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Long Range Plans for Grade 4 & Elementary Music

[Type the document subtitle]

9/15/2015

Katherine Holtz


I will be teaching a split class of Language Arts to Grades 3 and 4, Math, Science, Social Studies, to grade 4 and Music to all Elementary Classes. This document contains intended plans for teaching those subjects, a timeline and evaluation.

RTI Model

For the past several years, we as a school have been studying and learning to use the RTI model to identify students who need assistance and give them that extra support they need to become successful. This year our time table has changed to accommodate GAIN time in Sr. High which allows them specific time to work on noted inadequacies. There are two main ideas I would like to incorporate into my teaching this year. First, we learned that students should not be taken out of core grade level instruction to deal with problem areas – those deficiencies should be addressed in GAIN time. I have decided that my class could also benefit from this GAIN time. I have scheduled in three 35 minute classes a week because I believe elementary students could also benefit from this practice. I have slotted this time for learning keyboard skills, handwriting skills, research, projects and computer use. That allows me to leave an EA in charge of the class room and I can spend 10-15 minutes of targeted instruction time either one-on-one or in small groups with students who are struggling. Using short time slots allows me to teach multiple students and gives them time to work on the same work as other students.

Second, we were advised that targeting essential areas of the curriculum will assist us in teaching. During this year, especially for the Language Arts Curriculum for grades 3 and 4, I will attempt to identify these essential learning and the skills that allow them to be completed. We were given an Essential Standards Chart that I would like to complete for several essential learnings. I will establish what prerequisite skills are necessary in order for students to master this standard, what assessments will be used, and identify what proficiency looks like.

I will be using the AAC website and Alberta Education website for illustrative examples to determine for proficiency. I will be using summative and formative assessment as well as pre-tests to determine what students know, what they have learned, and what needs extra teaching. The “RTI at Work Pro-Solve Intervention Targeting Process – Tier 1 and Tier 2” chart and the Essential Standards Tracking Chart will assist in determining what skills I am teaching well and which skills I can improve.

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Language Arts

Grade 3 & 4 Language Arts will be combined. The general outcomes are the same for both grade three and four and they are as follows:

General Outcome 1Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.General Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.General Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.General Outcome 5Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Spelling

We are now using Words Their Way as a spelling program. I will test the students at the beginning of the year to determine what concepts they know and what they don’t. This program allows us as teachers to target and teach specific concepts. WTW is unique in that it is designed for small groups and for students to work at their own pace. Students who need the same instruction are taught together as a group. I expect that I will have 4-6 different groups of students at different levels of learning in this grade 3/ 4 split class. As students gain a skill, they progress to the next area they need to learn. There are many activities that not only keep student interest but assist in their understanding and remembering the concepts being taught. Suggested review assessment times are every 6 weeks. This will determine whether or not a student has gained the knowledge they need to progress onto the next level.

Specific outcomes related to spelling are:

use phonic knowledge and skills and visual memory to spell three syllable words (3 &4) apply phonics rules and generalizations (3 &4) apply word analysis to segment words into parts or syllables (3) apply knowledge of root words, compound word, syllabication, contractions (4)

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identify and know meaning of frequently used prefixes and suffixes (4) associate sounds of vowel combinations, consonant blends, diagraphs, and letter clusters identify generalizations that assist with the spelling of unfamiliar words, including

irregular plurals in own writing (3) identify frequently misspelled words and develop strategies for learning to spell them

correctly in own writing (3 &4) identify and apply common spelling generalization in own writing (4) put words in alphabetical order by 1st and 2nd letters (3 &4) use pictionaries, junior dictionaries, spell-check functions (3 &4)

Reading and Listening

To join with the goal of increase literacy rates in our schoo,l I am focusing on teaching specific strategies to help children learn. I will again be using the template of Daily 5 (Read to Self, Read to Others, Listen to Reading, Writing and Word Work) to give a structure to teaching my LA class. This program has specific targets, helps me identify specific problems, has checklists, and gives possible solutions to correct problems. My assessments will include a Jerry Johns to ascertain a student’s reading level at the beginning of the year. I will also evaluate by individual readings with each student, and a Star Reading Test. AR tests allow students to self-monitor their comprehension progress. The students will read every day and have some type of specific reading instruction based on the student’s individual progress. Once a week my students will have reading buddies with grade 2, to build their fluency and give purpose to their reading. We will do at least 2 novel studies this year where I will read to the students. The first one is “The Legend of Sleepy Hollow” in September and this will focus mainly on extending vocabulary and identifying main characters and relating to personal experience. In January I will read “The Silver Chair” and again we will be working on extending vocabulary, predicting, making inferences, and identifying the plot. Students will need to retell the story in cartoon form, hanging mobile form, or written form. LA is not confined to LA class and Social Studies and Science text books are excellent places for students to glean information from glossaries, captions, titles, tables of content, diagrams, charts, etc. During Read to Self and Read to Others, students will be introduced to various genres of literature. At times they will be asked to do a book report, retell the story orally or in written form, write an AR test, share it with someone else or make a character wheel. Every three weeks I will re-assess students in a one-on-one reading conference to track their progress and give specific tutoring.

use headings, paragraphs, punctuation and quotation marks to assist with constructing and confirming meaning (3)

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use text features, such as headings, subheadings and margin organizers, to enhance understanding of ideas and information (4)

attend to and use knowledge of capitalization, commas, punctuation to read fluently and with comprehension during oral and silent reading (3)

identify and experience different forms of literature such as nonfiction, fables, storybooks, plays, poetry, folk tales, novel, fairy tales and choose a favourite (3 & 4)

use grammatical knowledge to predict words and sentence structures (3) apply a variety of strategies, such as setting a purpose, confirming predictions, making

inferences and drawing conclusions (3) identify the main idea or topic and supporting details (3 & 4) preview texts (3 & 4) read silently with increasing confidence and accuracy (3) monitor and confirm meaning by rereading when necessary, and by applying knowledge

of pragmatic, semantic, syntactic and graphophonic cueing systems (3 ) use maps, atlases, charts, dictionaries, libraries, video, plays, folk tales, songs, etc. to

find information (3 & 4) use text features such as titles, pictures, headings, labels, diagrams, (3) legends,

glossaries, dictionary guide words to find information (4) recall important points, and make and revise predictions regarding upcoming

information (3 &4) experiment with words and word meanings to produce a variety of effects (3) explain relationships among words and concepts associated with topics of study (3) recognize English words and expressions that come from other cultures and languages

