Yearly Curriculum Overview 2013-2014 Grade 4:
Calendar
September/ October Approximately 5/6 weeks November/ December Approximately 5/6 weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks
Transdisciplinary themes Subjects & Strands
An Inquiry into:
An Inquiry into:
An Inquiry into:
An Inquiry into:
An Inquiry into:
An Inquiry into:
Who We Are
Sharing The Planet
How We Express Ourselves
An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.
Where We Are In Place & Time
An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.
How The World Works
How We Organize Ourselves
An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.
An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.
An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.
An exploration of the physical and material world; of natural and humanmade phenomena; of the world of science and technology.
Central Idea
Making balanced choices enables us to have a healthy lifestyle.
Over time, living things need to adapt in order to survive.
People around the world use different forms of expression to convey their messages.
Where people live affect peoples lifestyle and habits.
Earth is part of an immense system called the universe.
Transportation, technology and industries grow over time through economic development.
Language-English
Listening and speaking
Learners:
-listen appreciatively and a participate appropriately as listener and speaker -view, respond to and describe visual information
Learners:
-argue persuasively and justify a point of view -begin to paraphrase and summarize -design posters and charts
Learners:
-infer meanings, draw conclusions and make judgments about oral presentations -prepare visual presentations using a range of media
Learners:
-show open-minded attitudes when listening to other points of view
Learners:
-identify and expand on main ideas in oral texts
Learners:
-verbalize their thinking and explain their reasoning
Viewing & Presenting
-navigate the Internet in response to verbal and visual prompts
-realize that visual presentations have been created to reach out and influence a particular audience. -know how to skim and scan information for usefulness. -identify relevant, useful and reliable information.
-view, respond to and describe visual information
Reading
-reflect regularly on reading and set future goals. -distinguish between fiction & non-fiction
-recognize authors purpose: inform, entertain, persuade, etc. -understand how stories have a plot, identify main idea and sequence of events. -identify and describe
-access information from a variety of texts both in print and online.
-use reference books dictionaries, computers, Internet with increasing independence.
-read a variety of books for pleasure, instruction and information.
Writing
-use appropriate
-reread, edit and revise
-work cooperatively
-locate, organize,
-choose to publish work
paragraphing to organize ideas -use appropriate punctuation to support meaning -use a range of vocabulary and relevant supporting details
elements of a story -adapt writing according to audience -distinguish between fact and opinion, and reach their own conclusion about what represents valid information.
to improve their own writing -use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich writing
with a partner to discuss and improve each others work -critique the writing of peers sensitively, offer constructive suggestions
synthesize and present written information obtained from a variety of valid sources
in handwritten or digital format independently
Language-Arabic
Listening and speaking
Learners:
-use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information
Learners:
-view, respond to and describe visual information, communicating understanding in oral, written and visual form
Learners:
-identify and expand on main ideas in familiar oral texts. participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
Learners:
-recognize patterns in language(s) of instruction and use increasingly accurate grammar -understand and use specific vocabulary to suit different purposes -prepare, individually or in collaboration, visual presentations using a range of studied texts
Learners:
-begin to understand that language use is influenced by its purpose and the audience
Learners:
-listen attentively and speak appropriately in small and large group connect visual information interactions
Viewing & Presenting
-design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved -read and comprehend to identify, synthesize and apply useful and relevant information from text
-view, respond to and describe visual information, communicating understanding in oral, written and visual form
