DOCSLIB.ORG

Year-At-A-Glance Many Voices Combined Grades 4 and 5 Correlation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Year-At-A-Glance Many Voices Combined Grades 4 and 5 Correlation Year-at-a-Glance Many Voices Combined Grades 4 and 5 Correlation Theme/Unit: Geography Influences Communities (LPP, ER, GC, CC) 1. What can be learned from studying the physical geography of a community? 2. How does the physical geography of a community directly shape the quality of life of the people who live in that particular community? 3. How does the physical geography affect how people in a community live? Many Voices Components Grade 4 Specific Outcomes Grade 5 Specific Learner Outcomes Values and Attitudes: Values and Attitudes Grade 4: 4.1.1 value Alberta’s physical geography and 5.1.1 value Canada’s physical geography and Chapter 1: Explore the Land natural resources: natural environment: What does Alberta look like? (ST) Appreciate the diversity of elements pertaining to appreciate the variety and abundance of natural What is the story of the land? (ST) geography, climate, geology and palaeontology in resources in Canada (ER, LPP) What are the natural regions? (ST) Alberta (LPP) appreciate the diversity of geographic phenomena in How does climate affect quality of life? Canada (LPP) (ST) Appreciate the environmental significance of national Natural Resources (PC) and provincial parks and protected areas in Alberta appreciate the environmental significance of national Looking at the Land (CD-ROM) (ER, LPP) parks and protected areas in Canada (ER, LPP) “Alberta” (CD 1:1) appreciate how the land sustains communities and Appreciate how Alberta’s fossil heritage contributes “Prairie Sky” (CD 1:5) to the province’s unique character (LPP) the diverse ways that people have of living with the “Under the Berry Moon” (CD 1:9) land (GC, LPP) Appreciate the variety and abundance of natural appreciate the influence of the natural environment resources in Alberta (ER, LPP) Chapter 2: Alberta’s Fossil on the growth and development of Canada (LPP) Heritage demonstrate care and concern for the environment What Do Fossils Tell About Alberta? 4.2.1 appreciate how an understanding of Alberta’s through their choices and actions (GC, LPP) (ST) history, people and stories contributes to their Why Do We Find Fossils in Alberta? sense of belonging and identity: appreciate the geographic vastness of Canada (LPP) 5.2.1 appreciate the complexity of identity in the (ST) Recognize oral traditions, narratives, and stories as Canadian context: Where Are Fossils Found in Alberta? valid sources of knowledge about the land, culture, (ST) and history (CC, TCC) recognize how an understanding of Canadian history How Did Alberta Become Known for and the stories of its peoples contributes to their Fossils? (ST) 4.3.1 appreciate the factors contributing to the sense of identity (I, TCC) What are Fossil Fuels? (ST) quality of life in Alberta: acknowledge oral traditions, narratives and stories Coal: Mining a Fossil Fuel (CD-ROM) Value and respect their relationships with the as valid sources of knowledge about the land and environment (C, ER, LPP) diverse Aboriginal cultures and history (CC, I, TCC) Chapter 3: Natural Resources in acknowledge the roots of Francophone identity and Your Life Knowledge and Understanding: presence in Canada (CC, I, TCC) Why Was the Leduc Discovery 4.1.2 critically examine the physical geography of Important? (ST) acknowledge British influence and presence in Alberta by exploring and reflecting upon the Why Is Agriculture Important? (ST) Canada (CC, I, TCC) ST=Student Textbook TG=Teacher Guide 1 CD-ROM=Interactive Multimedia CD-ROM PC=Photo Card ¾=Selected ICT outcomes are indicated by this symbol © 2007 Pearson Education Canada Inc. Alberta’s Forests (ST) following questions and issues: acknowledge the contributions made by diverse How Do Communities Form? (ST) What are the major geographical and natural cultural groups to the evolution of Canada (CC, I, Then & Now (PC) vegetation regions, landforms, and bodies of water in TCC) View Point on Alberta’s Oil Alberta? (LPP) recognize how changes in society can affect identity (CC, I) Development (CD-ROM) 5.3.1 appreciate how changes impact citizenship “Under the Berry Moon” (CD 1:9) What are the factors which determine climate in the and identity: Roughest Neck Around” (CD 1:8) diverse regions of Alberta? (LPP) “Universe Song” (CD1: 10) recognize how economic and political changes What are the significant natural resources in Alberta, and where are they located? (ER, LPP) impact ways of life of citizens (C, ER, I, PADM) Knowledge and Understanding: 5.1.2 examine, critically, the physical geography of Grade 5: 4.1.3 critically examine how geography and Canada by exploring and reflecting upon the Chapter 1: Exploring Canada paleontology contribute to knowledge of Alberta’s following questions and issues: Let’s explore Canada’s regions. (ST) physical geography by exploring and reflecting What makes a region? (ST) upon the following question: What are the major geographical regions, landforms Exploring Canada’s people’s. (ST) and bodies of water in Canada? (LPP) What geological features make Alberta unique? (LPP) Canada’s Stories (PC) How do landforms, bodies of water and natural How did archeologists and paleontologists discover resources affect the quality of life in Canada? (LPP) the presence of dinosaurs in Alberta? (LPP, TCC) How have natural disasters and severe weather Chapter 2: The Atlantic Region: been part of Canada’s physical geography? (LPP, Life by the Ocean 4.1.4 analyze how Albertans interact with their TCC) Let’s explore the Atlantic region. (ST) environment by exploring and reflecting upon the Why did people settle in the Atlantic following questions and issues: What are the differences and similarities among the region? (ST) geographical regions of Canada? (LPP) Why do we need to protect the land? (ER, LPP) Why did Europeans come to the How is the geographical region they live in different Atlantic region? (ST) What do our provincial parks preserve? (ER, LPP) from other regions of Canada? (LPP) Who were the Loyalists? (ST) How do Albertans deal with competing demands on What are the factors that determine climate in the Did quality of life change in the Atlantic land use in Alberta? (ER, LPP) diverse geographical regions of Canada (e.g., region? (ST) latitude, water, mountains)? (LPP) The Atlantic Region (PC) How can ownership of a discovered artifact be How are Canada’s national parks and protected St. John’s NL: Then and Now (PC) determined? (C, ER, PADM) areas important to the sustainability of Canada’s In what ways does the Royal Tyrrell Museum natural environment? (ER, LPP) contribute to scientific knowledge regarding Alberta’s 5.1.3 analyze how people in Canada interact with Chapter 3: Great Lakes – fossil heritage? (ER, LPP, TCC) the environment by exploring and reflecting upon St.Lawrence Lowlands: Life by the How are natural resources used by Albertans? (ER, the following questions and issues: river. LPP) Let’s explore the Great Lakes – In what ways do natural resources and the physical St.Lawrence Lowlands. (ST) geography of a region determine the establishment How did the First Nations live on the 4.3.2 critically assess the challenges and of communities? (ER, LPP) land? (ST) opportunities that Alberta has faced in its growth 5.2.2 examine, critically, the ways of life of Who were the first Europeans to come and development by exploring and reflecting upon Aboriginal peoples in Canada by exploring and to the Lowlands? (ST) the following question: reflecting upon the following questions and issues: When did the Loyalists arrive? (ST) In what ways have occupations and commerce been What do the stories of First Nations, Métis and Inuit What was the underground railroad? impacted by geography, climate and natural peoples tell us about their beliefs regarding the (ST) resources in Alberta? (ER, LPP, TCC) relationship between people and the land? (I, CC, How did the Great Migration change TCC, LPP) the Lowlands? (ST) 4.3.3 critically examine Alberta’s changing cultural How are the Aboriginal cultures and ways of life How has the region changed? (ST) and social dynamics by exploring and reflecting unique in each of the western, northern, central and The Great Lakes – St. Lawrence upon the following question: eastern regions of Canada? (I, CC, TCC) Lowlands (PC) In what ways has Alberta changed demographically Niagra Falls: Then and Now (PC) How were the natural environment and geography since 1905? (CC, I, LPP) of each region of Canada determining factors of the Chapter 4: The Canadian Shield: diversity among Aboriginal groups (e.g., languages, 4.3.4 examine recreation and tourism in Alberta by ST=Student Textbook TG=Teacher Guide 2 CD-ROM=Interactive Multimedia CD-ROM PC=Photo Card ¾=Selected ICT outcomes are indicated by this symbol © 2007 Pearson Education Canada Inc. Muskeg, Moose, and Minerals. exploring and reflecting upon the following symbolism)? (LPP, TCC) Let’s explore the Canadian Shield. (ST) questions and issues: What was the significance of the potlatch to the Who first lived in the Canadian Shield? How do physical geography and climate affect identity of the Aboriginal peoples of the Northwest (ST) seasonal activities throughout Alberta? Coast? (I, CC, LPP) How did the fur trade affect the First In what ways do anthropology and archaeology Nations? (ST) contribute to our understanding of First Nations, What jobs do people have in the shield Métis and Inuit peoples? (CC, LPP, TCC) today? (ST) 5.2.3 examine, critically, ways of life in New The Canadian Shield Region (PC) Skills: France by exploring and reflecting upon the 4.S.1 develop skills of critical thinking and creative following questions and issues: thinking: Chapter 5: Interior Plains: Land of How do stories and legends of the coureurs des bois Evaluate significant local and current events, Open Skies. distinguish between fact and opinion and voyageurs inform us about Francophone history, Let’s explore the Interior Plains.
