Long Range Plans

Grade 4 Science, Social Studies, and Health

September- December 2021

Chelsea Woods

Classroom Demographics:
 To be completed after class lists are provided.

Accommodations:

To be completed after class lists are provided.

Science September October November December

Unit of Study Waste in Our World Light and Shadows
Learner Understandings: Understandings:
Expectations General Learner Expectation Genera Learner Expectation
4-5 Students will: Recognize that human activity can 4-9 Students will: Identify sources of light, describe the
lead to the production of wastes, and identify interaction of light with different materials, and infer the
alternatives for the responsible use and disposal of pathway of a light beam.
materials.
Specific Learner Expectations
Specific Learner Expectations 1. Recognize that eyes can be damaged by bright
1. Identify plant and animal wastes, and describe lights and that one should not look at the Sun—
how they are recycled in nature. For example, either directly or with binoculars or telescopes.
plant leaves serve as a source of food for soil 2. Identify a wide range of sources of light,
insects, worms and other creatures. The wastes including the Sun, various forms of electric
of these animals may then be further broken lights, flames, and materials that glow
down by molds, fungi and bacteria. (luminescent materials).
2. Identify and classify wastes that result from 3. Distinguish objects that emit their own light
human activity. from those that require an external source of
3. Describe alternative methods of disposal, and light in order to be seen.
identify possible advantages and disadvantages 4. Demonstrate that light travels outward from a
of each. source and continues unless blocked by an
4. Distinguish between wastes that are readily opaque material.
biodegradable and those that are not. 5. Describe changes in the size and location of
5. Compare different kinds of packaging, and Sun shadows during the day—early morning,
infer the relative advantages and disadvantages to midday, to late afternoon.
of that packaging. In evaluating different forms 6. Recognize that opaque materials cast shadows,
of packaging, students should demonstrate the and predict changes in the size and location of
ability to consider a consumer perspective as shadows resulting from the movement of a
well as an environmental perspective. light source or from the movement of a shade-
6. Identify methods of waste disposal currently casting object.
used within the local community. 7. Distinguish transparent materials from opaque
7. Identify kinds of wastes that may be toxic to materials by determining if light passes through
people and to the environment. them and by examining their shadows.
8. Identify alternative materials and processes that 8. Classify materials as transparent, partly
may decrease the amount of waste produced; transparent (translucent) or opaque.
e.g., reducing wastage of food, using both sides 9. Recognize that light can be reflected and that
of a sheet of paper. shiny surfaces, such as polished metals and
9. Identify ways in which materials can be reused mirrors, are good reflectors.
or recycled, including examples of things that 10. Recognize that light can be bent (refracted) and
the student has done. that such objects as aquaria, prisms and lenses
10. Develop a flow chart for a consumer product can be used to show that light beams can be
 that indicates the source materials, final bent.
product, its use and method of disposal. 11. Recognize that light can be broken into colours
11. Identify actions that individuals and groups can and that different colours of light can be
take to minimize the production of wastes, to combined to form a new colour.
recycle or reuse wastes and to ensure the safe 12. Demonstrate the ability to use a variety of
handling and disposal of wastes. optical devices, describe how they are used,
12. Develop and implement a plan to reduce waste, and describe their general structure. Suggested
and monitor what happens over a period of examples include: hand lens, telescope,
time. microscope, pinhole camera, lightsensitive
paper, camera, kaleidoscope. Students meeting
this expectation will be able to provide
practical descriptions of the operation of such
devices, but are not required to provide
theoretical explanations of how the devices
work.
Activities - Waste in our World Journal/Note Package - Light and Shadow Note Package
- Biodegradable Experiment - Experiments
- Think Tank Activity (4Rs)
Assessment - All Student Response System (F) - All Student Response System (F)
- Quizzes (S) - Quizzes (S)
- Biodegradable Experiment (S) - Experiments (S)
- Waste Disposal Proposal and Presentation (S) Changing Shadows
- Personal Green Plan (S) Good and Bad Reflectors

Resources Edmonton Public School Science 4 Resources Edmonton Public School Science 4 Resources
Alberta Education Program of Studies Alberta Education Program of Studies