-understand the ways in which images and language interact to convey ideas, values and beliefs
-view, respond to and describe visual information, communicating understanding in oral, written and visual form
-connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
Reading
-identify new information gained from reading
-use strategies, based on what they know, to read for understanding
-acquire the skills, strategies and conceptual understanding to become motivated readers
-identify the main idea. -identify relevant, reliable and useful information and decide on appropriate ways to use it
-discuss and outline the sequence of events leading to the final outcome
Writing
-reread, edit and revise to improve their own
-use appropriate punctuation to support
-adapt writing according to the
-use a range of vocabulary and relevant
-work independently, to produce written work
-use appropriate paragraphing to
writing
meaning
audience and demonstrate the ability to engage and sustain the interest of the reader Learners: -explore their understanding of factoring, multiplication, estimation, multiplicative and additive comparisons, distributive property, partial products, area models, Angle measurement, measurement, decomposition, multiplication, division
supporting details to convey meaning
that is legible and wellpresented
organize ideas
Mathematics
Data handling Measurement Shape & Space Pattern & Function Number Problem Solving
Learners: -explore angles, perpendicular and parallel lines, shape, rotation, polygon classification, patterning, representing tables, rules identification, addition, subtraction, place value, equivalent forms, comparison
Learners: -practice factoring, multiplication, division, Patterning, standard algorithm, addition, subtraction, place value, equivalent forms
Learners: - investigate equivalence, joining and separating fractions, fractions as numbers, comparison of fractions, reference unit for fractions, benchmark fractions, Angle measurement, iteration, measurement, decomposition, nonoverlapping parts, perimeter, area, measurement systems, conversion
Learners: - inquire into patterning, place value, equivalent forms, comparison of fractions and decimals, rounding,
Learners: - identify and apply understanding of measurement systems, conversion, partition, number line diagram, intervals of time, masses of objects
Science
Forces, Motion & Energy Earth & Space Materials & Matter Living things Investigations
Learners:
-use and analyze evidence from a variety of sources investigating - nutrition - balanced lifestyles - cause and effect - fitness
Learners:
-Interpret and evaluate data gathered in order to draw conclusions of -Ecosystems and the natural environments - Lifecycles (review) - Basic needs and survival - Animal adaptations - Plant adaptations
Learners:
-construct models to clarify explanations, demonstrate relationships, and solve needs
Learners:
-make predictions and inferences, and conclusions are drawn based on data from a variety of sources
Learners:
-plan and carry out systematic investigation of - Planets - Solar system - How has our scientific knowledge and understanding developed over time? - What new scientific discoveries have been made within our solar system recently? -study properties, behaviours and uses of materials, both natural and human-made
Learners:
-develop hypotheses that explain cause and effect relationships
Social studies
Human systems & economic activities Social organization & culture Continuity & change through time Human & natural environments Resources & environment
Learners:
-formulate and ask questions about the past, the future, places and society
Learners:
-explore Human & natural environments; - ecosystems - natural vs. man made environment - human impact on natural environments
Learners:
-use and analyse evidence from a variety of historical, geographical and societal sources
Learners:
-inquire into Social organization & culture - settlements - migration The relationship between location and settlement. Elements of a city (design of architecture, parks, bridges, mosques, churches etc.) How peoples behaviors and practices are influenced by their physical environment.
Learners:
-asses the accuracy, validity and possible bias of sources
Learners:
-inquire into Continuity & change through time; - economic growth - employment and the economy Transport and the relationship to the growth of cities. Transition from a rural society to a more urban, industrialized society. Advances in technology that contribute to prosperity and role in the global economy.
