The Grade 4 program is planned based on the learning outcomes of grade 3. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.
The Arts
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Strand: Dance
Learning outcome: Students will be taught how the language of dance can clarify and highlight ideas, images, and characters from familiar stories (e.g., explain how gestures and actions reveal and express the mood or personality or social position of a character).
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Strand: Drama
Learning outcome: Students will be taught how to express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works (e.g., make a mural or map to explore the setting of the drama; interview a partner in and out of role to discover physical and personality traits of a character; write a diary entry describing the relationship between two fictitious characters).
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Strand: Music
Learning outcome: Students will explore how to express detailed personal responses to musical performances in a variety of ways (e.g., respond by drawing, moving, using visual organizers, telling a story, making a collage; compare recordings of singers they think have a “good voice”, and defend their preference).
Strand: Visual Art
Learning outcome: ELEMENTS OF DESIGN Students will develop understanding of all elements of design.
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• line: lines to indicate emotion (e.g., smooth, horizontal lines can give a feeling of peace and harmony);
contour lines (e.g., edges of objects); lines of various weights; repetition of lines to create visual rhythm.
• shape and form: free-standing forms “in the round” (e.g., Henry Moore’s figurative work) and “bas relief sculpture” (e.g., masks); shapes organized in a pattern showing radial symmetry and/or in a mosaic; changes in shapes, depending on the angle or point of view (e.g., view from the top, side, bottom); positive and negative shapes (e.g., closed curve with shape inside and outside); grouping of shapes; abstract shapes and forms.
• space: positive and negative space in art work; diminishing perspective in various contexts (e.g., in vertical placement, in diminishing size, and/or in overlapping shapes); variation in size to create the illusion of depth.
• colour: monochromatic colour scheme; colour emphasis through variations in intensity (e.g., subdued colours next to bright, intense colours); advancing colour.
• texture: texture elaboration (e.g., embossing, piercing, pinching, pressing, scoring, scraping); texture quality (e.g., matte, sheen); low relief in collographs .
• value: mixing of shades; variations in value to create emphasis (contrast in value).
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Language
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Strand: Oral Communication and Media Literacy
Learning outcome: The Grade 4 Language Program is designed to engage students in meaningful interactions with a wide variety of texts. They look beyond the literal meaning of texts and observe what is present and what is missing, in order to analyze and evaluate an author’s intent. Junior students learn to identify and explore multiple perspectives, question the messages in texts, and look at issues related to fairness, equity, and social justice. They analyze the structure and elements of a variety of text forms, and create a variety of oral, print, and media texts in order to communicate their own ideas and opinions for a variety of purposes and audiences. Junior students develop their abilities to monitor their own learning and select appropriate strategies that will help them to make sense of and create increasingly complex and/or challenging texts for personally relevant purposes. They consciously use the knowledge, skills, and strategies from one strand to support their learning in the other three strands. They reflect on and talk about the strategies that have helped them construct meaning and communicate successfully in all strands and identify steps they can take to improve. Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum to promote the transfer of language knowledge, skills, and strategies to learning across the curriculum.
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Math
Strand: Social Emotional Learning
Learning outcome: Students will continue to develop healthy relationship skills while working with numbers. Students will play games with classmates that involve fractions, decimals and whole numbers. They will learn how to have positive interactions and be patient with others as students take different amounts of time to figure out the answer when it is their turn.
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Strand: Number
Learning outcome: Students continue to work with numbers up to 100,000. Students are introduced to percents and continue to build their understanding of decimals and fractions. Students are introduced to adding and subtracting fractions with the same denominator. Students are expected to know multiplication facts from 0 × 0 to 12 × 12. They also solve problems involving more than one operation with whole and decimal numbers.
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Strand: Algebra
Learning outcome: Students continue to classify patterns as repeating, growing and shrinking. Students begin to write and solve algebraic equations involving whole numbers, such as 3 + x = 24 - 5. Students apply their understanding of multiplication and ratios to create and execute code for patterns that grow. They use the process of mathematical modelling to solve problems drawn from real life, such as creating a design for a school playground and calculating how much the play structures they have chosen would cost.
Strand: Data
Learning outcome: Students learn about the importance of using various sampling techniques to get “good” data. They create infographics and learn how to identify when graphs are misleading. Students begin to use experiments to understand the concept of probability.
Strand: Spatial Sense
Learning outcome: The development of spatial sense continues as students study the triangle. Students learn the characteristics and properties of different kinds of triangles, including their angles and measurements. Work continues in understanding and using the metric system to measure length, area, mass and capacity, and to convert from larger units to smaller ones.
Strand: Financial Literacy
Learning outcome: Students learn about different ways to transfer money between people and organizations, such as e-transfers and cheques. They calculate the total cost and change required for cash transactions involving items priced in dollars and cents, using mental math and other strategies. Students will learn how to determine the best value for an item – for example, five apples for $1.00 versus three apples for 75 cents. Students prepare basic budgets and learn about the concepts of credit and debt.
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Science
Strand: Habitats and Communities
Learning outcome: In this unit, students will learn how plants and animals are interdependent and adapt to their particular habitats. They will learn that changes to habitats (whether caused by natural or human means) can affect plants and animals and the relationships between them. They will also start to understand that society relies on plants and animals.
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Strand: Pulleys and Gears
Learning outcome: In this unit, students will learn how pulleys and gears change the speed, direction, motion of, and force exerted on, moving objects. They will learn how pulleys and gears make it possible for a small input force to generate a large output force. They will also start to understand how gears are specialized wheels and axles that are used daily in many machines.
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Strand: Light and Sound
Learning outcome: In this unit, students will learn how light and sound are forms of energy with specific properties. They will learn how sound is created by vibrations and how light is required to see. They will also start to understand how technological innovations involving light and sound have impacts on the environment.
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Strand: Rocks and Minerals
Learning outcome: In this unit, students will learn how rocks and minerals have unique characteristics and properties that are a result of how they were formed. They will learn how the properties of rocks and minerals determine society’s possible uses for them. They will also start to understand how our use of rocks and minerals affects the environment.
Social Studies
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Strand: Early Societies to 1500 CE
Learning outcome: Students will develop their understanding of how we study the past, as they use various methods to examine social organization, daily life, and the relationship with the environment in different societies that existed to 1500 CE, including at least one First Nation and one Inuit society in what would eventually become Canada. Students will build on what they have learned in earlier grades, using visual evidence, primary and secondary sources, and thematic maps to investigate a number of early societies from different regions and eras and representing different cultures. Students will investigate the interrelationship between daily life and the environment in these societies and will compare aspects of life in these societies with that in present-day Canada.
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Strand: Political and Physical Regions of Canada
Learning outcome: Continuing to build on what they learned in earlier grades, students will study the interrelationship between human activities and the environment on a national scale. They will build on their knowledge of municipal and landform regions, studying Canada’s political regions, including the provinces and territories, and physical regions such as the country’s landform, vegetation, and climatic regions. Students will investigate issues related to the challenge of balancing human needs and environmental stewardship in Canada. They will continue to develop their mapping skills, analyzing print, digital, and interactive maps and using spatial technologies to investigate human interactions with the environment
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Health and Physical Education
Strand: Social-Emotional Learning Skills
Learning outcome: Throughout Grade 4, in order to promote overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive, students will apply a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
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Strand: Active Living
Learning outcome: Students participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives.Students also develop an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living. Students demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
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Strand: Movement Competence
Learning outcome: Students perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities. Students get opportunities to apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
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Strand: Healthy Living
Learning outcome: Students develop an understanding of factors that contribute to healthy development and also demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and wellbeing.Students shows the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
French
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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International Language
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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