Social Studies September October November December

Unit of Study Alberta’s Beginnings and The Foothills Region and The Parkland Region and The Canadian Shield
The Rocky Mountain The Grassland Region. The Boreal Forest Region Region
Region.
Chapter Our Alberta: Chapters 1 Our Alberta: Chapters 3 Our Alberta: Chapters 5 Our Alberta: Chapter 7
and 2 and 4 and 6
Learner 4.1 Alberta: A Sense of the Land
Expectations General 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 Outcomes
Students will:
4.1.1 value Alberta’s physical geography and natural environment:
 appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta
(LPP)
 appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP)
 appreciate the variety and abundance of natural resources in Alberta (ER, LPP)
 appreciate the environmental significance of national and provincial parks and protected areas in Alberta
(ER, LPP)
 appreciate how land sustains communities and quality of life (ER, LPP)
  demonstrate care and concern for the environment through their choices and actions (LPP)
Students will:
4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the following
questions and issues:
 Where is Alberta located in relation to the other provinces and territories of Canada? (LPP)
 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)
 What are the significant natural resources in Alberta, and where are they located (e.g., mineral deposits,
coal, natural gas and oil, forests)? (ER, 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)
4.1.3 examine, critically, how geology and paleontology contribute to knowledge of Alberta’s physical geography
by exploring and reflecting upon the following questions and issues:
 How did archeologists and paleontologists discover the presence of dinosaurs in Alberta? (LPP, TCC)
 What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)?
(LPP, ER)
4.1.4 analyze how Albertans interact with their environment by exploring and reflecting upon the following
questions and issues:
 In what ways do the physical geography and natural resources of a region determine the establishment of
communities? (LPP)
 How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)? (ER,
LPP)
 How do Albertans deal with competing demands on land use (e.g., conservation, solar and wind power,
recreation, agriculture, oil exploration, forestry)? (ER, LPP)
 In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding Alberta’s fossil
heritage? (ER, LPP, TCC)
 How can ownership of a discovered artifact be determined? (C, ER, PADM)
 Whose responsibility should it be to ensure the preservation of national parks, provincial parks and
protected areas in Alberta? (C, LPP, PADM)
Activities - Notes - Notes - Notes - Notes
- Alberta Map - Alberta Map - Alberta Map - Alberta Map
- Think-Pair-Shares
- National/Provincial Park
Jig Saw
Assessment - Quiz - Quiz - Quiz - Quiz
- Brochure - Postcards from the - Newspaper - Magazine cover
Foothills and Grassland
Region
Resources - Alberta Education - Alberta Education - Alberta Education - Alberta Education
Program of Studies Program of Studies Program of Studies Program of Studies
- Our Alberta: Teaching - Our Alberta: Teaching - Our Alberta: Teaching - Our Alberta: Teaching
Resources Resources Resources Resources
- University of Lethbridge - University of Lethbridge - University of - University of Lethbridge
Curriculum Lab Curriculum Lab Lethbridge Curriculum Curriculum Lab
Lab
Health September October November December
Unit of Study Relationship Choices
Sub Units Self Care, Managing Feelings, and Being Your Best Friendships
Learner General Outcome
Expectations Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to
establish and maintain healthy interactions.

Specific Outcomes
Understanding and Expressing Feelings
 R–4.1 recognize that individuals can have a positive and negative influence on the feelings of others.
 R–4.2 identify and use short-term strategies for managing feelings; e.g., dealing with excitement, anger,
sadness, jealousy.
 R–4.3 recognize that management of positive/negative stress can affect health.
 R–4.4 demonstrate respectful communication skills; e.g., describe behaviours that show respect for the
feelings of others.
Interactions
 R–4.5 identify changes that may occur in friendships, and explore strategies to deal with changes.
 R–4.6 identify and describe ways to provide support to others; e.g., help a friend deal with loss.
 R–4.7 practise effective communication skills and behaviours to reduce escalation of conflict; e.g., monitor
personal body language.
Group Roles and Processes
 R–4.8 describe and accept roles and responsibilities within a group.
 R–4.9 assess how to act as important role models for others.
Activities - Mindfulness Mondays - JamBoards
- JamBoards - Class Discussions and JigSaws
- Class Discussions and JigSaws - Role play and scenarios
- Role play and scenarios
Assessment - Reflections and journals - Reflections and Journals
- Stress management poster - Build a Friend

Resources Alberta Education Health Guide to Implementation Alberta Education Health Guide to Implementation