strengthen Community

Appreciate diversity:

• describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts

• appreciate that responses to some oral, print or other media texts may be different

Relate texts to culture:

• identify and discuss main characters, plots, settings and illustrations in oral, print and other media texts from diverse cultures and communities

Celebrate accomplishments and events:

• use appropriate language to acknowledge special events and to honour accomplishments in and beyond the   classroom

Use language to show respect:

• identify and discuss differences in language use in a variety of school and community contexts

 

Specific Learning Outcome 5.2 – Work within a Group

Cooperate with others:

• take responsibility for collaborating with others to achieve group goals

• ask for and provide information and assistance, as appropriate, for completing individual and group tasks

Work in groups:

• share personal knowledge of a topic to develop purposes for research or investigations and possible categories of questions

• use brainstorming, summarizing and reporting to organize and carry out group projects

Evaluate group process:

• assess group process, using established criteria, and determine areas for improvement

Alberta: The Land, Histories and Stories

Overview: Grade 4 students will explore the geographic, cultural, linguistic, economic and historical characteristics that define quality of life in Alberta. They will appreciate how these characteristics reflect people’s interaction with the land and how physical geography and natural resources affect quality of life. Through this exploration, students

will also examine how major events and people shaped the evolution of Alberta.

 

4.1 Alberta: A Sense of the Land

General Learning Outcome: 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.

 

Specific Learning Outcome 4.1.2: Students will critically examine the physical geography of Alberta by exploring and reflecting upon:

• What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP)

• What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP)

• How are Alberta’s provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta’s natural environment? (ER, LPP)

 

Specific Learning Outcome 4.1.4: Analyze how Albertans interact with their environment by exploring and reflecting upon the following questions:

• In what ways do the physical geography and natural resources of a region determine the establishment of communities? (LPP)

• Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta? (C, LPP, PADM)

 

4.2 The Stories, Histories and People of Alberta

General Learning Outcome: 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. In Social Studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Alberta’s history and to contemporary society.

 

Specific Learning Outcome 4.2.1: Students will appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own sense of belonging and identity:

• recognize how stories of people and events provide multiple perspectives on past and present events (I, TCC)

• recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity (CC, I, TCC)

• demonstrate respect for places and objects of historical significance (I, LPP, TCC)

 

Specific Learning Outcome 4.2.2: Students will critically assess how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues:

• Which First Nations originally inhabited the different areas of the province? (CC, LPP, TCC)

• What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)

• How did the Métis Nation and Métis settlements contribute to Alberta’s identity (i.e., languages, accomplishments)? (CC, I, LPP, TCC)

• How did the arrival of diverse groups of people determine the establishment and continued growth of rural and urban communities? (CC, GC, LPP)

• How are agriculture and the establishment of communities interconnected? (ER, LPP)

 

4.3 Alberta: Celebrations and Challenges

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

 

Specific Learning Outcome 4.3.1: Students will appreciate the factors contributing to quality of life in Alberta:

• value and respect their own and other cultural identities (C, I)

• demonstrate respect for the rights, opinions and perspectives of others (C, I)

• demonstrate respect for the cultural and linguistic diversity in Alberta (C, I)

• appreciate the influence of the natural environment and resources on the growth and development of Alberta (ER, LPP)

• value and respect their relationships with the environment (C, ER, LPP)

NUMBER SENSE:

General Learning Outcome: Develop number sense.

 

Specific Learning Outcome 3: Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by:

• using personal strategies for adding and subtracting

• estimating sums and differences

• solving problems involving addition and subtraction.

[C, CN, ME, PS, R]

 

Specific Learning Outcome 11: Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by:

• using personal strategies to determine sums and differences

• estimating sums and differences

• using mental mathematics strategies to solve problems.

[C, ME, PS, R, V]

 

SHAPE AND SPACE (Measurement):

General Learning Outcome: Use direct and indirect measurement to solve problems.

 

Specific Learning Outcome 3: Demonstrate an understanding of area of regular and irregular 2-D shapes by:

• recognizing that area is measured in square units

• selecting and justifying referents for the units cm2 or m2

• estimating area, using referents for cm2 or m2

• determining and recording area (cm2 or m2 )

• constructing different rectangles for a given area (cm2 or m2 ) in order to demonstrate that many different rectangles may have the same area.

[C, CN, ME, PS, R, V]

 

STATISTICS AND PROBABILITY (Data Analysis):

General Learning Outcome: Students will collect, display and analyze data to solve problems.