(4)

Writing

There are many ways the students will show their proficiency at writing throughout the year. Journals will be used to record thoughts and ideas, and it will be the place where they will draft letters, paragraphs and stories. They may be asked to take down instructions in their journal and they will use their journals to contain their notes for research. Major projects will include a letter to our local MLA, an ‘essay’ (3 paragraphs) for the science unit Plant Growth and Changes, writing a play for the science unit Light and Shadows, asking and answering research questions in Social Studies, and book summaries and stories in LA. Students will use the computers to learn keyboarding and will type letters on the computer. They will also have a research project for Social Studies and will need to organize a presentation to show the class. Grade 3 will have a phonics book and grade 4 will have a grammar book that they will use to learn the technical aspects of writing - simple and complex sentence structure, present and past forms, dictionary skills, conventions, editing, etc. Assessments and feedback of journals will be

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given weekly, sometimes in writing and sometimes one-on-one. Larger projects will require a draft (sometimes 2) that the student and I can conference over before the final assessment.

experiment with a variety of strategies for generating and organizing ideas (3 & 4) use sentence variety to link ideas and create impression on familiar audiences (3) select and use visuals that enhance meaning (4) experiment with a variety of story beginning to choose ones that best introduce

particular stories (3) produce oral, print and other media texts that follow a logical sequence, and

demonstrate clear relationships between character and plot (4) add sufficient detail to oral, print and other media texts to tell about setting and

character, and to sustain plot (3) produce narratives that describe experiences and reflect personal responses (4) use pre-established criteria to provide support and feedback to peers on their oral, print

and other media texts (4) share your work with others to identify strengths and weakness (3 &4) combine and rearrange existing information to accommodate new ideas and

information (3&4) edit for complete and incomplete sentences (3) identify and reduce fragments and run-on sentences (4) edit for subject-verb agreement (4) print and write legibly using the proper alignment, shape and slant (3&4) space words and sentences consistently on a line and page (3 &4) use keyboarding skill to compose, revise and print text (3&4) understand and use vocabulary associated with keyboarding and word processing (3&4) use special features of software when composing, formatting and revising texts (4) use an increasing variety of words to express meaning (3&4) choose words, language patterns, illustrations or sounds to add detail and create

desired effects in oral, print and other media texts (3&4) identify a variety of sentence types including simple and compound sentences and use

in own writing (3&4) identify correct subject-verb agreement and use in own writing (3) identify correct noun-pronoun agreement and use in own writing (4) use adjectives and adverbs to add interest and detail to own writing (3) distinguish between complete and incomplete sentences (3) identify past, present and future action (4) use capital letters appropriately (3 & 4) use capitalization to designate organizations and use quotations in own writing (4) use exclamation marks appropriately (3&4)

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use apostrophes to form common contractions and show possession (3&4) identify commas, end punctuation, apostrophes and quotations marks when reading

and use them to assist comprehension (3&4) use commas after introductory words in sentences and when citing addresses in own

writing (4) identify quotation marks in passages of dialogue (4) express feelings related to words, visuals and sound in oral, print and other media texts

(3) identify how authors use comparisons, and explain how they create mental images (3) explain how onomatopoeia and alliteration are used to create mental images (4) explain how language and visuals work together to communicate meaning and enhance

effect (4) organize ideas and information, using appropriate categories and strategies, in

chronological order, identifying cause and effect, posing and answering questions (3&4) draft ideas and information into short paragraphs with topic and supporting sentences

(3&4) record facts and ideas, make notes of key words, phrases and images, list significant

ideas and paraphrase information (3&4)

Speaking, Viewing, Representing

Students will have opportunities to present information to their class when they do presentations for Social Studies and Science. They will also be presenting information to other classes when they do the Shadow Play for other grades. Declamation is a big part of our school activities and students will be required to recite their poem to their class and possibly to the school. On a regular basis they will be reading with other students and discussing their books. Discussion is a HUGE part of our everyday classes, where students are asked to review information from yesterday or to paraphrase what we’ve learned today.

identify and discuss favourite authors, topics and kinds of oral, print and other media texts. (3 & 4)

discuss a variety of oral, print and or other media text (4) connect own experiences with those of others portrayed in oral, print and other media

texts (3) retell events of stories (3&4) identify and summarize the main idea (3&4) and explain their causes and describe how

the influence subsequent events (4)

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connect thoughts and actions of characters to personal and classroom experiences (3&4)

explain understanding of new concepts in own words (3 & 4) understand new concepts by asking questions (3), and by paraphrasing and discussing

(4) discuss and compare the ways similar topics are developed in different forms of oral,

print and other media texts (4) choose a favourite media type and discuss reasons why it’s a favourite (3&4) identify areas of personal accomplishment and areas for enhancements in language

learning and use (4) discuss area of personal accomplishment as readers, writers and illustrators (3) ask questions to clarify information and ensure understanding (3&4) explore ways to find additional ideas and information to extend understanding (4) identify and discuss favourite authors, topics and kinds of oral, print and other media

texts (4) connect the thoughts and actions of characters portrayed in oral, print and other media

texts to personal and classroom experiences (3&4) make inferences about a character’s actions or feelings (3) express preferences for one character over another (3&4) develop own opinions based on ideas encountered in oral, print and other media texts

(4) recognize examples of repeated humour, sound and poetic effects that contribute to

audience enjoyment (3) recognize how words and word combinations, such as word play, repetition and rhyme,

influence or convey meaning (4) discuss ways that visual images convey meaning and different ways information can be

presented visually (3&4) explain connections among events, settings and main characters (3&4) identify the speaker or narrator in a variety of literature (3&4) identify facts and opinions, main ideas and details (3&4) adjust your presentation for a specific audience (3&4) ask topic related and relevant questions (3&4) contribute ideas to a class plan and follow it (3&4) evaluate and discuss whether information gather is sufficient to answer research

questions (3&4) organize and share ideas and information on topics to engage familiar audiences (3) use titles, headings and visuals to add interest and engage audiences (3&4)

