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Long Range Plans

Grade 4

Kateri Mission Catholic School

2009 - 10

Tara Thompson

Mathematics

Students will be given the opportunity to learn math skills through hands on activities.  Students will participate in problem solving activities that will be integrated into all four strands of the math curriculum.  Computer skills will be integrated into this program. 

Timeline:

September | Strand:  Patterns and Equations
October/December | Strand:   Number
January-February | Strand:  Number
March-April | Strand:  Statistics Probability
May | Strand:  Shape and Space  (Measurement)
June | Strand:  Shape and Space (2D shapes, transformations, 3D objects

Desired Results:

Patterns and Relations 
  General Outcome: Use Patterns to describe the world and to solve word problems

Students will be able to:
1. Identify and describe patterns found in tables and charts[Communication, Connections, Problem Solving, Visualization].
o	Students will use technology to investigate and/or solve problems using graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment [ICT: C6–2.3] 

2. Translate among different representations of a pattern, such as a table, a chart or concrete materials [Communication, Connections, Visualization].

3.	Represent, describe and extend patterns and relationships, using charts and tables, to solve problems [Communication, Connections, Problem Solving, Reasoning, Visualization]. 

o	ICT Outcome-Students will use technology to investigate and/or solve problems using graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment [ICT: C6–2.3]

4.	Identify and explain mathematical relationships, using charts and diagrams, to solve problems [Connections, Problem Solving, Reasoning, Visualization]. 
•	Students will use technology to investigate and/or solve problems using graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment [ICT: C6–2.3]

5.	 Express a given problem as an equation in which a symbol is used to represent an unknown number [Connections, Problem Solving, Reasoning]
	
6.	Solve one-step equations involving a symbol to represent an unknown number [Communication, Connections, Problem Solving, Reasoning, Visualization]

Number 
  Desired Results: 
 General Outcome: Develop Number Sense
Students will be able to:

1. Represent and describe whole numbers to 10 000, pictorially and 
symbolically [Communication, Connections, Visualization].

2. Compare and order numbers to 10 000 [Communication, Connections, Visualization].

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 [Communication, Connections, Mental Mathematics, Problem Solving, Reasoning].

4. Apply the properties of 0 and 1 for multiplication and the property of 1 for division [Communication, Connections, Reasoning].

5. Describe and apply mental mathematics strategies, such as:
•	skip counting from a known fact
•	using doubling or halving
•	using doubling or halving and adding or subtracting one more group
•	using patterns in the 9s facts
•	using repeated doubling to determine basic multiplication facts to 
9 X 9 and related division facts [Communication, Connections, Mental Mathematics, Reasoning]. 

6. Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by:
•	using personal strategies for multiplication with and without concrete materials
•	using arrays to represent multiplication
•	connecting concrete representations to symbolic representations
•	estimating products
•	applying the distributive property [Communication, Connections, Mental Mathematics, Problem Solving, Reasoning, Visualization].

7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by:
•	using personal strategies for dividing with and without concrete materials
•	estimating quotients
•	relating division to multiplication [Communication, Connections, Mental Mathematics, Problem Solving, Reasoning, Visualization].

8. Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to:
•	name and record fractions for the parts of a whole or a set
•	compare and order fractions
•	model and explain that for different wholes, two identical fractions may not represent the same quantity
•	provide examples of where fractions are used [Communication, Connections, Problem Solving, Reasoning, Visualization].

9. Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically. [Communication, Connections, Reasoning, Visualization]

10. Relate decimals to fractions and fractions to decimals (to hundredths)
[Communication, Connections, Reasoning, Visualization].

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 [Communication, Mental Mathematics, Problem Solving, Reasoning, Visualization].

Space and Shape
  Desired Results:
General Outcomes: 
•	Use direct and indirect measurement to solve problems.
•	Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
•	Describe and analyze position and motion of objects and shapes

Measurement

1.	Read and record time, using digital and analog clocks, including 24-hour clocks [Communication, Connections, Visualization].

2.	Read and record calendar dates in a variety of formats [Communication, Visualization].

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 [Communication, Connections, Mental Mathematics, Problem Solving, Reasoning, Visualization].

3-D OBJECTS & 2-D SHAPES (II)

4.  Describe and construct right rectangular and right triangular prisms
          [Communication, Connections, Reasoning, Visualization].

TRANSFORMATIONS (III)

5.	Demonstrate an understanding of congruency, concretely and pictorially [Connections, Reasoning, Visualization]

6.	Demonstrate an understanding of line symmetry by:
•	identifying symmetrical 2-D shapes
•	creating symmetrical 2-D shapes
•	drawing one or more lines of symmetry in a 2-D shape [Communication, Connections, Visualization].

 Statistics Probability
  Desired Results:
General Outcome:  Collect, display and analyze data to solve problems

DATA ANALYSIS (I)
1.Demonstrate an understanding of many-to-one correspondence [Connections, Reasoning, Technology and Estimation Visualization] 

•	Students will use technology to investigate and/or solve problems using data gathered from a variety of electronic sources to address identified problems [ICT: C6–2.2]
•	Students will use technology to investigate and/or solve problems using graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment [ICT: C6–2.3]

2.	Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions [Communication, Problem Solving, Reasoning, Visualization].