Specific Learning Outcome 2: Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. [C, PS, R, V]

​

MATHEMATICAL PROCESSES:

• Communication [C]

• Connections [CN]

• Mental Mathematics and Estimation [ME]

• Problem Solving [PS]

• Reasoning [R]

• Technology [T]

• Visualization [V]

TOPIC A. WASTE AND OUR WORLD

Overview: Students learn that all plants, animals and other living things are made up of materials that are recycled through the environment again and again.

 

General Learning Outcome 4-5: Recognize that human activity can lead to the production of wastes, and identify

alternatives for the responsible use and disposal of materials.

 

Specific Learning Outcome 4-5-1: Students will Identify plant and animal wastes, and describe how they are recycled in nature. For example, plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.

 

Specific Learning Outcome 4-5-4: Students will distinguish between wastes that are readily biodegradable and those that are not.

 

Specific Learning Outcome 4-5-6: Students will identify methods of waste disposal currently used within the local community (i.e., local composting systems).

 

Specific Learning Outcome 4-5-11: Students will identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes (i.e., set up a composting system).

 

Specific Learning Outcome 4-5-12: Students will develop and implement a plan to reduce waste, and monitor what happens over a period of time.

 

 

TOPIC D. LIGHT AND SHADOWS

Overview: Students learn about light by studying the effects of light on things within their environment.  By observing shadows and their motions relative to a light source, students discover that light and shadows fall along a predictable path.

 

General Learning Outcome 4-9: Identify the Sun as a source of light, and describe the interaction of light with different materials, and infer the pathway of a light beam.

 

Specific Learning Outcome 4-9-4: Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.

 

Specific Learning Outcome 4-9-5: Describe changes in the size and location of Sun shadows during the day—early morning, to midday, to late afternoon.

 

​
 

TOPIC E. PLANT GROWTH AND CHANGES

Overview: 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.

 

General Learning Outcome 4-10: Students will demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth.

 

Specific Learning Outcome 4-10-1: Students will describe the importance of plants to humans and their importance to the natural environment. Students who meet this expectation should be able to give examples of plants being used as a source of food or shelter and be aware of the role plants play in the environment (e.g., preventing erosion, maintaining oxygen).

 

Specific Learning Outcome 4-10-2: Students will Identify and describe the general purpose of plant roots, stems, leaves and flowers.

 

Specific Learning Outcome 4-10-3: Students will describe common plants and classify them on the basis of their characteristics and uses.

 

Specific Learning Outcome 4-10-4: Students will recognize that plant requirements for growth (i.e., air, light energy, water, nutrients and space) vary from plant to plant and that other conditions (e.g., temperature and humidity) may also be important to the growth of particular plants.

 

Specific Learning Outcome 4-10-5: Students will identify examples of plants that have special needs.

 

Specific Learning Outcome 4-10-6: Students will recognize that a variety of plant communities can be found within the local area and that differences in plant communities are related to variations in the amount of light, water and other conditions.

 

Specific Learning Outcome 4-10-9: Students will nurture a plant through one complete life cycle—from seed to seed.

 

Specific Learning Outcome 4-10-10: Students will describe the care and growth of a plant that students have nurtured, in particular:

●        identify the light, temperature, water and growing medium requirements of the plant

●        identify the life stages of the plant

●        identify the reproductive structures of the plant

 

SKILL - SCIENCE INQUIRY

General Learner Outcome 4–1: Investigate the nature of things, demonstrating purposeful action that leads to inferences supported by observations.

 

General Learner Outcome 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.

Specific Learning Outcomes:

Focus:

• ask questions that lead to exploration and investigation

• identify one or more possible answers to questions by stating a prediction or a hypothesis

Explore and Investigate:

• identify, with guidance, ways of finding answers to given questions

• carry out, with guidance, procedures that comprise a fair test

• identify materials and how they are used

• work independently or with others to carry out the identified procedures

• identify, with guidance, sources of information and ideas and access information and ideas from those sources. Sources may include library, classroom, community and computer-based resources.

Reflect and Interpret:

• communicate with group members, showing ability to contribute and receive ideas

• record observations and measurements accurately, using captioned pictures and charts, with guidance in the construction of charts. Computer resources may be used for record keeping and for display and interpretation of data

• state an inference, based on observations

• identify possible applications of what was learned

• identify new questions that arise from what was learned.

