TERM 1

Language

Reading

• read a variety of fiction and non-fiction materials(e.g., short novels, myths, biographies, short articles) for different purposes  (1) 
• read aloud, speaking clearly and with expression  (2)
• read independently, using a variety of reading strategies (3)
• understand the vocabulary and language structures appropriate for this grade level (6)
• use conventions of written materials to help them   understand and use the materials (7)

Writing

• communicate ideas and information for a variety of purposes and to specific audiences (e.g., write a brief research report on a class investigation for classmates) (1)
• begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information) (2)
• use and spell correctly the vocabulary appropriate for this grade level  (9)
• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see specific expectations) (10)
• organize and develop ideas using paragraphs (e.g., to tell a story) (3)

Oral/Visual Communication

• communicate various types of messages, explain some ideas and procedures, and follow the teacher’s instructions (1)
• ask questions on a variety of topics and respond appropriately to the questions of others (2)
• communicate a main idea about a topic and describe a short sequence of events (3)
• contribute and work constructively in groups (5)
• demonstrate the ability to concentrate by identifying main points and staying on topic (6) 
• use the conventions (e.g., sentence stucture) of oral language, and of the various media, that are appropriate to the grade (see specific expectations) (10)

TERM 2

Reading

• decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources (5)

Writing

• use simple and compound sentences and vary their sentence structure (4)
• produce pieces of writing using a variety of specific forms (e.g., humorous story) and materials from other media (e.g., photo sequence) to enhance their writing (5)
• revise and edit their work, using feedback from the teacher and their peers (7)

Oral/Visual Communication

• express and respond to ideas and opinions concisely and clearly (4)
• identify several types of media works and some techniques used in them (7)
• create media works (9)

term 3

Reading

• state their own interpretation of a written work, using evidence from the work and from their own knowledge and experience (4)

Writing

• produce media texts using writing and materials from other media (e.g., a cartoon) (6)
• proofread and correct their final drafts, focusing on grammar, punctuation and spelling (8)

Oral/Visual Communication

• analyze media works (8)

Arts

Music

• demonstrate an understanding of the basic elements of music specified for this grade (see specific expectations) through listening to, performing, and creating music (1) 
• create and perform music, using a variety of sound sources (2)
• use correctly the musical terminology associated with the specific expectations for this grade (3)
• identify and perform music from various cultures and historical periods (5)
• communicate their response to music in ways appropriate for this grade (e.g., through visual arts, drama, creative movement, language) (6)

Visual Arts

• produce two- and three- dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences (1)
• use correctly vocabulary and art terminology associated with the specific expectations for this grade (4)

Music

• begin to read standard musical notation (4)

Visual Arts

·        identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art (2)

Drama

• demonstrate understanding of some of the principles involved in the structure of works in drama and dance (e.g., variety, unity) (1)

• interpret and communicate the meaning of stories, poems, plays, and other materials drawn from a variety of sources and cultures, using a variety of drama and dance techniques (e.g., techniques used in the activity of “inner and outer circle”) (2)
• communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., through discussions, interviews, research projects) (3)
• identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups (4)
• explain their use of available technology to enhance their work in drama and dance (5)

Music

Visual Arts

• describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (i.e., on ways in which an artist has used the elements of design for expressive purposes) and on their own knowledge and experience (3)

Health and Physical Education

Healthy Living

• identify the physical, interpersonal, and emotional aspects of healthy human beings (2)
• use living skills to address personal safety and injury preventions (3)

Fundamental Movement Skills

• perform the movement skills required to participate in lead-up games, gymnastics, dance, and outdoor pursuits: locomotion/traveling (e.g., sliding, gliding), manipulation (e.g., kicking, trapping), and stability (e.g., putting their weight on different body parts) (1)
• demonstrate the principles of movement in acquiring and then beginning to refine movement skills (e.g., combining directions and levels in sequence) (2)

Active Participation

• participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., tag games) (1)
• demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) (4)
• follow safety procedures related to physical activity, equipment, and facilities (5)

Healthy Living

• explain the role of healthy eating practices, physical activity, and heredity as they relate to body shape and size (1)

Fundamental Movement Skills

Active Participation

• apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., games, gymnastics, dance, outdoor pursuits) (3)