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speak or present oral readings with fluency, rhythm, pace and with appropriate intonation to emphasize key ideas (3)

adjust volume, tone of voice and gestures appropriately, to suit a variety of social and classroom activities (4)

present ideas to peers using a pre-establish plan in a well-organized form. (3&4)

Group Work

This section of the LA curriculum is covered in all areas of the school curriculum. Group work is especially important in Social Studies where students will be answering research questions and presenting information together in small groups. In Science class, students will be working together to solve problems; build machines, and present ideas to the class. In LA class students work together in groups learning their spelling words, to work on plays together, to read together, and work on presentations together.

demonstrate respect for the ideas, abilities and language use of others (3) identify and discuss differences in language use in a variety of school and community

contexts (4) use appropriate language to acknowledge and celebrate individual and class

accomplishments (3) use appropriate language to acknowledge special events and to honour

accomplishments in and beyond the classroom (4) work cooperatively with others in small groups on structured tasks (3) identify others who can provide assistance and seek their help in specific situations (3) take responsibility for collaborating with others to achieve group goals (4) ask for and provide information and assistance for completing individual and group

tasks (4) contribute ideas and information on topics to develop a common knowledge base in the

group (3&4) ask others for their ideas, express interest in their contributions, use brainstorming and

summarizing and reporting to organize and carry out group projects (3&4) assess the effectiveness of the group using pre-established criteria and determine areas

for improvement (3&4)

Grade 4 Math

Students will be expected to learn mathematical concepts by using manipulatives as well as a pen and paper; they will be working from simple ideas to complex ideas, from concrete to abstract ideas. At the end of the year the students should have developed a

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positive attitude, recognize the importance of math in everyday life, be able to develop solutions and solve mathematical problems. Math will overlap into both science and social studies as we will be comparing and charting and graphing statistics in both subject areas. (We will be measuring growth of plants, creating Venn and Carroll diagrams to compare how life in Alberta has changed over the years, etc.)

There are 7 components to the mathematical processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, technology and visualization. There are 4 strands in the Mathematics curriculum and there are sub-strands in each as follows:

Numbers – develop number sense Patterns and Relations – Use patterns to describe the world and to solve problems;

represent algebraic expressions in multiple ways Shape and Space – 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.

Statistics and Probability – Collect, display and analyze data to solve problems; use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

Specific outcomes for Numbers include: developing number sense where students will learn to describe, compare and order whole numbers to 10 000; addition and subtraction of 3 and 4 digit numerals; skip counting, halving and doubling; estimating; use properties of multiplying by 0 and 1; multiply a 2 or 3 digit number by a one digit number; divide a 2 digit number by a one digit number; accurately model, compare, and add fractions; relate fractions to decimals and vice versa; and decimals to tenths and hundredths.

Specific outcome for Patterns and Relations: identify and describe patterns found in table and charts; represent, describe and extend patterns and relationships using charts and tables to solve problems; students will identify and explain mathematical relationships using charts and diagrams; express and solve an equation whereby a symbol represents and unknown number.

For Shape and Space the general outcomes are: the student will use direct or indirect measurement to solve problems; describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them; construct right rectangular and right triangular prisms; describe and analyze position and motion of objects and shapes; understand, demonstrate and create lines of symmetry; recognize when there is more than one line of symmetry; read and record time on digital, analog and 24-hour clocks; read calendar and numeric dates; estimate

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and solve for the area of regular and irregular 2-D shapes; and choose appropriate units for measure.

Lastly the outcome for Statistics and Probability is that students will collect, display and analyze data to solve problems use pictographs and bar graphs.

The 11 chapters in our text book are as follows:

Chapter 8: Measurement – September

Chapter 2: Numeration – September

Chapter 3: Addition and Subtraction – September/October

Chapter 4: Data Relationships – October/November

Chapter 5: 2-D Geometry – November/December

Chapter 6: Multiplication and Division Facts – January

Chapter 9: Multiplying Multi-Digit Numbers – February/March

Chapter 10: Dividing Multi-Digit Numbers – March/April

Chapter 7: Fractions and Decimals – April/May

Chapter 11: 3-D Geometry – May/June

Chapter 1: Pattern in Mathematics – June

http://mathletics.ca – this is a very useful site introduced last year that allows students extra interactive practice on all the different strands of math. I can assign certain concepts to be revisited; there are games and challenges that students can do to help themselves get better.

http://www.counton.org/games/http://www.cqsb.qc.ca/svs/434/math4quizzes.pdfhttp://www.mathk8.nelson.com/math4/studentcentre/studtryout.html#ch1The above website is by Nelson and has games/activities to go along with each chapter!

Resources

Math Focus from NelsonTeacher resources include a CD, lesson plans, solution manual, and a student workbookMath-quest will be used as supplementary material

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http://www.mathk8.nelson.com/math4/studentcentre/studtryout.html#ch1

http://www.cqsb.qc.ca/svs/434/math4quizzes.pdf

http://www.counton.org/games/

http://mathletics.ca/


MathleticsMath to the Max (Edmonton Public Schools)Assorted manipulatives like base ten blocks, fraction stacks, games, rulers, scissors, bingo markers, dice, graph paper, etc.

Grade 4 Science

Students will be encouraged to develop inquiring minds, investigate the nature of things, observe experiments and be able to list examples to support their observations and conclusions, make charts, make predictions and identify patterns and order in objects studied. Curiosity is necessary, as is the ability to cooperate and communicate with other students and teachers. Students will develop the ability to create their own experiments or reflect upon experiments to understand what worked, what didn’t and what can be improved upon.

There are five units for science:

Waste and Our World – September through October

Students will recognize the difference between human and natural waste; that human activity can lead to the production of wastes; classify types of human waste.

Identify alternative methods for disposal and explain the advantages and disadvantages of each.

Understand and describe decomposition, biodegradable, and composting; describe how natural wastes are broken down.

