My goal this year was to include more opportunities for students to work collaboratively and develop their critical thinking skills at the same time. The example I have chosen for my artifact is an invitation I created for our final Science unit, Rocks and Minerals. I included this invitation in my centers and this allowed students a great deal of time to explore and examine the station independently. The students loved it and it was a very popular place in our classroom! I created the invitation by gathering the rocks and minerals books and materials that we had in our school. Students were then given opportunity just to explore the rocks and minerals station before we even began the unit. Once we began the unit students began to add materials to the exploration station in the classroom.

Help my class has GAPS! Considering supplementary learning your new students may be in differing places. If your grade 4-6 students are behind, please use these planners to combine outcomes. This will benefit both teacher and student. Planning your math this way will alleviate math anxiety and make things more manageable. There is a separate plan to address learning gaps in Grade 4, Grade 5 and Grade 6.

The following is are examples of a choice boards that could be used with grades 4-6 for distance learning. Keep checking. More will be added.

Lesson Rationale:
This lesson is important because it gets the students to explore different mediums of art. It also gets them to learn about artists that are part of Saskatchewan and what types of images they make. The students get to explore working outdoors while drawing and creating a 2D image of an object that they may have never payed much attention too until this assignment. They also get to go deeper with this, by taking a photo of a scene they come across that captures their attention, not on school property. This assignment allows for the students to be able to feel comfortable sharing their images with the rest of their peers, without feeling like they may be judged. They get to be in a safe sharing environment. This assignment also give students the confidence to believe in themselves that they can create an object or scene that they see in real-life. It gives them the confidence to see that they too can be like Saskatchewan artists and can create images that incorporate Saskatchewan.

Summary:
In our split grade of fours and fives, we completed a unit on communication where the
students learned about the different forms of communication: decoders and decoding, signs and symbols, non-verbal communication, First Nations’ oral communication, and the history and evolution of communication. Once we had covered these areas, the summative assignment asked the students to creatively make a new communication tool that may be found in the future.

21st Century Creativity:
This project explored creativity in many ways: to begin, the students created secret messages
for each other and for me; later, they created symbols and signs to indicate something such as a hazard or a danger. Finally, the communication tool project gave the students an opportunity to imagine something never before created that could be used to communicate or to take a tool used today and adjust it in a new way to improve communication.

This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 4 Arts Education, ELA, Health Education, Physical Education, Mathematics, Science and Social Studies. Look for rubrics, vocabulary lists, summarized outcomes, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.

These 4 documents provide a template to teach the dance strand in grade 4. Created by Virginia Mireau. Teacher Version, Student handout & Assessment.

Module 1A focuses on building community by making connections between visual imagery, oral accounts, poetry and written texts of various cultures with a focus on the Haudenosaunee (Iroquois) culture. Students will determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully.| Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. The module reinforces the fact that Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New York region and state, and continue to contribute to the region’s history.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this eight-week module, students will learn about poetry and poets through close reading and writing to learn. Throughout the module, they will determine the characteristics of poetry and consider what inspires writers and poets. Students begin in Unit 1 by reading the first half of the novel Love That Dog by Sharon Creech. Students follow the main character, Jack, as he learns about poetry and begins to write his own. Students closely read and analyze poems Jack reads, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowing Evening” by Robert Frost. Throughout this unit, students track what Jack is learning about poetry alongside their own learning though these close readings. They also experiment with writing their own poetry inspired by their reading. Students practice summarizing the events in the novel and discuss how the main character’s attitude toward poetry begins to change in this half of the novel. In Unit 2, students engage in deeper analysis of Jack’s character and his inspiration through extended discussion prompts. They also learn to write informational paragraphs in order to summarize larger portions of the text. For the mid-unit 2 assessment, they write a summary of the entire novel.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this eight-week module, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Unit 1, students build background knowledge on general animal defenses through close readings of several informational texts. Students will read closely to practice drawing inferences as they begin their research and use a science journal to make observations and synthesize information. Students will continue to use the science journal, using the millipede as a whole class model. They begin to research an expert animal in preparation to write about this animal in Units 2 and 3, again using the science journal. In Unit 2, students will continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal, the threats to its survival, and how it is equipped to deal with them. With their new knowledge about animal defenses from Unit 1, students will read informational texts closely, using the same science journal to synthesize information about their animal. Unit 3 allows students to apply their research from Units 1 and 2 to write a narrative piece about their animal that incorporates their research. This narrative will take the format of a choose-your-own-adventure. For their performance task, students will plan, draft, and revise the introduction and one choice ending of the narrative with the support of both peer and teacher feedback. The second choice ending will be planned, written, and revised on-demand for the end of unit assessment.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Download the full Grade 4 ELA Module 3B as a zip folder of PDF files. Each module, unit, and lesson file will appear separately within the folder.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will read, write, and speak about the topic of voting rights and responsibilities. In the first two units, students will read informational texts that focus on the women’s suffrage movement and the leadership of New Yorker Susan B. Anthony. Specifically, they will read firsthand and secondhand accounts of her arrest and trial for voting in a time when women were outlawed from doing so. Students then read The Hope Chest by Karen Schwabach, a historical fiction novel set in the weeks leading up to the passage of the 19th Amendment. They will continue to examine the idea of leaders of change and explore the theme “making a difference” by collecting evidence on how selected characters make a difference for others. After completing the novel, students will analyze this theme in selected passages of the novel and write an essay

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Units
Provincial Rubrics
Exemplars
Writing Continuum
Templates
Curricular Resources
Assessment Resources

Grade 4 Math Playlist / Outcome Plan.
The following is an example of how you can develop playlists for outcome-based math. Activities can be a compilation of resources you already have, or ones you can access through the resource bank including

This Grade 4 Math Yearly Overview was prepared by Kimberley Johnson (Kenaston), Sept. 2011.

It outlines the year by month, unit of study and outcomes to be taught.

In this 25-day module of Grade 4, students extend their work with whole numbers.  They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).  They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Module 2 uses length, mass and capacity in the metric system to convert between units using place value knowledge.  Students recognize patterns of converting units on the place value chart, just as 1000 grams is equal 1 kilogram, 1000 ones is equal to 1 thousand.  Conversions are recorded in two-column tables and number lines, and are applied in single- and multi-step word problems solved by the addition and subtraction algorithm or a special strategy.  Mixed unit practice prepares students for multi-digit operations and manipulating fractional units in future modules.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.