Chance and Uncertainty (II)
NOTE: There are no outcomes at this grade level

Assessment FOR Learning
•	Pre-test
•	Brainstorm (individual and group)
•	KWL
•	Math Survey

Assessment AS Learning
•	Daily interactions (discussions, observations, small group work, one-on-one with teacher, performance tasks)
•	 Inquiry (what if..)
•	Exit cards

Assessment OF Learning
•	Quiz
•	Performance task
•	Exit cards
•	Exam

Note: All lesson plans will be taken and adapted from Pearson’s Math Makes Sense Teacher’s Guide.  All other resources will be used as supplementary only.

Curriculum Resources

•	Math Makes Sense
•	Math to the Max
•	Quest 2000 
•	Math Quest
•	The Key Study Guide – Castlerock
•	Western Canadian Protocol Grade 4 Illustrative Examples

Communication Plan to Parents

I will regularly communicate to parents by …
•	Newsletter
•	Exit cards
•	Required email and/or phone call
•	Unit Previews as deemed necessary
•	Study guide for students/parent(s)

Science

Through the five topics covered this year students will work independently and cooperatively in exploratory and investigative activities.  Students will be able to identify problems and select appropriate variables.  Students will be able to describe the purpose of steps followed in an investigative activity.

Timeline:

September - October | Waste and Our World (Topic A)

November - December

Wheels and Levers
(Topic B)

January - February | Building Devices and Vehicles that Move (Topic C)
March - April | Plant Growth and Changes (Topic D)
May - June | Light and Shadows (Topic E)

Desired Results

1. Waste and Our World
Students will be able to:
4.1	Investigate the nature of things, demonstrating purposeful action that leads 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.

4.5	Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials.

4.4	Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

2. Wheels and levers
Students will be able to:
4.1	Investigate the nature of things, demonstrating purposeful action that leads 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.

4.4   Demonstrate positive attitudes for the study of science and for    the application of science in responsible ways.

4.5	Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion.

3. Building Devices and Vehicles that Move
Students will be able to ….

4.1	Investigate the nature of things, demonstrating purposeful action that leads 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.

4.7   Construct a mechanical device for a designated purpose, using materials and design suggestions provided

4.8	Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device.

4. Plant Growth and Changes
Students will be able to ….

4.1	Investigate the nature of things, demonstrating purposeful action that leads 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.

4.10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth.

5.	Light and Shadows
Students will be able to ….

4.1	Investigate the nature of things, demonstrating purposeful action that leads 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.

4.9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.

Assessment FOR Learning
•	Pre-assessments (i.e. KWL, tests, group brainstorms)
•	Theme (title) page
•	Post learner outcomes
•	Post essential questions for understanding

Assessment AS Learning
•	Daily Interactions (discussions, observation, inquiry discussions)
•	Student Journal
•	Conducting and writing up experiments
•	Exit cards
•	Posters/reports
•	Illustrative examples

Assessment OF Learning
•	Quizzes
•	Performance tasks
•	Project
•	Lab /experimental write- ups/reports
•	Exam-unit Test
•	Technology assignments

Curriculum Resources

Resource(s):
•	Edmonton Public Science 
•	Edu-guide
•	Supplemental reference material from a variety of sources (curriculum library, home library, internet. etc.)
•	Videos and other sources to supplement topics
•	Photographs, magazines, newspapers

Communication Plan to Parents
I will regularly communicate to parents by …
•	Newsletter
•	Exit cards
•	Required email and/or phone call
•	Unit Previews as deemed necessary
•	Study guide for students/parent(s)

Physical Education Grade 4

The Physical Education Program is meant to foster active, healthy lifestyles that enable students to recognize the importance of accepting responsibility for their physical, social and emotional well-being.

Timeline:

September | Games/Dance
October | Soccer
November | Volleyball
December | Gymnastics
January | Basketball
February | Dance
March | Physical Fitness
April | Badminton/Floor Hockey
May | Baseball/Borden Ball
June | Track and Field

Desired Results:

The four general outcomes in the kindergarten to grade 12 physical education program are covered in all units of study throughout the year.

General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; eg., aquatics and outdoor pursuits.

General Outcome B: Students will understand, experience and appreciate the health benefits that result from physical activity.

General Outcome C: Students will interact positively with others.

General Outcome D: Students will assume responsibility to lead an active way of life.

** For our DPA classes, we will be going on neighbourhood walks, playing games outside if weather permits.  Also,  during the months of Nov. - Dec., we will be going to the Coca-Cola Centre for our skating program.

Acceptable Evidence:

Assessment FOR Learning
•	Post learner outcomes
•	Student/teacher created skill checklists
•	Rubrics for major evaluations

Assessment AS Learning
•	Self/peer assessment
•	Personal goal setting/contracts

Assessment FOR Learning
•	Observation (participation, cooperation, teamwork)
•	Skill testing
•	Performance Tasks (gymnastics, dance routines etc.)

Resources:
K-9 Guide to Implementation
Ready-to-Use P.E. Activities for Grades 3-6
No Gym – No Problem!

Health

The new Health Curriculum is divided into three themes.  The three themes are wellness choices, relationship choices and life learning choices.  The objective is to develop a strong health program which has a definite Catholic Faith Focus.  The following objectives are covered throughout all units of study:

General Outcome 1:  Wellness Choices
Students will make responsible and informed choices to maintain health and to promote safety for self and others.

General Outcome 2:  Relationship Choices
Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions.

General Outcome 3:  Life Learning Choices
Students will use resources effectively to manage and explore life roles and career opportunities and challenges.

Timeline:

September, October, November | Life Learning Choices
December, January, February | Relationship Choices
March, April, May, June | Wellness Choices

Resources:
Health and Life Skills Guide to Implementation (K-9)
Voice For Life – Guest Speaker(s)
Catholic Family Services presentations