Identify hazardous materials and signs and identify where these should be disposed of correctly.

Explain the ways that consumers can reduce, reuse, and recycle waste – including what to do about excessive packaging, decreasing waste in their own home, stopping leaky toilets, faucets, etc.

Understand that change can start with them and develop a plan that is easy for them to use at home to reduce waste.

- field trips into the bushes and onto playground to find examples of human and animals waste, find examples of types of litter, find examples of items that are biodegradable and those things that are not biodegradable, and finally to find examples of decomposers. Add to composter

-field trip to the landfill to show how garbage is disposed of locally and how it is separated (most of it doesn’t go into the landfill) and to the blue bins in town to see where they can sort their own waste.

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- movies and internet clips that show the recycling process, detailing what things can be recycled and how, vermi-composting, and what students can do (at home and in school) to recycle (learn Alberta has many short video clips available over the computer).

http://www.storyofstuff.com/http://www.resourceconservation.mb.ca/cap/vermi.html

Project: Write a letter to Marg McQuaig-Boyd to explain the problem of glass – no place to recycle it and it goes into the landfill; glass takes longer than any other substance to break down.

Light and Shadows – Nov -Dec

Students will identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.

We will learn to protect our eyes from bright light and we will identify a variety of light sources and distinguish between sources and reflections of light.

We will conduct experiments to distinguish between transparent, translucent and opaque materials and describe their influence on a light source; light also travels in straight lines unless bent by lenses or water.

We will show that light can be broken into colours, refracted or reflected By observing shadows we should be able to determine time of day and position of sun Students will be able to describe and use various optical devices like magnifying glasses,

pinhole cameras, telescopes, periscopes, microscopes and light sensitive paper.

http://www.sciencekids.co.nz/gamesactivities/lightshadows.htmlhttp://www.sciencekids.co.nz/gamesactivities/lightdark.htmlhttp://www.sciencekids.co.nz/gamesactivities/howwesee.htmlhttp://www.sciencekids.co.nz/projects/kaleidoscope.htmlhttp://www.sciencekids.co.nz/experiments/lightcolorheat.htmlhttp://www.sciencekids.co.nz/experiments/strawbending.html

Projects: build a kaleidoscope, or periscope and put on a shadow play (cross over with LA and Art as they will need to write a play for this!)

Wheels and Levers – January - February

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http://www.sciencekids.co.nz/experiments/strawbending.html

http://www.sciencekids.co.nz/experiments/lightcolorheat.html

http://www.sciencekids.co.nz/projects/kaleidoscope.html

http://www.sciencekids.co.nz/gamesactivities/howwesee.html

http://www.sciencekids.co.nz/gamesactivities/lightdark.html

http://www.sciencekids.co.nz/gamesactivities/lightshadows.html

http://www.resourceconservation.mb.ca/cap/vermi.html

http://www.storyofstuff.com/


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

We will use rollers and wheels and axles to move an object and compare how they move

We will construct, demonstrate and explain how the following items work: pulley system, gear systems, belt drives, chain drives, and cogs and gears

We will experiment with levers and fulcrums and show how changing the fulcrum will affect how much of a load can be lifted and how well it works.

http://www.sciencekids.co.nz/gamesactivities/forcesinaction.htmlhttp://www.sciencekids.co.nz/gamesactivities/friction.htmlhttp://www.harcourtschool.com/activity/machines/simple_machines.htmhttp://www.wonderville.ca/v1/activities/levers/levers.htmlThe above website is an interactive video.

Project for this unit: Construct and explain the operation of a drive system that transfers motion from one shaft to a second shaft, where the second shaft is 1) parallel to the first and 2) at a 90° angle to the first.

Building Devices and Vehicles that Move – March through April

Students will construct a mechanical device for a designated purpose, using materials and design suggestions provided and they will 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.

We will use previous knowledge (from Levers and Wheels) to design and construct vehicles that move or have moving parts

Students will conduct experiments to find out how vehicles best move, by exerting different types of force on them and using friction against them. The vehicles will also be able to store and use energy from different sources (like wind, water, spring, gravity, elastic bands)

We will compare the different vehicles made and determine strengths and weakness of each model.

We will identify steps in constructing different vehicles or models and work cooperatively as a group to achieve goals

http://www.mos.org/sln/Leonardo/LeosMysteriousMachinery.html

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http://www.mos.org/sln/Leonardo/LeosMysteriousMachinery.html

http://www.wonderville.ca/v1/activities/levers/levers.html

http://www.harcourtschool.com/activity/machines/simple_machines.htm

http://www.sciencekids.co.nz/gamesactivities/friction.html

http://www.sciencekids.co.nz/gamesactivities/forcesinaction.html


http://letsdoscience.com/content_pdf/Grade4BuildingDevices.pdfThe above website is for teachers. Find a video of the Big Blue Crane Collapse in Milwaukee (Seconds from Disaster?)

Group Project: choose from a variety of projects to accomplish a specific goal – build a crane to move a load of sand/wood/weight; build a trebuchet; build a windmill to lift objects or to turn a mill.

Plant Growth and Changes – May through June (plants often started in Sep or Jan)

Students will demonstrate knowledge and skills for the study, interpretation, propagation, distribution, and enhancement of plant growth.

We will be able to identify and labels plant parts and be able to describe plants’ usefulness to humans (as a source of food, oxygen, protecting soil, etc.)

We will grow plants from seeds and under a variety of conditions to determine what makes a plant grow best – what are a plants needs.

As a class we will discuss the different ways that plants have evolved to adapt to specific climates or have adapted to protect themselves.

When we are finished, students will have a clear understanding of the importance plants to human survival (medicine, food, oxygen, preventing erosion, water conservation, wet lands, etc.).

We will go on a walk-about to recognize and identify local plants and we will be growing our own plants (hopefully from seed to full maturity so they can see the seeds again). I would like to try to get a field trip to a local greenhouse to see how they begin their plants in late winter or early spring.

http://www.sciencekids.co.nz/gamesactivities/plantsgrow.htmlhttp://www.sciencekids.co.nz/gamesactivities/lifecycles.html

Project: Each student will have their own plant to grow. They will keep a plant journal describing the plant’s progress, charts displaying progress and a short report on the needs of the plant (Math cross-curricular.