Load more

Recommended publications
  • Grade 4 Program of Studies
    SOCIAL STUDIES KINDERGARTEN TO GRADE 12 PROGRAM RATIONALE AND PHILOSOPHY Social studies provides opportunities for students Canada’s historical and constitutional to develop the attitudes, skills and knowledge that foundations, which reflect the country’s will enable them to become engaged, active, Aboriginal heritage, bilingual nature and informed and responsible citizens. Recognition multicultural realities. A pluralistic view and respect for individual and collective identity is recognizes that citizenship and identity are shaped essential in a pluralistic and democratic society. by multiple factors such as culture, language, Social studies helps students develop their sense environment, gender, ideology, religion, of self and community, encouraging them to spirituality and philosophy. affirm their place as citizens in an inclusive, democratic society. DEFINITION OF SOCIAL STUDIES PROGRAM VISION Social studies is the study of people in relation to each other and to their world. It is an issues- The Alberta Social Studies Kindergarten to focused and inquiry-based interdisciplinary Grade 12 Program of Studies meets the needs and subject that draws upon history, geography, reflects the nature of 21st century learners. It has ecology, economics, law, philosophy, political at its heart the concepts of citizenship and identity science and other social science disciplines. in the Canadian context. The program reflects Social studies fosters students’ understanding of multiple perspectives, including Aboriginal and and involvement in practical and ethical issues Francophone, that contribute to Canada’s evolving that face their communities and humankind. realities. It fosters the building of a society that is Social studies is integral to the process of enabling pluralistic, bilingual, multicultural, inclusive and students to develop an understanding of who they democratic.
    [Show full text]
  • Revisiting ANPC's Rare Plants Book
    Iris No. 69 • January 2013 The Alberta Native Plant Council Newsletter Revisiting ANPC’s Rare Plants Book by Linda Kershaw of Alberta, you will see that each Line drawing – Illustrations came consists of five main components: from a variety of sources, including an a block of text (name, description, ANHIC collection of commissioned and notes); a photo; a line drawing; drawings and a variety of previously an Alberta distribution map; a North published works (most notably the America distribution map. five-volume Flora of the Pacific Northwest published by the University of Text – Although the four editors Washington Press). The ANPC even compiled, organized, and edited the commissioned some original drawings information, there were also more to fill the last remaining gaps. than 30 additional Alberta botanists who contributed species accounts Alberta distribution map – The and other text (you can see their detailed Alberta dot maps were smiling faces on page 483 of the provided by ANHIC during the last book). Alberta Environment staff days of production. These were (first through the Recreation and generated electronically using the Protected Areas Program and later ANHIC/ACIMS (Alberta Conservation through the Alberta Natural Heritage Information Management System) Information Centre [ANHIC]) was database. key to the project, from generating When Rare Vascular Plants of Alberta the initial species list to sorting out North America distribution map was finally published in 2001, it was taxonomic problems and providing a – The Biota of North America the culmination of 10 years of work wide range of information. Also, several Program (BONAP) at the University of involving many dedicated volunteers.
    [Show full text]
  • TDR Vegetation (Pdf)
    Technical Data Report Vegetation ENBRIDGE NORTHERN GATEWAY PROJECT AMEC EARTH & ENVIRONMENTAL A division of AMEC Americas Limited Calgary, Alberta David E. Reid, M.Sc., P. Biol. Carol E. Thompson, B.Sc. Mary Ann Johnson, B.Sc., P. Biol. Laura C. Roberts, M.Sc., P. Biol. 2010 Preface This technical data report (TDR) relies primarily on data collected up to September 2008. These data are used in the vegetation environmental and socio-economic assessment (ESA) for the Enbridge Northern Gateway Project, Volume 6A Part 1, Section 8, which also includes more recent data collected up to June 2009. Some minor discrepancies may occur between this TDR and the ESA because of the different datasets. Vegetation Technical Data Report Table of Contents Table of Contents 1 Introduction ...................................................................................................... 1-1 1.1 Spatial Boundaries ............................................................................................. 1-1 1.1.1 Project Development Area ............................................................................. 1-1 1.1.2 Project Effects Assessment Area .................................................................. 1-1 1.2 Physiographic Regions ....................................................................................... 1-2 1.3 Ecosystem Classification .................................................................................... 1-2 2 Methods ..........................................................................................................