Healthy Living

• identify the influences (e.g., the media, peers, family members) affecting the use of tobacco, as well as the effects and legalities of, and healthy alternatives to, tobacco use (4)

Fundamental Movement Skills

Active Participation

• identify the benefits of physical fitness (2)

Social Studies

Canada and World Connections: The Provinces and Territories of Canada

• describe the distinguishing physical features of regions within the provinces and territories (1)
• identify how different regions are interdependent (e.g., with respect to their economies or governments) (2)
• demonstrate an awareness of the various relationships (e.g., economic, cultural) within and between Canadian regions (3)

Heritage and Citizenship: Medieval Times

• identify the distinguishing features of medieval society (1)
• describe the impact of Christianity, the Crusades, Islamic culture, and the Magna Carta on medieval society (2)
• describe the ways in which medieval society has influenced modern Western society (3)

Science & Technology

Earth and Space Systems: Rocks, Minerals, and Erosion

·        demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape (1)

·        investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the landscape (2)

·        describe the effects the human activity (e.g. land development, building of dams, mine development, erosion-preventing measures) on physical features of the landscape, and examine the use of rocks and minerals in making consumer products (3)

Matter and Materials: Materials that transmit, reflects, or absorb light or sound

• demonstrate understanding that certain materials can transmit, reflect, or absorb light or sound (1)
• investigate materials that transmit, reflect, or absorb light or sound and use their findings in designing objects and choosing materials from which to construct them (2)
• explain why materials that transmit, reflect, or absorb light and/or sound are used in a variety of consumer products (3)

Structures and Mechanisms: Pulleys and Gears

• demonstrate an understanding of the characteristics of pulleys and gears (1)
• design and make pulley systems and gear systems, and investigate how motion is transferred from one system to another (2)
• identify ways in which different systems function, and identify appropriate criteria to be considered when designing and making such systems (3)

Life Systems: Habitats and Communities

• demonstrate an understanding of the concepts of habitat and community, and identify the factors that could affect habitats and communities of plants and animals (1)
• investigate the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat (2)
• describe ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats (3)

Energy and Control: Light and Sound Energy

• demonstrate an understanding of the characteristics and properties of light and sound (1)
• investigate different ways in which light and sound are produced and transmitted, and design and make devices that use these forms of energy (2)
• identify technological innovations related to light and sound energy and how they are used and controlled at home and in the community, and determine how the quality of life has been affected by these innovations (3)

Mathematics

Number Sense and Numeration

• represent, and explore the relationships between, decimals, mixed numbers, and fractions using concrete materials and drawings (1)

·        compare and order whole numbers and decimals using concrete materials and drawings (2)

• understand and explain basic operations (addition and subtractions) of decimals by modeling and discussing a variety of problem situations (4)
• justify in oral or written expression the method chosen for calculations beyond the proficiency expectations for pencil-and-paper operations: estimation, mental computation, concrete materials, algorithms (rules for calculation), or calculators (8)

Measurement

• demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities (1)
•  identify relationships between and among measurement concepts (e.g., millimeter to kilometer) (2)
• solve problems related to their day-to-day environment using measurement and estimation (3)
• estimate, measure, and record the perimeter and the area of two-dimensional shapes, and compare the perimeters and areas (4)

Geometry and Spatial Sense

• investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings (2)
• draw and build three-dimensional objects and models (3)
• explore transformations of geometric figures (4)

    Number Sense and Numeration

• compare and order mixed numbers and proper and improper fractions with like denominators using concrete materials and drawings (3)
• develop proficiency in adding and subtracting decimal numbers to tenths (5)
• select and perform computation techniques appropriate to specific problems involving whole numbers and decimals, and determine whether the results are reasonable (6)

Geometry and Spatial Sense

• solve problems using geometric models (1)

• understand key concepts in transformational geometry using concrete materials and drawings (5)
• describe location and movements on a grid (6)
• use language effectively to describe geometric concepts, reasoning, and investigations, and coordinate systems (7)

Patterning and Algebra

• demonstrate an understanding of mathematical relationships in patterns using concrete materials, drawings, and symbols (1)
• identify, extend, and create linear and non-linear geometric patterns, number and measurement patterns, and patterns in their environment (2)
• recognize and discuss patterning rules (3)

