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of the 12-year-old




Grade 4 - Term 2 Overview 2013-2014


The focus will continue to center around our class prayer table where we read and listen to Scripture, share intentions, and discuss how to apply our understanding of God’s word to daily living. Our term began with the students’ leadership at the school Mass when they incorporated elements of First Nation spirituality. Prior to Christmas the focus continues to be on Advent with the students participating in school events and using symbols reflective of the season. After Christmas we will be moving into the Epiphany. The students will continue to be involved in various activities stemming from the Born in the Spirit series with concepts connected across curriculum as they naturally apply to learning experiences. They will continue to further their understanding of Social Justice issues and examine ways they can make a difference to others.

The students will also focus on the theme of stewardship as it will be integrated with their Science theme on Habitats and Communities. They will be encouraged to identify, and put into action, ways they can make a difference in preserving the gifts of our planet. They will lead our school Earth Day assembly and neighbourhood clean-up in April. Students will review and be expected to know the Apostles’ Creed and relate this prayer to their own lives. By the end of the term we will enter into the spirit of the season of Lent and will be reflecting on the parables told by Jesus.

The school theme “Walking Humbly with Our God” is also being examined; students are in the process of writing about people who model what it is to do God’s work with humility. These written reflections, along with their photos, will be displayed in the hall bulletin board.

Language Arts:

The students will continue to read and explore language through a variety of short stories, novels, factual information, poetry, and Scripture. The emphasis this term will be on: vocabulary development; identifying elements of story structure including setting, plot, and characters; looking for evidence to support a point of view; and using Literature Circle roles while reading the novel Frindle, by Andrew Clements. A selection of graphic organizers will continue to be used for organizing information and demonstrating understanding.

They will continue to develop their formal and creative writing skills through paragraphs, story telling, poetry, and writing across subject areas. Editing skills, focusing on spelling, run-ons, clarity, and the use of signal words, will be an on-going focus.

At the end of this term the students will be researching and writing for a formal project which will be displayed at the school Learning Fair.


The students have been using different mental math strategies to multiply and divide while finding patterns in a multiplication chart, relating multiplication and division, and solving problems. They are expected to have quick and accurate recall of multiplication and division facts.

The students will also be reading and recording time using analog and digital clocks, reading and recording calendar dates, estimating and measuring area, and constructing rectangles for a given area.

By the end of the term, the students will be working on fractions and decimals. They will model, name, and record fractions of a whole and of a set, compare and order fractions, relate tenths and hundredths as decimals and fractions, explore equivalent decimals, use decimals to record money values, add and subtract decimals and money, and identify contexts in which fractions and decimals are used. 



The students will be comparing the structures and behaviours of local animals and plants in different habitats and communities. They will be expected to describe how food webs are composed of simple food chains. The students will also explore how their actions affect the environment both positively and negatively. Students are encouraged to re-read and discuss the background information provided to review concepts introduced in class.

Since the students have demonstrated a passion and interest toward animals, our Learning Fair project, to be completed by the end of February, will focus on an animal, its adaptations, food web, and habitat. A visual display and model of the animal habitat will be included.

Much of our study of local habitats and communities will be connected to the study of the life cycle of our BC salmon. As part of the Salmonids in the Classroom program, supported by BC Fisheries and Oceans, we will be raising over 50 Coho salmon eggs in the classroom.


Students will continue to examine the natural resources used by the First Nations of the Pacific Westcoast (use of land for food, shelter, and clothing). There will be a particular focus on the importance of salmon to the First Nations way of life. Cultural aspects will also be studied such as art, dance, and music, as well as specific aspects of the First Nations’ culture or lifestyle (art, fishing, clothing, storytelling).

Health and Career:

The students will be encouraged to practice choices that promote a healthy lifestyle as they complete a non-smoking unit that focuses on the negative factors associated with smoking. They will also begin the Friends for Life program designed to help children develop ways to cope with anxiety. Through our read-a-loud novels and discussions, we will explore the components of healthy relationships focusing on kindness and respect in social settings.

The students will continue to be encouraged to use their planner effectively and make positive decisions in regard to meeting deadlines and completing assignments.



The students will continue to explore a variety of materials including tempera and watercolour paint, varied paper, cloth and pastels. They will be exploring the work of Emily Carr, in particular how her lifestyle and appreciation of First Nation art influenced her own artistic expression, and will apply some of her techniques to their own work. They will also be introduced to some of the styles and techniques used in First Nations art.