    [Show full text]
  • Many Voices Combined-Grade Correlation Package
    Many Voices Combined-Grade Correlation Package Grade Three / Grade Four © 2006 Pearson Education Canada Inc. Teaching Combined Grades Linkages and Sequencing The materials in Many Voices reflect the following linkages and sequencing inherent in the Alberta Social Studies Program of Studies. These provide continuity that assists teachers in planning a combined-grades program. (Please see table below.) The following strategies reflect ways in which some teachers approach the teaching of Social Studies in a combined-grades classroom. Separate Programming • Use teaching assistants and parent volunteers whenever possible. • Use cross-grade “buddies” to assist with tasks. • Place independent extension activities for both grades at centres. • Partner with another teacher. Integrated Programming • Use peer modelling and cooperative learning. • Alternate programs (e.g., for a Grade 1–2 classroom, teach the Grade 1 program one year and use the Grade 2 program the following year). • Choose one grade’s program to use as the basic program and then modify up or down for the other grade. • Use the core concepts of citizenship and identity and the program strands as organizers, and integrate the content of each grade where possible. • Find some common strands or related outcomes and choose appropriate activities and support materials. See the related outcomes below as an example. • Examine the skills within each grade level. Combine the skills when planning instructional activities for both classes. This supports planning for Differentiated Instruction. For example, when presenting mini-lessons on a particular skill such as geographical thinking, highlight the outcomes in both grades to the entire class. Some students will be able to work at grade level and others will have the opportunity to work on this skill below or above grade level.
    [Show full text]
  • Annotated Bibliography of The
    Annotated Bibliography of the Cultural History of the German-speaking Community in Alberta Second Up-Date: 1997- 2003 A project of the German-Canadian Association of Alberta 8 2004 Compiler: Manfred Prokop Annotated Bibliography of the Cultural History of the German-speaking Community in Alberta: 1882-2000. Second Up-Date: 1997-2003 In collaboration with the German-Canadian Association of Alberta #203, 8708-48 Avenue, Edmonton, AB, Canada T6E 5L1 Compiler: Manfred Prokop Modern Languages and Cultural Studies, University of Alberta, Edmonton, AB, Canada T6G 2E6 Phone/Fax: (780) 467-6273. E-Mail: [email protected] ISBN 0-9687876-0-6 8 Manfred Prokop 2004 TABLE OF CONTENTS Overview ............................................................................................................................................................................................... 1 Quickstart ............................................................................................................................................................................... 1 Description of the Database ................................................................................................................................................................. 2 Brief history of the project ................................................................................................................................................... 2 Materials ...............................................................................................................................................................................
    [Show full text]
  • The Rocky Mountain Region
    Chapter 02 5/5/06 3:40 PM Page 18 Chapter 2 The Rocky Mountain Region What makes the Rocky Mountain region a unique part of Alberta? My Dad works for the Canadian National Railway, and our family moved to Jasper because of his work. I think living in the Rocky Mountain region is like living in the middle of a silvery crown. In the Rocky Mountains, you can see snow on the mountain tops, even during the summer. My new friends at school pointed out a mountain called Roche Bonhomme (rosh boh num), a French phrase that means “good fellow rock.” It is also called Old Man Mountain. If you stand in Jasper and look up at the mountains in the northeast, you will see what looks like a sleeping man. Whenever I leave my house, I always look up at him and silently send him my greetings. On my birthday, I was given my own camera. I took the picture you see here and many others. This is a beautiful area in all four seasons. My photos tell part of Alberta’s story. I think you can really see the side view of the sleeping man’s face in this photo of Roche Bonhomme. 18 NEL Chapter 02 5/5/06 3:40 PM Page 19 What I Want to Know… …About the Rocky Mountain Region The Rocky Mountain region begins at the southwestern border of Alberta. It is part of the Rocky Mountain chain. The mountains run northwest and southeast along the western side of North America.