Data Management and Probability

• collect and organize data and identify their use (1)
• interpret displays of data and present the information using mathematical terms (3)
• demonstrate an understanding of probability and  language appropriate to situations involving probability experiments (4)
• predict the results of data collected (2)

Number Sense and Numeration

• solve problems involving whole numbers and decimals, and describe and explain the variety of strategies used (7)

Measurement

• estimate, measure, and record the capacity of containers and the mass of familiar objects, compare the measures, and model the volume of three-dimensional figures (5)

Patterning and Algebra

• apply patterning strategies to problem-solving situations (4)

Data Management and Probability

• solve simple problems involving the concept of probability (5)

RATIONALE FOR GRADE 4 LONG RANGE PLAN

NOTES

- all expectations will be numbered according to the order  within  the Ontario Curriculum Documents. They will be referred to as: (#).

- all expectations not referred to will be treated as fundamental to the strand, and will be taught in all terms.

- these components of curriculum design will be marked as follows: sequencing (SQ); weighing (WG); integration (IT) 

Language

Reading

(7) will be taught as a unit in Term 1. WG

(5) requires specialized knowledge (e.g., being able to decide which resource is the most appropriate for task) and thus will be taught in Term 2. SQ

(4) needs to be preceded by all of the other expectations, particularly (5), and thus will be taught as a unit in Term 3. SQ

(4) integrates well with (6) of the Writing strand, and with (8) of the Oral/Visual Communication strand; these expectations all concentrate on higher-order thinking skills and will be taught in Term 3. IT

Writing

(4) will help to strengthen the paragraphing skills taught in (3) (Term 1). SQ

(5) builds on skills taught in grade 3, but is of sufficiently greater sophistication that it could be considered to be an introduction, and thus will be taught in Term 2. SQ

(5) integrates with (9) of the Oral/Visual Communication strand (Term 2). IT

(6), being focused solely on media texts, implies a high degree of sophistication, requires the foundation of (5), and so will be taught in Term 3. SQ

(6) is similar to (9) of the Oral/Visual Communication strand (Term 2); for variety, it is a good idea to put these into different terms. SQ/IT

(6), and (8) of the Oral/Visual Communication strand, being concentrated on higher order thinking skills (production and analysis respectively) integrate well and will be taught together in Term 3. IT

(7) requires the foundation of (1) (2) (3) (9) and (10), it will thus be taught as a unit in and of itself in Term 2. SQ

(8) builds on the foundations of (7) and will be taught in Term 3. SQ

Oral/Visual Communication

(4) is an extension of (1) (2) and (6) and will be taught as a unit in Term 2. SQ

(7) is a new topic and will be introduced in Term 2 as a single unit/topic. SQ

(7) and (9) complement each other, and will be taught in Term 2. SQ/IT

(9) is similar to (6) in the Writing strand (Term 3); it is a good idea to put these into different terms. IT/SQ

(8) is a new topic and will be taught in Term 3. SQ

(8) builds on the foundation of (7) (Term 2) and will come after it (Term 3). SQ

This expectation integrates with (6) in the Writing strand, and with (4) in the Reading strand, both of which will be in Term 3. IT

Arts

Music

(5) will be taught in Term 1, to coincide with the Canada and World Connections strand (Term 2), with the exploration of other cultures in the Drama and Dance strand (Term 2), and with the Heritage and Citizenship strand (Term 3). SQ/IT

As reading standard notation is very complex, (4) will be left to the second term. SQ

.

Visual Arts

We will explore the visual arts of Canada’s various provinces, the varying landscapes and their representations, as well as the visual arts of medieval times to coincide with the social science strands in terms 1 and 3. IT

(4) (Term 1) will be a base for how to identify the elements of design, (2) (Term 2), and to interpret works of art (3) (Term 3). SQ/WG

Drama and Dance

This strand will be in Term 2; being sandwiched by the social science strands, we will explore social science-like themes: Canadian provinces, and medieval times. IT

Due to the emphasis of the social science strands in terms 1 and 3, in order to integrate with (5) of the Music strand, exploration of drama and dance from other cultures will predominate in this unit. IT/WG/SQ