UAE Social studies in Arabic
Learners:
-make informed choices to achieve a balance in UAE food consumption
Learners:
-explain how human activities can have positive or adverse effects on local and other environments (for example, agriculture, industry)
Learners:
-identify and describe the components of culture -recognize how rituals and traditions contribute to cultural identity
Learners:
-assess settlement patterns and population distribution in selected regions, areas or countries
Learners:
-identify the evidence that the Earth has changed (for example, land formations in local environment)
Learners:
-identify and describe examples in which technology has changed the lives of people
UAE Social studies in English
Learners:
-know the names of the neighboring countries to the UAE - know the colors of UAE flag and the meaning
Learners:
- understand the efforts of Sheikh Zayed in the Union - demonstrate pride of the union and its achievements
Learners:
- understand the significance of UAE cultural events and traditions - respect the rights of others
Learners:
- understand the significance of UAE cultural events and traditions - respect the rights of others
Learners:
- understand and appreciate Abu Dhabi 2030 economic vision - respect the rights of others
Learners:
- understand and appreciate Abu Dhabi 2030 economic vision. - respect the rights of others
- respect the rights of others
- respect the rights of others
Islamic studies
Learner profile
Learners:
Principled -act with integrity and honesty, with a strong sense of fairness and justice. -explore healthy food choices in Islam
Learners:
Knowledgeable -develop and use conceptual understanding -explore knowledge of sayings by prophet Hadeeth about animals
Learners:
Open-minded appreciate their own cultures and personal histories, as well as the values and traditions of others -compare and contrast Islamic cultures with some other cultures
Learners:
Thinkers -use creative Thinking skills to analyze and take responsible action on complex problems in an Islamic society and its life style
Learners:
Inquirer -develop skills for inquiry and research discuss some verses from Quran related with the system of universe
Learners:
Reflective -work to understand our strength and weaknesses in order to support our learning and personal development in an Islamic society
PE Identity; Responsibility
Learners:
-can interact with different members of their group, understanding their own role and make balanced choices
Learners:
-improve their own and partners performance through feedback
Learners:
-understand different striking skills and racquet sports used and how they are expressed in a different forms around the world -work with different partners, allowing this to improve their physical fitness
Learners:
-understand body functions and how they affect the relation between self, objects or partners
Learners:
-control different parts of my body and explore how they affect the full dynamic of own body whilst moving or getting balanced
Learners:
-show understanding that how more skills they develop, they can express and enjoy sports more whilst working with others
Active living; Fitness
-explore concept Integration
-explore concept Integration
-demonstrate understanding that moving improves own skills and fitness condition -improve skills, allowing them to reach success in different activities
-explore concept Integration
-increase own activities which makes one more healthy
Interactions; Concepts & Principles
-increase positive interactions and decrease negative interactions to increase overall success
-use skills and strategies over time to improve real time game performance -reflect through feedback -explore concept Integration
-share different perspectives together, therefore increasing own and group success
-explore concept Integration
-express themselves in different forms, allowing them to enjoy and reach success easily
Motor skill development
-explore concept Integration
-listen and understand others concepts, allowing own skills to improve faster
-improve motor skills development which affect the way they interact with others
-control own body -explore different movements around the space
-express in various ways when increasing or strengthen different skills
improving own fitness condition
The Arts Visual Arts Creating Learners:
(Stand-alone project) -show awareness of the affective power of visual arts
Learners:
(Stand-alone project) -use a range of strategies to solve problems during the creative process
Learners:
-make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures -reflect on their own and others creative processes to inform their thinking -compare, contrast and categorize artworks from a range of cultures, places and times
Learners:
-use a personal interest as the starting point to create a piece of artwork
Learners:
(Stand-alone project) -use a range of strategies to solve problems during the creative process
Learners:
(Stand-alone project) -use a range of strategies to solve problems during the creative process -Create artwork for a specific audience -recognize that different audiences respond in different ways to artwork
Responding
-provide constructive criticism when responding to work
-identify and consider the contexts in which artworks are made
-use their knowledge and experiences to make informed interpretations of artworks -provide constructive criticism when responding to artwork
-use relevant and insightful questions to extend their understanding
Music
Creating
Learners:
-create and accompany music using a variety of sounds and instruments, -participate in performing and creating music both individually and collectively
Learners:
-apply 4/4 3/4 Steady beat -notate whole quarter half eighth, sixteenth -rest quarter half whole eighth -perform notated rhythms
Learners:
-explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings, -create music to represent different cultures and styles, -read, write and perform simple musical patterns and phrases -compare aspects of music from different times and places,