Resources unit plans from Rodeo Chaps, unit plans from Edmonton Public Schools

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http://www.sciencekids.co.nz/gamesactivities/lifecycles.html

http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html

http://letsdoscience.com/content_pdf/Grade4BuildingDevices.pdf


supplementary materials, if needed, from Alberta Distance Learning Web-sites as needed (example: the story of stuff, Alberta Environment, BBC,

Wonderville, Science Games and Activities for Kids. – Moodle allows me to get the kids onto the correct websites)

Materials from home as needed (potting soil, seeds, flashlights, garden soil, apple cores, buttons, etc.)

K’Nex box from IMC Mirrors, microscopes, lenses,

http://schools.cbe.ab.ca/b321/grade4.htm

Grade 4 Social Studies

Grade 4 students learn all about Alberta: its past, its future, its people, its heritage and its physical properties. Social Studies is the ideal place to learn about research – looking up sources on the internet, in encyclopaedias and reference books, and in the media (documentaries, newspapers, magazines). Research skills like taking jot notes and citing sources will be taught. Students will look for and discuss current events. They will learn the difference between fact and opinion and discuss media bias as well as beginning to develop critical thinking to determine the reliability of sources and information given. During social studies projects and discussions, students should be able to work cooperatively in groups and be able to compromise in order to solve problems. Our end of the unit discussions will also enhance student’s decision making and problem solving skills. By the end of this year, students should be able to present their ideas in speeches, presentations or debates and be able to use power-point, overheads, posters or other visual aids to catch attention. Many LA objectives are also covered during social studies.

There are three general outcomes as follows:

1. Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and palaeontology are integral to the landscapes and environment of Alberta. (Alberta: A Sense of the Land)

2. Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging. (The Stories, the Histories and the Peoples of Alberta)

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http://schools.cbe.ab.ca/b321/grade4.htm


3. Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905. (Alberta: Celebrations and Challenges)

Specific Outcomes for the whole year of grade 4 Social Studies are as follows:

4.1.1 value Alberta’s physical geography and natural environment:

4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the following issues – location of Alberta in Canada, location of natural regions, waterways, cities and landforms, how geography affects climate and how climate affects our lives and location of natural resources.

4.1.3 examine, critically, how geology and palaeontology contribute to knowledge of Alberta’s physical geography by exploring and reflecting upon the following questions and issues – how did archaeologist and palaeontologists discover the presence of dinosaurs in Alberta and what geological features make Alberta unique.

4.1.4 analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues – how does the physical geography and natural resources affect communities, how do Albertans use natural resources, deal with land use and responsibility for parks and protected areas.

4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own sense of belonging and identity: recognize multiple perspectives of an issue, recognize different traditions, cultures, history, recognize the importance of Aboriginal, French, British and immigrant heritage.

4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues – which First Nations first lived here and what was the diversity of Aboriginal peoples and languages, how did the Francophones, Métis and British influence our community structures, discuss the growth of rural and urban communities.

4.3.1 appreciate the factors contributing to quality of life in Alberta: value and respect the student’s own cultural identities and the show a respect for the rights, opinions and perspectives of others and for the diversity of Alberta, value and respect the environment and appreciate the influence of the natural environment and resources.

4.3.2 assess, critically, the challenges and opportunities that Alberta has faced in its growth and development by exploring and reflecting upon the following questions and issues: what led to Alberta’s joining Confederation, what key events have impacted the

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economy of Alberta, how have our occupations been affected by our climate, geography and natural resources.

4.3.3 examine, critically, Alberta’s changing cultural and social dynamics by exploring and reflecting upon the following questions and issues: how has Alberta changed since 1905, how have Aboriginal communities changed over time, how has multiculturalism evolved in Alberta, discussion of historic sites, buildings, geographic places, discussion of collective identity.

4.3.4 examine recreation and tourism in Alberta by exploring and reflecting upon the following questions and issues: how do recreational site and activities reflect Alberta’s heritage and strengthen communities, how do physical geography and climate affect seasonal activities throughout Alberta, to what extent do recreation and tourism foster appreciation of Alberta’s natural regions and environment.

Skill Development objectives

Students will develop skills of critical and creative thinking: evaluating local and current affairs, distinguishing between fact and opinion; evaluate ideas and information from different perspectives; re-evaluating opinions to better understand a topic or issue; and generate original ideas and strategies in individual and group activities. Students will find answers to questions by researching various ways, especially electronically.

Student will develop skill of historical thinking: to use photographs and interview to make meaning of historical information; use historical and community resources to understand and organize the sequence of local historical events; and explain the historical context of key events of a given time period.

Students will develop skills of geographic thinking: use the scale on maps of Alberta to determine the distance between places; construct graphs, tables, charts and maps to interpret information; use historical maps to make meaning of historical events and issues; use cardinal and intermediate directions to locate places on maps and globes; and identify the location of sources of non-renewable resources.

Students will demonstrate skills of decision making and problem solving: contribute and apply new ideas and strategies, supported with facts and reasons, to decision making and problem solving; identify situations where a decision needs to be made and a problem requires attention; select and use technology to assist in problem solving; solve problems requiring the sorting, organizing and classifying data; use graphic organizers, such as mind mapping/webbing, flowcharting, and outlines to present connections among ideas and information.

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Students will demonstrate skills of cooperation, conflict resolution and consensus building by considering the needs and viewpoints of others and working collaboratively to complete a task.

Students will develop age-appropriate behaviour for social involvement as responsible citizen contributing to their community (this will mostly be met through science in our Waste in Our World unit as students learn to be good stewards of our environment).

Students will learn the research process by learning to skim or scan materials to gather important information, to organize the date using charts, webs, diagrams, etc., and draw conclusions based on their research to answer questions. They will learn jot notes, and be able to cite references (cross-over with LA). They will be able to look for information online and navigate Moodle to find information.