Health and Physical Education

Healthy Living

(1), particularly heredity, is a new topic, and will be introduced in Term 2. SQ

In order to leave the students with the message before summer break, (4) will be in Term 3. SQ

Fundamental Movement

Active Participation

(3) is similar to (4), but is more complex, and will thus be in Term 2. SQ/IT

(2) is similar to (1) in the Healthy Living strand (Term 2), and so will be in Term 3. SQ

Social Studies

Canada and World Connections: The Provinces and Territories of Canada

This strand is easier in content (more factual based knowledge, less sociological analysis) than the Heritage and Citizenship strand, and so will be in Term 1. SQ

This strand needs to be separated from the Heritage and Citizenship strand (Term 3), and so will be in Term 1. SQ

This strand integrates with the Earth and Space Sytems strand; field trips to collect samples, view the Canadian Shield, or visit a mine will be scheduled. SQ/IT

In the Music and Visual Arts strands, we will examine the music and visual arts of various provinces. IT

Heritage and Citizenship: Medieval Times

This strand is more difficult in content (less factual based knowledge, more sociological analysis) than the Canada and World Connections strand, and so will be in Term 3. SQ

This strand needs to be separated from the Canada and World Connections strand (Term 3), and so will be taught in Term 1. SQ

In the Music and Visual Arts strands, we will explore some music and visual arts from this period. IT

Science and Technology

Earth and Space Systems: Rocks, Minerals, and Erosion

This strand is in Term 1 to coincide with the Canada and World Connections strand. IT

As this is the beginning of the year, the weather is suitable for field trips to collect samples, to view the Canadian Shield, or to visit a mine. SQ

Matter and Materials: Materials that transmit, reflects, or absorb light or sound

In order to separate it from the similar Energy and Control strand (Term 3), this strand is in Term 1. SQ

This strand is easier in content than the Energy and Control strand (Term 3). SQ

Bad weather prohibiting us from doing field trips in this term will be made up for in the Energy and Control strand (Term 3). SQ

Structures and Mechanisms: Pulleys and Gears

As field trips are not such a concern, this strand is more suitable during winter months, and so will be in Term 2. SQ

Life Systems: Habitats and Communities

As the nice weather allows for fieldtrips to view habitats, or behavior (e.g., a dam) that effect such habitats, this strand is in Term 3. SQ

Energy and Control: Light and Sound Energy

This strand was placed in Term 3 in order to separate it from the Matter and Materials strand, which is similar in content. SQ

This strand is more complex than the Matter and Materials strand (Term 1). SQ

Being in Term 3, the nice weather will allow for light and sound experiments to be performed outside. SQ

Mathematics

Number Sense and Numeration

The other strands, being taught in only 2 terms each, will be concentrated in Terms 2 and 3 (with a 2:3:3 ratio), which will give more time for this strand in Term 1. SQ/WG

(3) is based (1) and (2), and so will be taught in Term 2. SQ

(5) is based on (1) (2) and (4), and so will be taught in Term 2. SQ

(6) is complex and will be taught in Term 2. SQ

(6) is a foundation for (7) (Term 3). SQ

Measurement

(4) is review, and will be taught in Term 1 as a unit. SQ

(5) is the most difficult of the expectations, and will be taught in Term 3. SQ

As this strand will be taught in terms 1 and 3, the similar strand, Geometry and Spatial Sense, will be taught in Term 2. SQ

This strand integrates with the Canada and World Connections strand (Term 1), and with the Heritage and Citizenship strand (Term 3). IT

Geometry and Spatial Sense

As this strand will be taught in terms 1 and 2, the similar strand, Measurement, will be taught in Term 3. SQ

(1) is based on (2) (3) and (4), and so will be taught in Term 2. SQ

(5) builds on (4), and so will be taught in Term 2. SQ

(6) has not been seen since grade 2, it will thus be taught in Term 2. SQ

Patterning and Algebra

(4) is based on (1) (2) and (3), and so will be taught in Term 3. SQ

Data Management and Probability

This strand integrates with the Life Systems strand (Term 2), and with the Medieval Times strand (Term 3). IT

(2) will be taught in Term 2 as a foundation for expectation (5) (Term 3). SQ