Grade 4 – Science: Needs and Habitats of Plants and Animals

• 1.1.3 Experiment with Language and Form - explore a variety of forms of expression for particular personal purposes
• 2.1.2 Comprehension Strategies - confirm or reject inferences, predictions, or conclusions based on textual information; check and confirm understanding by rereading
• 2.1.3 Textual Cues - use textual cues [such as headings and subheadings, story elements, key ideas in exposition...] to construct and confirm meaning
• 2.2.1 Experience Various Texts - experience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries...] and cultural traditions; share responses
• 2.3.5 Create Original Texts - create original texts [such as murals, scripts for short plays, descriptive stories, charts, poems...] to communicate and demonstrate understanding of forms and techniques
• 3.1.1 Use Personal Knowledge - categorize personal knowledge of a topic to determine information needs
• 3.2.1 Identify Personal and Peer Knowledge - record, select, and share personal knowledge of a topic to focus inquiry or research
• 3.2.2 Identify Sources - answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts...]
• 3.2.3 Assess Sources - assess the usefulness of information for inquiry or research needs using pre-established criteria
• 3.2.4 Access Information - use a variety of tools [including indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, and dictionaries] to access information and ideas; use visual and auditory cues to identify important information
• 3.2.5 Make Sense of Information - determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues
• 3.3.1 Organize Information - organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model...]
• 4.1.3 Organize Ideas - determine key ideas and organize appropriate supporting details in own oral, written, and visual texts
• 4.2.2 Revise Content - revise to create an interesting impression and check for sequence of ideas
• 4.2.3 Enhance Legibility - write legibly, with increasing speed, using a handwriting style that is consistent in alignment, shape, slant, and spacing; experiment with the use of templates, formatting, and familiar software when composing and revising
• 4.2.5 Enhance Presentation - prepare organized compositions and reports using sound effects and visuals [such as graphs, charts, diagrams...] that engage the audience
• 4.4.1 Share Ideas and Information - prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience

• 4-0-1A Ask questions that lead to investigations of living things, objects, and events in the local environment.
• 4-0-1B Make and justify predictions based on observed patterns, collected data, or data provided from other sources.
• 4-0-2A Access information using a variety of sources.
• 4-0-2B Review information to determine its usefulness to inquiry or to research needs.
• 4-0-5C Record observations in a variety of ways.
• 4-0-7E Communicate results and conclusions in a variety of ways.
• 4-1-02 Recognize that each plant and animal depends on a specific habitat to meet its needs.
• 4-1-03 Identify the components of an animal habitat.

Teachers should note that Literacy with ICT Across the Curriculum Developmental Continuum does not contain outcomes. Rather it is framed with Big Ideas. Since the developmental continuum is an assessment tool, teachers should not target individual descriptors within the Big Ideas but rather target Big Ideas and observe student’s behavior to determine which of the descriptors, contained within each of the targeted Big Ideas, each student is demonstrating.

Students begin to show the behaviours outlined in the following Big Idea(s):

• Plan and Question
• Gather and Make Sense
• Produce to Show Understanding
• Communicate
• Reflect
• Collaboration