    [Show full text]
  • Alberta – a Sense of the Land TEACHERTEACHER PACKAGE PACKAGE
    Alberta – A Sense of the Land TEACHERTEACHER PACKAGE PACKAGE Thank you for booking a Teacher’s Pet In-School Field Trip! In this package, you will find some key documents that will help you prepare for your upcoming fieldtrip. This package includes: Field Trip Form Checklist Letter Learning outcomes that will be explored during the fieldtrip Information Sheets about payments and volunteers Please use the Checklist Letter as your guide as you prepare your classroom for our visit. Please note that all documents are copyrighted and any reproduction or distribution of these documents electronically or otherwise, in whole or in part, is strictly prohibited except for the purposes of this singular scheduled field trip. If you have any questions, please feel free to contact us at 780 434 8224 1-888-634-8738 for Calgary Email: [email protected] We are looking forward to visiting your classroom and engaging your students in an energetic and interactive learning experience! No bus needed! Best wishes, We come to your classroom! The Teahe’s Pet Team Alberta – A Sense of the Land FOR YOUR INFORMATION Payments Please note our Payment Policy: 1. You will be invoiced once the field trip has taken place. This invoice will be emailed directly to the accounts payable individual at your school. 2. Payments may be by cheque or credit card. 3. If paying by cheque, please make the cheque out to Teacher's Pet Educational Services and mail to: Teahe’s Pet Educational Services 11215-180 Street Edmonton, AB T5S 0B4 4. If paying by credit card, please call the office at: 780 434 8224 (Edmonton) 1 888 634 8738 Please note: We are an approved vendor in your school district.
    [Show full text]
  • Alberta Hansard
    Province of Alberta The 30th Legislature Second Session Alberta Hansard Thursday afternoon, October 22, 2020 Day 56 The Honourable Nathan M. Cooper, Speaker Legislative Assembly of Alberta The 30th Legislature Second Session Cooper, Hon. Nathan M., Olds-Didsbury-Three Hills (UCP), Speaker Pitt, Angela D., Airdrie-East (UCP), Deputy Speaker and Chair of Committees Milliken, Nicholas, Calgary-Currie (UCP), Deputy Chair of Committees Aheer, Hon. Leela Sharon, Chestermere-Strathmore (UCP) Neudorf, Nathan T., Lethbridge-East (UCP) Allard, Hon. Tracy L., Grande Prairie (UCP) Nicolaides, Hon. Demetrios, Calgary-Bow (UCP) Amery, Mickey K., Calgary-Cross (UCP) Nielsen, Christian E., Edmonton-Decore (NDP) Armstrong-Homeniuk, Jackie, Nixon, Hon. Jason, Rimbey-Rocky Mountain House-Sundre Fort Saskatchewan-Vegreville (UCP) (UCP), Government House Leader Barnes, Drew, Cypress-Medicine Hat (UCP) Nixon, Jeremy P., Calgary-Klein (UCP) Bilous, Deron, Edmonton-Beverly-Clareview (NDP) Notley, Rachel, Edmonton-Strathcona (NDP), Carson, Jonathon, Edmonton-West Henday (NDP) Leader of the Official Opposition Ceci, Joe, Calgary-Buffalo (NDP) Orr, Ronald, Lacombe-Ponoka (UCP) Copping, Hon. Jason C., Calgary-Varsity (UCP) Pancholi, Rakhi, Edmonton-Whitemud (NDP) Dach, Lorne, Edmonton-McClung (NDP) Panda, Hon. Prasad, Calgary-Edgemont (UCP) Dang, Thomas, Edmonton-South (NDP) Phillips, Shannon, Lethbridge-West (NDP) Deol, Jasvir, Edmonton-Meadows (NDP) Pon, Hon. Josephine, Calgary-Beddington (UCP) Dreeshen, Hon. Devin, Innisfail-Sylvan Lake (UCP) Eggen, David, Edmonton-North West (NDP), Rehn, Pat, Lesser Slave Lake (UCP) Official Opposition Whip Reid, Roger W., Livingstone-Macleod (UCP) Ellis, Mike, Calgary-West (UCP), Renaud, Marie F., St. Albert (NDP) Government Whip Rosin, Miranda D., Banff-Kananaskis (UCP) Feehan, Richard, Edmonton-Rutherford (NDP) Rowswell, Garth, Vermilion-Lloydminster-Wainwright (UCP) Fir, Tanya, Calgary-Peigan (UCP) Rutherford, Brad, Leduc-Beaumont (UCP) Ganley, Kathleen T., Calgary-Mountain View (NDP) Sabir, Irfan, Calgary-McCall (NDP), Getson, Shane C., Lac Ste.