Learners:
-sing and match pitch with good vocal quality Introducing the concept of harmony/melody -introduce instrumentsmatch pitch, melody and harmony
Learners:
=deliver a musical message to different audiences (to parents, kindergarteners, friends), -improvise upon a basic pattern to reinforce the importance of the individual within the group
Learners:
-play recorder: Note reading Notation Performance Instrument care
Responding
-express their responses to music on multiple ways
-study Music History Composers
-compose for instrument of study Improvisation
-express their responses to music from different cultures
-take part in Musical Presentation UOI link
(drawings, games, songs, dance, oral discussion), -recognize different sources of music in daily life -recognize that sound can be notated in a variety of ways
Time Periods Analytical listening
-reflect upon how their music express their personal voice and the impact it has on others
and styles, -explore individually and collectively a musical response to a narrated story, -analyze different compositions describing how the musical elements enhance the message
Environmental awareness
Drama and Dance
Creating
Learners:
identify how cultural connections can be made with different types of drama recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons
Learners:
-make use of simple performance conventions to share ideas -explore issues, beliefs and values through the arts
Learners:
-express their unique values, beliefs and interests through dramatic form -discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance
Learners:
-create movement that explores dimensions of direction, level and shape -recognize the theme of a dance and communicate their personal interpretation
Learners:
-create a devised or scripted performance for a particular audience or purpose -use materials to symbolically show location and character
Learners:
-create roles in response to props, set and costume -recognize that dance plays an innovative role in communicating ideas within cultures and societies
Responding
ICT
Learners:
-apply basic computer skills and research internet resources -use photo/video technology to produce evidence of learning. practice of safety using technology
Learners:
-develop power-point presentations -apply online research skills using laptops and I-pads -practice of responsibility using technology
Learners:
-apply basic computer skills and research internet resources apply responsibility and safety when using technology
Learners:
-develop power-point presentations -use online research skills using laptops and I-pads -are responsible and safe technology users
Learners:
-apply basic computer skills and research internet resources -are responsible and safe technology users
Learners:
-develop power-point presentations -apply online research skills using laptops and I-pads -are responsible and safe technology users
ELL Phase 2/3 push-in model
Learners phase 1:
-pronounce, identify and use FOOD vocabulary in reading,
Learners phase 1:
-pronounce, identify and use ANIMAL and HABITAT vocabulary in
Learners phase 1:
-pronounce, identify and use vocabulary to describe feelings, to
Learners phase 1:
--use question words (What, who, when,
Learners phase 1:
-pronounce, identify and use WEATHER and TECHNOLOGY
Learners phase 1:
-pronounce, identify and use TRANSPORT, THINGS IN A TOWN and
written and oral responses. Also use words from the Grade 4 WORD WALL. -Write a paragraph about yourself. -talk about eating habits and preferences daily -ask and tell prices of goods in shops and prices -use simple descriptions (good/bad, pretty/ugly, sad/happy) of places and generalized nouns, in relation to food, health and exercise -use Verb to be questions, short answers, positive and negative sentences
reading, written and oral responses. Also use words from the Grade 4 WORD WALL.. -use Past, Present and Future tense -determine Cause and Effect (ecosystems, life cycles and adaptations) -recount using a range of adjectives to express the 5 senses and reflect on learning about the Eastern Mangroves kayaking Trip
express emotions in oral and written form. -read and analyse a variety of comprehension activities based on different cultural traditions to express their values and heritage. -speak & Listen through activities videos and songs from other cultures compare and contrast - completing a Venn diagram
why, where, how) -use plural nouns (including some irregular forms, -es, ies, -ves) -talk about a family and describe family relations their own and the chosen context connected to the inquiry -analyse clothes and appearances in a chosen context connected to the inquiry
vocabulary. -use This/ That/ These/ Those -use There is/ There are -use Prepositions (in, on, under, above, between, behind, in front of, opposite) -formulate simple research questions (Who, what, where, when, how) research skills -identify the main idea in written texts (research skills)
HOUSE vocabulary. -use verb to be questions, short answers, positive and negative sentences -practice future tense make predictions -use imperatives (must, should) -ask for and tell the time -use Can/ Cant (for ability and requests)
Library
Learners:
-Understand the Dewey Decimal System in order to locate fiction and nonfiction materials
Learners:
-use subscription databases to research adaptations and survival
Learners:
-evaluate a range of texts and the different forms of expression that characters use to convey their story
Learners:
-begin to develop critical review skills of sources found when researching; broaden skills related to online database searches when researching different locations and their effect on lifestyle and habits
Learners:
-explore the features of nonfiction texts and how they aid our understanding of complex subjects; begin to learn note taking skills
Learners:
-inquire into transportation, technology and industries which grow over time through economic development