Students will demonstrate skills of oral, written and visual literacy by listening and understanding others, organizing and presenting information, creating visual images for particular audiences and purposes and communicating effectively using reports, speeches, or technology. (This is also a cross-over into science and LA.)

Students will develop skills of media literacy by comparing information on the same topic through print, TV, photographs and the internet, examine perspectives in the media and identify and distinguish points of view expressed in the media.

The textbook and unit plans used for Social Studies are ‘Voices of Alberta’ by Pearson Education. I will supplement this with some worksheets from the CCC Workbook, because some of these worksheets simplify some of the concepts and we can use them in LA. In the past I have also made up some of my own worksheets as we go along to reinforce a concept that the students don’t understand or need more practice with.

Resources

Voices of Alberta by Pearson Education (textbook and Teacher’s Guide)

Complete Canadian Curriculum Workbook

Museum website like Royal Tyrell Museum and Calgary’s Blackfoot archives (as laid out in the Teacher’s Guide)

http://www.tyrrellmuseum.com/

http://www.glenbow.org/blackfoot/ - Calgary’s Glenbow Museum Online Exhibitions

http://www.glenbow.org/mavericks/

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http://www.glenbow.org/mavericks/

http://www.glenbow.org/blackfoot/

http://www.tyrrellmuseum.com/


http://www.glenbow.org/exhibitions/online/libhtm/thisweek.htm

http://www.glenbow.org/exhibitions/online/robes/srobe.htm

http://www.glenbow.org/exhibitions/online/blackfoot/

http://www.cityofgp.com/citygov/dept/heritage/histresmuseum.htm

http://www.cityofgp.com/citygov/dept/heritage/herresdiscovcentre.htm?fromNav=ThisSection_Item&item=%2fChannels%2fwww.cityofgp.com%2fcitygov%2fdept%2fheritage%2f – heritage discovery center

Music

As in every year, the students will be encouraged to become performers, listeners, evaluators, consumers, historians, and composers. Through the elementary music program, students will develop an enjoyment of music; an awareness and appreciation of a variety of music, including music of the many cultures represented in Canada. They will gain insights into music through meaningful musical activities; self-expression and creativity; and musical skills and knowledge. It is my goal to introduce a wide variety of cultural music as well as European and cultural instruments.

The skills the students will be able to accomplish are: singing, playing instruments, listening, moving, reading (and writing), and creating music. The five concepts of the music program are rhythm, melody, harmony, form, and expression. It is essential that students have a positive attitude toward music and that is the only way the music program will succeed. This will be accomplished by incorporating music and instruments that appeal to the students and use student suggestions for songs and ideas for projects and using technology where possible for the upper grades. We also look at modern music and use You-tube or interesting or ‘oddball’ music! This tends to keep student attention!

Grade 1 Music

The skills learned in grade 1 are built upon and used in grade 2 and the scaffold continues right up to grade 6.

Element: Rhythm

The student will understand that:

Music may move to a steady beat Music may move evenly or unevenly

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http://www.cityofgp.com/citygov/dept/heritage/herresdiscovcentre.htm?fromNav=ThisSection_Item&item=%2FChannels%2Fwww.cityofgp.com%2Fcitygov%2Fdept%2Fheritage%2F



http://www.cityofgp.com/citygov/dept/heritage/histresmuseum.htm

http://www.glenbow.org/exhibitions/online/blackfoot/

http://www.glenbow.org/exhibitions/online/robes/srobe.htm

http://www.glenbow.org/exhibitions/online/libhtm/thisweek.htm


Music is made up of long sounds, short sounds and silences There are strong and weak beats in music Long sounds, short sound and silences may be grouped to form rhythm patterns (ta, ti-ti,

rest)

Element: Melody


Sounds may be high or low Sounds are also in the middle A sequence of sounds may move from low to high, high to low, or stay the same. A melody is made up of sounds organized in patterns Melodies are based on scales: major, minor and pentatonic (5-tone)

Element: Harmony


Two or more sounds can occur simultaneously Melodies may be accompanied by harmony

Element: Form

The student will understand that: Music can be organized into sections-alike or different A section may be repeated (verse, chorus) Music is organized into phrases.

Element: Expression (tempo, dynamics, tone colour)


The beat in music may be fast or slow (tempo) Music may be soft (p) or loud (f) (dynamics) Music may express our feelings Musical instruments have different tonal qualities The human voice has different tonal qualities Music reflects our feeling about holidays, seasons, our country and cultural heritage The words of a song are very important to the understanding of the song (text)

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Skills: Listening

The student will be able to:

Distinguish environmental sounds: school, home, weather, animals, machines. Identify and compare sounds (musical and non-musical): high-low, loud-soft, short-long,

slow-fast, up-down. Distinguish voice sounds Distinguish among the sounds of common musical instruments Be an attentive member of an audience Understand and appreciate the effect of music that is high-low, loud-soft, short-long,

slow-fast, up-down. Be aware of and enjoy seasonal, holiday and ethnic music Follow a story told by music

Skill: Moving

The students will be able to:

Mime animals, machines and other sounds Move to the beat in music through walking, running, hopping, galloping and skipping, as

appropriate to the psychomotor development of the students Respond to beat through action and simple body percussion Perform simple action songs and singing games Improvise movement for high-low, loud-soft, short-long, slow-fast. Respond to music through movement in an individual manner

Skill: Singing


Distinguish between children’s speaking and singing voices Respond to tone matching and echo games Respond to so-mi hand signals Respond to hand signals for so-mi-la Sing, in tune, many rhythmic and melodic songs, singing games and action songs. Experience singing alone and in a group Sing accurately in unison

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Respond appropriately and with confidence to a conductor’s signals

Skill: Playing Instruments


Explore the sound of various musical instruments Play a steady beat using rhythm instruments Discover that some instruments play low notes and some play high notes Echo rhythm patterns Accompany singing with appropriate body percussion and movement (beat, accent,

rhythm patterns) and transfer these to instruments Play rhythm instruments correctly Accompany songs, stories and poems with appropriate instrumental effects

Skill: Reading and Writing


Recognize ‘ta’ and ‘ti-ti’ rhythm patterns Recognize the following rhythm patterns on large charts, and follow from left to right Echo clap and chant written rhythm pattern Draw ‘stick’ rhythm patterns on paper Respond to simple instrumental scores on large charts Respond to hand signals and staff notation of ‘so-mi’, ‘so-mi-la’ Build ‘so-mi-la’ patterns on a simple staff Read repeat signs, ρ (soft) and ƒ (loud)

Skill: Creating


Use suitable sound effects for poems and songs Use instruments to create sounds of high-low, loud-soft, slow-fast, short-long, up-down Create singing conversations (tone-matching)

Grade 2 Music

Element: Rhythm

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The student will understand that: Rhythm patterns can accompany melody Rhythm patterns are made up of the beat and division of the beat Beats may be grouped by accent Sound and silences have specific duration (quarter note = ta, eighth note = ti, half note =

ta-a or tum, and whole note = ta-a-a-a with corresponding rests.