    [Show full text]
  • Natural Regions and Subregions of Alberta
    Natural Regions and Subregions of Alberta Natural Regions Committee 2006 NATURAL REGIONS AND SUBREGIONS OF ALBERTA Natural Regions Committee Compiled by D.J. Downing and W.W. Pettapiece ©2006, Her Majesty the Queen in Right of Alberta, as represented by the Minister of Environment. Pub # T/852 ISBN: 0-7785-4572-5 (printed) ISBN: 0-7785-4573-3 (online) Web Site: http://www.cd.gov.ab.ca/preserving/parks/anhic/Natural_region_report.asp For information about this document, contact: Information Centre Main Floor, 9920 108 Street Edmonton, Alberta Canada T5K 2M4 Phone: (780) 944-0313 Toll Free: 1-877-944-0313 FAX: (780) 427-4407 This report may be cited as: Natural Regions Committee 2006. Natural Regions and Subregions of Alberta. Compiled by D.J. Downing and W.W. Pettapiece. Government of Alberta. Pub. No. T/852. Acknowledgements The considerable contributions of the following people to this report and the accompanying map are acknowledged. Natural Regions Committee 2000-2006: x Chairperson: Harry Archibald (Environmental Policy Branch, Alberta Environment, Edmonton, AB) x Lorna Allen (Parks and Protected Areas, Alberta Community Development, Edmonton, AB) x Leonard Barnhardt (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Tony Brierley (Agriculture and Agri-Food Canada, Edmonton, AB) x Grant Klappstein (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Tammy Kobliuk (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Cam Lane (Alberta Sustainable Resource Development, Edmonton, AB) x Wayne Pettapiece (Agriculture and AgriFood Canada, Edmonton, AB [retired]) Compilers: x Dave Downing (Timberline Forest Inventory Consultants, Edmonton, AB) x Wayne Pettapiece (Pettapiece Pedology, Edmonton, AB) Final editing and publication assistance: Maja Laird (Royce Consulting) Additional Contributors: x Wayne Nordstrom (Parks and Protected Areas, Alberta Community Development, Edmonton, AB) prepared wildlife descriptions for each Natural Region.
    [Show full text]
  • Canadian Shield
    Grade 4 - Regions of Alberta 4.1 Alberta: A Sense of the Land 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 Values and Attitudes 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) Knowledge and Understanding 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
    [Show full text]
  • Waste and Our World General Learner Expectations Stud
    APPENDICES A. Science SLP Curriculum Grade 4 Topic A: Waste and Our World General Learner Expectations Students will: 4­5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Identify plant and animals wastes, and describe ­waste ­identifying how they are recycled in nature. For example, ­recycle ­describing plant leaves serve as a source of food for soil ­break down/ ­sequencing insects, worms and other creatures. The wastes of decompose these animals may then be further broken down ­soil by molds, fungi and bacteria. ­insect ­creature ­mold ­fungi ­bacteria 2. Identify and classify wastes that result from ­waste ­identifying human activity. ­activity ­classifying 3. Describe alternative methods of disposal, and ­disposal ­comparing/ ­evaluation identify possible advantages and disadvantages of advantages/ contrasting each. disadvantages ­identifying ­describing 4. Distinguish between wastes that are readily ­waste ­classifying biodegradable and those that are not. biodegradable ­comparing/contrasting 5. Compare different kinds of packaging, and infer ­packaging ­comparing/contrasting ­evaluation the relative advantages and disadvantages of that ­consumer ­inferences packaging. In evaluating different forms of ­environment ­pragmatics packaging, students should demonstrate the (perspective­ ability to consider a consumer perspective as well taking) as an environmental perspective 6. Identify methods of waste disposal currently ­methods ­identifying ­personal experience used within the local community. ­waste ­disposal ­local ­community 7. Identify kinds of wastes that may be toxic to ­toxic ­classifying people and to the environment. ­wastes ­environment 8. Identify alternative materials and processes ­materials ­identifying that may decrease the amount of waste ­processes produced.
    [Show full text]
  • Rocky Mountain Region
    Grade 4 - Regions of Alberta 4.1 Alberta: A Sense of the Land 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 Values and Attitudes 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) Knowledge and Understanding 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
    [Show full text]