Mrs. Burton - Curriculum Newsletter

We have covered so much this past term in all of areas of our studies. For more information on the curricular outcomes that have been studied in our class please click on the link below.

Curriculum Letter

Please stay tuned to our blog for more upcoming exciting projects!

Mr. Wideman (Room 104) - Curriculum Newsletter

Grade 4/5 Curriculum Newsletter - Mr. Wideman (January 2020)

Included within this curriculum letter are the key learning outcomes that have been covered and assessed during the first term of the 2019-2020 school year. The marks and comments in the student report card reflect individual achievement of these outcomes.

Language Arts

§  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

§  discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts

§  identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts

§  use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences

§  explore ways to find additional ideas and information to extend understanding

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

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

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

§  use text features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and information

§  express points of view about oral, print and other media texts

§  make connections between fictional texts and historical events

§  describe and discuss the influence of setting on the characters and events

§  support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts

§  retell or represent stories from the points of view of different characters

§  identify and explain connections among events, setting and main characters in oral, print and other media texts

§  identify the main problem or conflict in oral, print and other media texts, and explain how it is resolved

§  produce narratives that describe experiences and reflect personal responses

§  use own experience as a starting point and source of information for fictional oral, print and other media texts

§  focus topics appropriately for particular audiences

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

§  summarize important ideas in oral, print and other media texts and express opinions about them

§  identify categories of information related to particular topics, and ask questions related to each category

§  develop and follow own plan for gathering and recording ideas and information

§  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

§  organize ideas and information to emphasize key points for the audience

§  revise to ensure an understandable progression of ideas and information

§  use developed criteria to provide feedback to others and to revise own work

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

§  organize ideas and information in presentations to maintain a clear focus and engage the audience

§  compare own and others’ responses to ideas and experiences related to oral, print and other media texts

§  accept and take responsibility for fulfilling own role as a group member

§  discuss and decide whether to work individually or collaboratively to achieve specific goals

Mathematics

Grade 4 §  Represent and describe whole numbers to 10 000, pictorially and symbolically §  Compare and order numbers to 10 000 §  Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) §  Understand and apply strategies for multiplication and related division facts to 9 × 9. Recall multiplication and related division facts to 7 × 7. §  Identify and describe patterns found in tables and charts. §  Identify and explain mathematical relationships, using charts and diagrams, to solve problems. §  Solve one-step equations involving a symbol to represent an unknown number. §  Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. §  Demonstrate an understanding of area of regular and irregular 2-D shapes

Grade 5 §  Represent and describe whole numbers to 1 000 000. §  Apply mental mathematics strategies and number properties §  Determine the pattern rule to make predictions about subsequent elements. §  Express a given problem as an equation in which a letter variable is used to represent an unknown number (limited to whole numbers) §  Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations. §  Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes §  Demonstrate an understanding of measuring length (mm) §  Construct and interpret double bar graphs to draw conclusions

 Science

Grade 4 §  Ask questions that lead to exploration and investigation §  Identify one or more possible answers to questions by stating a prediction or a hypothesis §  Identify steps followed in completing the task and in testing the product §  Identify materials and how they are used §  Attempt a variety of strategies and modify procedures, as needed (troubleshoot problems) §  Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials. §  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.

Grade 5 §  Design and carry out an investigation of a practical problem, and develop a possible solution. §  identify one or more possible approaches to solving the problem and plan, with guidance, a set of steps to follow §  work individually or cooperatively in planning and carrying out procedures • identify sources of information and ideas and access information and ideas from those sources §  Construct simple circuits, and apply an understanding of circuits to the construction and control of motorized devices. §  Design and construct circuits that operate lights and other electrical devices. §  Given a design task and appropriate materials, invent and construct an electrical device that meets the task requirements.

Social Studies

Grade 4 §  apply historical and geographic skills to bring meaning to issues and events §  value Alberta’s physical geography and natural environment §  appreciate how land sustains communities and quality of life §  appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta §  examine, critically, the physical geography of Alberta §  analyze how Albertans interact with their environment

Grade 5 §  honour and value the traditions, concepts and symbols that are the expression of Canadian identity §  engage in active inquiry and critical and creative thinking §  engage in problem solving and conflict resolution with an awareness of the ethical consequences of decision making §  value Canada’s physical geography and natural environment §  examine, critically, the physical geography of Canada §  analyze how people in Canada interact with the environment

Physical Education

§  consistently and confidently perform locomotor skills and combination of skills, by using elements of body and space awareness, effort and relationships to a variety of stimuli to improve personal performance

§  apply critical thinking and problem-solving skills to create competitive and cooperative modified games that involve everyone

§  demonstrate basic strategies and tactics that coordinate effort with others; e.g., team, in order to achieve a common activity goal in lead-up games

§  demonstrate and select ways to achieve a personal functional level of physical fitness through participation in physical activity

§  infer positive benefits gained from specific physical activities

§  identify and demonstrate respectful communication skills and safety procedures for appropriate cooperative participation in physical activity

French

§  express simple written messages by copying, labelling, substituting words or using simple concrete sentences based on available models.

§  demonstrate understanding of key words and ideas contained in simple, concrete oral texts by responding with physical actions; by answering in English; by using graphic representations, yes/no statements, simple identification at the word level or global expressions

§  express simple oral messages by using gestures, one word utterances, memorized global expressions or simple, concrete sentences based on available models

Health

§  practise effective communication skills; e.g., active listening, perception checks

§  apply mediation skills when resolving conflicts; e.g., recognize feelings of others, allow others to express opinions

§  analyze factors that affect the planning and attaining of goals; e.g., personal commitment, habits

Art

§  Make drawings from a wide range of viewpoints.

§  refine methods and techniques for more effortless image making

§  employ surface qualities for specific effects.

Music

§  awareness and appreciation of a variety of music, including music of the many cultures represented in Canada

§  musical self-expression and creativity, individual skill and knowledge