Element: Melody


Printed symbols in music show the direction of the melody Sound that move up or down by steps or half steps within the octave are called scales

(Melodies can move by scale steps or leaps)

Element: Harmony


Some sounds seem to belong together and are called chords, three or more sounds together

Major and minor chords have different sounds

Element: Form


A whole piece of music may be comprised of a number of sections Sections may be identified by letter; e.g., AB, ABA, ABAB There may be an introduction, and interlude and an ending (coda)

Element: Expression (tempo, dynamic, tone colour)


Music may be fast or slow and may change from one to the other suddenly or gradually (tempo)

Music dynamics may change suddenly (accent<) or gradually (crescendo or decrescendo/diminuendo

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Element: Listening

The student will be able:

Detect the rise and fall of melody Identify ‘like’ and ‘unlike’ patterns in music Respond to phrases in music Identify male, female and children’s singing voices

Skill: Moving


Improvise movements to poems, stories and songs Move to form in music, like phrases and unlike phrases Through movement show awareness of changes in tempo, dynamics and mood

Skill: Singing


Extend the use of sol-fa training with hand signals to include ‘re’ and ‘do’ Respond to tone matching with other voices and instruments Sing many folk, ethnic seasonal and holidays songs



Play simple rhythm patterns (the beat and divisions of the beat) Follow simple rhythm scores Play rhythmic and ostinato patterns to accompany songs. If possible – resonator (tone educator) Bells – tone matching, ostinato patterns,

pentatonic melodies and accompaniment, chord building



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Draw stick rhythm patterns from dictation (teacher claps pattern) Extend the use of sol-fa training to include ‘do and ‘re’ Follow notation from left to right while singing and playing Recognize whole, half, quarter, eighth notes and the whole, half and quarter rests Recognize 2/4 and 3 /4 time signatures Recognize the music staff and treble clef sign Recognize the symbols for crescendo, decrescendo/diminuendo and accent

Skill: Creating


Make up new words to songs Create melodic and/or percussion accompaniments for poems and songs

Grade 3 Music

Grade 3 students will be required to have a good understanding of all grade 1 and 2 concepts and skills (which will be reviewed). They will learn these additional concepts and skills throughout this year.

Element: Rhythm

The students will understand that:

Duration is extended by a dot, a tie or a fermata Beats may be grouped in 2s or 3s Some music does not have a steady beat A time signature tells how beats are grouped in a measure

Element: Melody


A melody may have an ending home tone (tonic)

Element: Harmony


Two or more melodies can occur simultaneously e.g. rounds, partner songs, descants Pitched percussion instruments can be combined to make harmony

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Element: Form


Musical phrases, which give organization to music, may be short or long Music may be accompanied by a repeated pattern (ostinato)



Changes in dynamics add to the effect of music Musical instruments produce tone colour by being blown, bowed, plucked strummed,

struck, scraped or shaken

Skill: Listening


Detect the contour (shape) of melody Identify difference in tempo, timbre (tone colour) and dynamic Identify the difference in sound between songs in major and minor keys Identify repetition and contrast Identify binary (AB) and ternary (ABA) forms Recognize the instruments of the four families of the orchestra: string, woodwind, brass,

percussion.

Skill: Moving


Perform rhythmic patterns in music Move to round or canon form Participate in folk, square or traditional ethnic dances

Skill: Singing


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Extend the use of sol-fa training with hand signals to include ‘la₁’ ‘so₁’ ‘do₁’ (low ‘la’, low ‘so’ and high ‘do’)

Sing ostinato patterns with songs Sing two-part round and simple descants Continue vocal development: sing with expression and good enunciation Sing with various instrumental accompaniments Participate in singing alone or in a group, acapella (unaccompanied) Sing partner and nonsense songs



Use pitched (keyboard-type) instruments to play tone-matching games, conversational games and pentatonic (5-tone) accompaniments

Use resonator bells to build and play chords



Recognize the eighth rest Recognize the dotted half note, the concept of the dot and the fermata Recognize 4/4 time signature Continue sol-fa training to include low ‘la’ and low ‘so’ and high ‘do’ (la₁, so₁, do¹) Recognize the symbol for a phrase

Skill: Creating


Create movement to demonstrate form in music Improvise, using instrumental and/or singing activities Create rhythmic and melodic ostinato for poems and songs.

Grade 4 Music

The specific concepts and skills students are to master in grade 4 include a review of and building on the knowledge of the first three grades and include the following:

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Element: Rhythm

Beats may be grouped in 4s Metre changes may occur within a piece of music Duration concepts are extended to include sixteenth notes

Element: Melody

An interval is the space between two sound (an interval may be changed by an accidental and intervals give shape or contour to a melody)

Melodies may be based on the C major scale

Element: Harmony

The IV and V chords are also used to accompany melodies Tuned instruments can combine to make harmony Melodies having the same harmonic structure may be combined; e.g. partner songs

Element: Form

Sections may be identified by letters ABACA (rondo) First and second endings with repeat signs are found in music


Terms such as ritardando, accelerando, allegro and andante refer to tempo Legato and staccato are two terms that indicate how music may be performed Musical instruments have distinctive tonal qualities and may be grouped according to

families

Skill: Listening

Identify a tonic (keynote) chord Identify rondo form (ABACA) Recognize music and some composers of other times, places and cultures Identify the four families of musical instruments Identify introductions, interludes and codas in music Identify major and minor chords