 

ATTITUDES

General Learner Outcome 4–4: Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

 

Specific Learning Outcomes:

Students will show growth in acquiring and applying the following traits:

• curiosity

• confidence in personal ability to explore materials and learn by direct study

• inventiveness and willingness to consider new ideas

• perseverance in the search for understandings and for solutions to problems

• a willingness to base their conclusions and actions on the evidence of their own experiences

• a willingness to work with others in shared activities and in sharing of experiences

• appreciation of the benefits gained from shared effort and cooperation

• a sense of responsibility for personal and group actions

• respect for living things and environments, and commitment for their care.

COMPONENT 1 – ANALYSIS

Concept A. Each class of natural forms has distinguishing characteristics.

Concept B. Natural forms are related functionally to their environment.

Concept C. Earth and water forms reveal many variations.

Concept D. Environments are altered by natural forces.

Concept E. Change in natural forms occurs over time.

 

COMPONENT 3 – APPRECIATION

Concept A. Contextual information (geographical, historical, biographical, cultural) may be needed to understand works of art.

Concept B. Artistic style is largely the product of an age.

Concept C. Technological change affects types of art.

Concept D. Our associations influence the way we experience a work of art.

Concept E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative.

Concept F. Art serves societal as well as personal needs.

 

COMPONENT 4 - MAIN FORMS AND PROPORTIONS

Concept E. Landscapes can show middle ground, background and foreground.

 

COMPONENT 5 - ACTIONS AND VIEWPOINTS

Concept B. Drawing strategies, such as gesture to capture action, contour to study important edges and massing to show bulk or weight, are helpful in depicting animate forms.

D. Objects can be depicted selectively from a broad range of viewpoints.

 

COMPONENT 6 - QUALITIES AND DETAILS

Concept A. Texture can be represented from a range of different studio techniques.

Concept B. Colour can be made to appear dull or bright.

Concept C. Gradations of tone are useful to show depth or the effect of light on objects.

Concept D. By increasing details in the foreground the illusion of depth and reality can be enhanced.

 

COMPONENT 7 - EMPHASIS

Concept A. The centre of interest can be made prominent by contrasting its size, shape, colour or texture

from the other parts of the composition.

Concept B. Format can be adjusted and composition tightened by editing or cropping the unnecessary areas from the edges of a work, after it is completed.

Concept C. Details, accents and outlines will enhance the dominant area or thing.

 

COMPONENT 8 - UNITY

Concept A. The parts can be arranged so that movement in the picture space leads the eye around and not

out of the picture area.

Concept B. Parallel edges induce harmony within a composition.

Concept C. Every major area of a composition should be interesting in itself.

Concept D. Limited colours and materials tighten a composition.

 

COMPONENT 10 (i) – PURPOSE 1

Concept A. Everyday activities can be documented visually.

Concept B. Special events, such as field trips, visits and festive occasions can be recorded visually.

Concept D. Knowledge gained from study or experimentation can be recorded visually.

COMPONENT 10 (i) – PURPOSE 2: Students will illustrate or tell a story

Concept A. A narrative can be retold or interpreted visually.

Concept B. An original story can be created visually.

Concept C. Material from any subject discipline can be illustrated visually.

COMPONENT 10 (i) – PURPOSE 3: Students will decorate items personally created

Concept A. Details, patterns or textures can be added to two-dimensional works.

Concept B. Details, patterns or textures can be added to the surface of three-dimensional works.

COMPONENT 10 (i) – PURPOSE 4: Students will express a feeling or a message.

Concept A. Feelings and moods can be interpreted visually.

Concept B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.

COMPONENT 10 (i) - PURPOSE 5: Students will create an original composition, object or space based on supplied

motivation.

Concept A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.

 

COMPONENT 10 (ii) – SUBJECT MATTER

Concept A. Plants and animals

Concept B. Environments and places

Concept E. People

 

COMPONENT 10 (iii) – MEDIA AND TECHNIQUES

Concept A. Drawing

Concept B. Painting

Concept C. Print Making

Concept D. Sculpture

Concept E. Fabric Arts

Concept F. Photography and Technological Arts

WELLNESS CHOICES

Personal Health W-4.1: Explore connections among physical activity, emotional wellness and social wellness.

Personal Health W-4.2: Examine the impact of environmental factors on personal health, and develop positive environmental health habits.

Safety and Responsibility W-4.8: Expand practices that provide safety for self and others; e.g., develop guidelines for safe use of technology.

 

RELATIONSHIP CHOICES

Understanding and Expressing Feelings R-4.1: Recognize that individuals can have a positive and negative influence on the feelings of others.