Newfoundland and Labrador Grade 4

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 4 teacher in Newfoundland & Labrador.

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Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content. The full Grade 4 Newfoundland & Labrador Curriculum Connections document is here.

Building Critical Inquiry Skills

Curricular Outcomes:

Social Studies- Introduction

i.2 Apply intellectual tools to analyze events, ideas, issues, patterns and trends
i.3 Make reasoned assessments based on appropriate criteria

Science General Course Outcomes

GCO 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
- identify and use a variety of sources and technologies to gather relevant information
- state a prediction and a hypothesis
- communicate procedures and results

ELA- GCO 5

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
5.2 analyze information from reliable and relevant sources

ELA- GCO 7

GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
7.1 analyze the intended messages in a variety of text types and forms
7.2 respond critically to a variety of text types and forms

ELA- GCO 3

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias-free language
- make a conscious attempt to consider the needs and expectations of their audience
3.1 communicate with respect and sensitivity

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers
Inquiry activities/answer guides
Numeracy activity/answers

Indigenous Peoples

Curricular outcomes:

Social Studies: Culture & Diversity

Students will be expected to demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Social Studies- Interdependence

Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment—locally, nationally, and globally—and the implications for a sustainable future.

Social Studies Unit One: Exploration Defined

SCO 1.0 – The student will be expected to demonstrate an understanding of the concept of exploration

Social Studies Unit Two: The Nature of Exploration

SCO 2.0 – The student will be expected to demonstrate an understanding of the stories of various explorers of land, ocean, space, and ideas.
SCO 3.0 – The student will be expected to demonstrate an understanding of factors that motivate exploration
SCO 4.0 – The student will be expected to demonstrate an understanding of the impact of exploration over time

Social Studies Unit Three: Exploring Our World

SCO 7.0 – The student will be expected to demonstrate an understanding of the relationship between humans and the physical environment

ELA- GCO 3

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias-free language
- make a conscious attempt to consider the needs and expectations of their audience
3.1 communicate with respect and sensitivity

Science - Light

41.0 explore how science and technology have been used to solve problems in the home and at school [GCO 1]
43.0 describe instances where scientific ideas and discoveries have led to new inventions and applications [GCO 1]
52.0 describe scientific and technological activities carried out by people from different cultures

Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

Literacy builder worksheet/answer guide
Video worksheet/answers
Lesson worksheet/answers

2. Cooperation & Colonization

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers

Impact On Natural Resources and Conservation

Curricular outcomes:

Social Studies: Culture & Diversity

Students will be expected to demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Social Studies Unit Three: Exploring Our World

SCO 5.0 – The student will be expected to demonstrate an understanding of Earth’s physical environment
SCO 7.0 – The student will be expected to demonstrate an understanding of the relationship between humans and the physical environment
7.3 Explain the impact that human activity has on the physical environment

Science- Sound

25.0 -demonstrate that specific terminology is used in science and technology contexts

Science- Habitat & Communities

37.0 contemplate their own and their family’s impact on natural resources
38.0 describe how personal actions help conserve natural resources and care for living things and their habitats [GCO 1]
52.0 describe scientific and technological activities carried out by people from different cultures
65.0 identify examples of scientific knowledge that have developed from a variety of sources [GCO 1]

Science- General Course Outcomes

GCO 1: Science, Technology, Society, and the Environment Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.

ELA- Education for Sustainable Development (ESD)

Sustainable development is comprised of three integrally connected areas: economy, society, and environment.

Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

Literacy builder worksheet/answer guide
Video worksheet/answers
Lesson worksheet/answers
Numeracy activity/answers

The Body’s Defence System & Immunization

Curricular outcomes:

Health - Self Care

1. identify some chronic disorders such as allergies and asthma and some communicable diseases such as colds, flus and AIDS
2. identify some ways to prevent the spread of communicable diseases
3. know that the immune system is the body’s defence against disease
4. understand the purpose of immunization

Health- Environmental Health

1. recognize the importance of clean air and water for everyday life
3. understand the responsibility of governments, communities, families and individuals for maintaining an aesthetic and healthful environment
4. describe how air and water pollution can be controlled and/or reduced
5. recognize the potential health hazards of air and water contamination,
6. create a plan to address an environmental (air or water) issue in the home, school or community

Math- Patterns & Relations

GCO Use patterns to describe the world and solve problems.
SCO 4PR1 Identify and describe patterns found in tables and charts, including a multiplication chart.
SCO 4PR2 Translate among different representations of a pattern, such as a table, a chart or concrete materials.
SCO 4PR3 Represent, describe and extend patterns and relationships, using charts and tables, to solve problems.

Applicable KBI lessons:

1. Germs, The Body's Defense System, and How Vaccines Help

Lesson Plan

Lesson worksheet

2. Antibiotics

Levels of Government and Map Reading

Curricular outcomes:

Social Studies - Exploring the Landscapes of Canada

10.0- The student will be expected to demonstrate an understanding of the political landscape of Canada
10.1- Explain how the federal government is organized
10.2- Explain how the federal government operates

Social Studies- Communication

use maps, globes, pictures, models, and technologies to represent and describe physical and human systems.
Skill:
- Develop mapping skills
- Use a range of media and styles to present information, arguments, and conclusions

Social Studies- Attitudes, Values, & Perspectives

Citizenship, Power, and Governance
- Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship, and the origins, functions, and sources of power, authority, and governance.
  - appreciate the varying perspectives on the effects of power, privilege, and authority on Canadian citizens
  - develop attitudes that balance rights with responsibilities
  - value decision making that results in positive change

English Language Arts - GCO 4

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts
4.4- use strategies to make sense of texts

Math- Multiplication & Division Facts

GCO Use patterns to describe the world and solve problems.
4PR6 Solve one-step equations involving a symbol to represent an unknown number. [C, CN, PS, R, V]

Health- Environmental Health

1. recognize the importance of clean air and water for everyday life
3. understand the responsibility of governments, communities, families and individuals for maintaining an aesthetic and healthful environment

Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers
Video worksheet/answer guide
Numeracy activity/answers

Classifying Living Things and Food Chains

Curricular outcomes:

Science- Habitats & Communities

67.0 compare the structural and behavioural adaptations of animals that help them survive in different kinds of places [GCO 3]
68.0- classify organisms according to their role in a food chain [GCO 3]
15.0- classify according to several attributes and create a chart or diagram that shows the method of classifying
38.0- describe how personal actions help conserve natural resources and care for living things and their habitats

Science- Sound

25.0 -demonstrate that specific terminology is used in science and technology contexts

Math- Fractions & Decimals

4N8- 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. [C, CN, PS, R, V]

ELA- GCO 5

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
5.2 analyze information from reliable and relevant sources

ELA- GCO 7

GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
7.1 analyze the intended messages in a variety of text types and forms
7.2 respond critically to a variety of text types and forms

Health: Self Care

1. identify some chronic disorders such as allergies and asthma and some communicable diseases such as colds, flus and AIDS,
2. identify some ways to prevent the spread of communicable diseases,
3. know that the immune system is the body’s defence against disease,
4. understand the purpose of immunization,
5. demonstrate proper handwashing practice, and
6. rate personal health habits and practices in relation to caring for oneself.

Applicable KBI lessons:

1. Classifying Living Things

Unit Plan Overview