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Skill: Moving

Use planned body movements to illustrate rhythmic and/or melodic patterns

Skill: Singing

Continue vocal development (legato and staccato) Extend the use of sol-fa training with hand signals to include ‘fa’ and ‘ti’ Sing two and three part rounds and descants Respond to changes in tempo, dynamics and mood while singing Develop musical interpretation: awareness of the meaning of a song through its words

(text)


Recorder – learn to play with good tone, developing ability to read music


Extend the use of sol-fa training to include ‘fa’ and ‘ti’ Read instrumental scores for rhythm and melody instruments Recognize sixteenth notes and rests Recognize time signatures related to the repertoire including 6/8 Recognize dotted note patterns and experience syncopation Notate from dictation simple pentatonic composition Recognize two sixteenths and an eighth note or an eighth note and two sixteenths

(joined) Develop skill in writing rhythm patterns

Skill: Creating

Create introductions, interludes and codas for songs Notate and perform original composition (does not have to be formal notation) Create new music in a known form (AB, ABA) Create compositions by experimenting with sounds to find a variety of tonal qualities

which may be combined

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Grade 5 Music

Grade 5 new concepts and skills required for this year (adding on to previous knowledge):

Element: Rhythm

Duration concepts are extended to include dotted notes and combinations of patterns Accents may fall on beats that are usually unaccented (syncopation) Rhythm is created by combining beat, tempo, patterns, metre and duration

Element: Melody

Melodies may be based on the G and F major scales, and their related minors A melody is changed when its rhythm is changed

Element: Harmony

Voices with different pitch ranges can be combined to create harmony The notes of a chord may be performed to accompany a melody

Element: Form

Improvisation is part of many forms of music Repetition and contrast give unity and variety to form in music


New sounds may be created using instruments in new ways, by inventing new instruments or by electronic methods

Skill: Listening

Identify the human voice categories: soprano, contralto, tenor, bass Match names, sounds and pictures of many instruments Identify chord changes aurally (ukuleles, resonator bells and autoharps)

Skill: Moving

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Move to illustrate phrase, repetition, contrast, AB, ABA and rondo patterns, introductions, interludes and endings (codas), as appropriate to the psychomotor development of the students

Skill: Singing

Use sol-fa skills in reading music and sight singing Sing three- and four- part rounds and two-part soprano, alto (S.A.) songs Extend vocal development to include phrasing, enunciation and expression


If possible – Handbells or Boomwhackers – basic ringing techniques

Recorders – both soprano and alto


Develop ability to read parts while singing: e.g., soprano, alto Recognize syncopated rhythms; e.g., eighth note, quarter note, eighth note Recognize the following chord progression: I, IV, V and V₇ Recognize ties, slurs and accidentals (sharp, flat, natural) Review terms in the literature that refer to dynamics; e.g., diminuendo

Skill: Creating

Add original descants to songs Use a variety of scales to create new melodies

Grade 6 Music

The first semester grade 6 will focus on different music types and will be required to give a presentation to the class. This may also include learning about new instruments from other cultures.

Element: Rhythm

There are many kinds of rhythm; e.g., ethnic rhythms, dance forms such as the waltz, tango

There are numerous rhythm patterns associated with repertoire; e.g., triplet

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Element: Melody

Melodies may be based on other scales; e.g., ethnic, whole tone, atonal, chromatic, modal

Element: Harmony

There is an ending point to a phrase (cadence) Other chords may be used to accompany melody; e.g., E minor, E₇

Element: Form

Basic forms include AB (binary), ABA (ternary), rondo, canon, theme and variation Longer forms of music such as the concerto, opera and symphony combine a variety of

structural forms


The human voice, which has the potential of being used as an expressive instrument, has different timbral qualities

The lyrics (text) and meaning of a song may be enhanced by the vocal interpretation as well as by its instrumental accompaniment.

Music has different styles; e.g., blues, jazz, rock, reggae, country and western, classical.

Skill: Listening

Identify band, orchestra, instrumental duet, trio, quartet and ensemble Identify some of the following: theme and variations, ragtime, blues, jazz, rock. Recognize the sounds of electronic music Identify children’s chorus, male/female chorus, mixed chorus, vocal duet, trio, quartet

and ensemble

Skill: Moving

Choreograph and perform a contemporary dance form; e.g., in the style of videos, air bands

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Skill: Singing

Develop a repertoire of quality songs Sing songs written in a variety of scales Extend vocal development to include stressing in tune (accurate) part singing


3 part recorder songs – 2 soprano parts and 1 alto part


Interpret the following symbols of dynamics and tempo: ƒ, ρ, ƒƒ, ρρ, mƒ, crescendo, decrescendo, fermata

Identify major and minor scales; e.g., C major and A minor Identify notated melody patterns by numbers or solfege Understand the function of key signatures Show further development in the ability to write, from dictation, patterns found in the

repertoire

Information for all music classes:

Resources

Music Play by Denise Gagne (grades 1-6) are excellent resources with well-planned lessons covering the complete elementary curriculum. I will use these as my major unit and lesson plans. Denise has planned these to coincide with events and major holidays (like Thanksgiving and Christmas as well as Hallowe’en, Remembrance Day, and Earth Day). May is Music From around the World and has included First Nations and Inuit music as well as music and poetry from Japan, Spain and France. There is information on composers, instruments, games, dances, poetry and theory – in short – it’s all I need! It even includes checklist and tests!

Music Play by Denise Gagne

120 Singing Games and Dances for Elementary Schools by Lois Choksy and David Brummitt

Listening Resource Kits (Levels 1-5) by Denise Gagne

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Stomp, Boom, Blast: Creating Music with Everyday Stuff by Cathy Blair (Percussion)

Hal Leonard Learn Guitar

Peter and the Wolf video

Recorders

Guitars

Assorted percussion instruments

Those Amazing Musical Instruments by Genevieve Helsby

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long range plans for grade 4 & elementary web viewunderstand and use vocabulary associated with...

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