Grade 4/5

Curriculum Outcomes:

Science

Learning Outcome - Students investigate the internal systems of

organisms and explain how they support vital biological processes.

1. LS.1 - Vital biological processes in complex organisms are carried out by biological systems that rely on each other. Vital biological processes of complex organisms include movement, nutrition, respiration, growth, reproduction Humans and many other animals have internal biological systems that include the digestive system, respiratory system, circulatory system, musculoskeletal system.

2.  LS.4 - The circulatory system moves blood around the body and includes the heart and blood vessels.

3.  LS.6 - The digestive, respiratory, and circulatory systems work together to supply oxygen and nutrients to the human body.

🎯 Charter Goals Achieved:

1. Students will recognize and understand agricultural literacy

2. Students will demonstrate problem solving through adaptability, resilience, and critical thinking

3. Students will understand the value of goals and outcomes

4. Students will achieve academic success while displaying leadership
   
   

Resources:

• Cow hearts

• Dissection kits 

• Garbage bags 

• Cardboard

• Sharpies

• Clay 

• Chromebooks 

Charter Methods:

1. Experiential Learning

3. Multi-grade Projects

6. Independent student research projects

7. Tiered Lesson Planning

8. Learning Journals

9. Sensory, graphic & interactive scaffold learning

10. Teacher-centered instruction

11. Hybrid style of learning

12. STEM

Curriculum Outcomes:

Science

1. LS.1 - Organisms are living things that respond to stimuli and include plants, humans, and other animals 

2. LS.2 - Organisms can be classified in various ways, including by appearance habitat structures

3. Structures, including body parts, are features of organisms that serve a purpose or function.

4. Organisms have external structures that can vary; e.g., plants may have roots, stems, leaves, flowers, fruit, or other structures animals may have claws, teeth, legs, shells, skins, or other structures

5. Functions of external structures in an organism include eating, moving, protecting, sensing, reproducing

6. Sensory organs of animals include ears eyes nose tongue skin

7. Sensory organs in animals help them meet their needs in various ways, such as by detecting food, other animals, danger, and  temperature

Charter Outcomes:

General Knowledge and Understandings Outcomes

1. I can identify how agriculture meets basic human needs

2. I can identify how agriculture impacts local, regional, and global economies and communities

3. I can describe how agriculture has impacted society over time (ie. technology, outputs and inputs, the agricultural revolution, artificial fertilizers)

Animal Outcomes (A) ** Students at NHCS will learn about all animals of our school farm

1. I can identify animals in our farmyard. (Science/LA)

   1. I can understand the difference between domesticated and wild animals (Social)

   2. I can label the body parts of animals in our farmyard

   3. I can understand the health of animals in our farmyard (i.e nutrients, sickness, health maintenance, common diseases) 

   4. I can understand the life cycle ie. reproductive system of animals in our farmyard

2. I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)

Environment and Land Stewardship Outcomes (ELS)

1. Land Stewardship & Conservation (PEW, Social, Science, LA)

   1. I can understand the value of land (financial, cultural, health) (Math)

   2. I can identify practices of sustainable agriculture (crop/grazing, rotations, natural fertilizers, non-chemical pest controls) 

   3. I can identify negative and positive impacts of human agriculture on the environment

Garden Project Outcomes (GP)**Each grade will be assigned a vegetable to plant in the spring and then a new vegetable to harvest in the fall

1. I can describe the basic needs of my plant  (Science, Math, LA)

   1. I can understand the environmental impacts to crop growth (drought, flooding, pests, etc.) (Social) 

   2. I can identify equipment required to care for my crop

Agriculture and Society Outcomes (AS)

1. I can describe characteristics of rural communities. (Social)

2. I can identify ways that simple machines contribute to society. (Science, Social, LA)

1. I can identify the use of simple machines in agriculture (hand tools)

2. I can explain the reasons why simple machines reduce human labor in agriculture

3. I can identify how skill using hand tools affects the amount of labor involved (PEW)

First Nations, Metis and Inuit Outcomes (FNMI)

1. Importance of plants and animals (Social, LA, Science, PEW)

1. I can identify FNMI agriculture practices

Curriculum Outcomes:

Art  - 3D Works with complex materials

1. ANALYSIS: Students will make distinctions within classes of natural objects or forms. 

2. ASSESSMENT: Students will assess the visual qualities of objects. 

3. APPRECIATION: Students will interpret artworks by examining their context and less visible characteristics. 

4. EMPHASIS: Students will create emphasis by the treatment of forms and qualities. 

LA

1. Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.

2. Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.

Health

1. Examine how experiences with places or artifacts can be meaningful

2. Students interpret how resilience and perseverance can be influenced by a variety of life experiences.

Science

1. First Nations, Métis, and Inuit have a long history with the land that has informed conservation practices and beliefs.

2. Constellations have names that come from a variety of sources.

3. Constellations are groups of stars that appear to form a shape.

4. Earth’s daily rotation and yearly revolution around the Sun causes the constellations to appear in different locations at different times.

5. Stars and constellations are recognizable from Earth and can be used for navigation and tracking the passage of time.

6. Examine constellations in relation to location in the sky.

Charter Outcomes:

Agriculture and Society Outcomes (AS)

1. I can identify ways that agricultural products are part of and move through the economy

   1. I can identify different careers related to the production and movement of agricultural products (i.e. farming, ranching, transportation, sales, producers of agricultural equipment, agricultural research, animal health care, etc.)

2. I can identify ways that simple machines contribute to society. (Science, Social, LA)

1. I can identify the use of simple machines in agriculture (hand tools)

2. I can explain the reasons why simple machines reduce human labor in agriculture

3. I can identify how skill using hand tools affects the amount of labor involved (PEW) 

First Nations, Metis and Inuit Outcomes (FNMI)

1. Importance of plants and animals (Social, LA, Science, PEW)

1. I can identify key plants and animals to different FNMI cultures (the three sisters, buffalo, herbs, etc.)

2. I can identify FNMI agriculture practices

3. I can understand FNMI attitudes towards their keystone plants and animals (family attitudes, using the entire animal, etc.)

     2. Conservation and Land Stewardship (Social, LA, Science, PEW)

1. I can identify FNMI practices that apply to sustainable agriculture

Curriculum Outcomes:

Math - Number Sense

• Represent and describe whole numbers to 1 000 000.

• Use estimation strategies in problem-solving contexts.

• Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

Variables and Equations

• Express a given problem as an equation in which a letter variable is used to represent an unknown number (limited to whole numbers)

Health - Financial Literacy

• In what ways can financial goals be supported

• Students demonstrate how planning can support financial goals.

• A budget is a plan that supports an individual when making decisions on how to earn, spend, save, invest, and donate over a period.

• A budget consists of money currently on hand (assets), money expected to be earned (income), and money planned on spending (expenses).

• A budget can be divided into needs and wants.

• Budgets can be used for a variety of situations, such as: personal, household, business, an event or activity

• Budgets may need to be adjusted due to unforeseen circumstances.

• Factors that can influence consumer choice include: marketing, advertising, media, availability, trends, price

• Budgeting is important to responsible financial decision making and can support achieving short-term and long-term financial goals.

• When purchasing goods and services, individuals have the ability to make choices.

• Develop a simple budget for an activity or event.

• Examine the components of a budget.

• Examine factors that influence consumer choice.

Art 

Subject Matter: Plants & Animals and Environments & Places

• Continue to explore ways of using drawing materials.

• Use models to make drawings with increasing accuracy.

• Knowledge gained from study or experimentation can be recorded visually.

Charter Outcomes:

Animal Outcomes 

1. I can identify animals in our farmyard. (Science/LA)

a. I can describe characteristics and features of animals in our farmyard

c. I can understand the health of animals in our farmyard (i.e nutrients, sickness, health maintenance, common diseases) 

d. I understand the procedures for the care of animals in our farmyard (i.e castration, dehorning)

2. I can identify animals in our farmyard roles in society (LA, Social, PEW)

a. I can identify human uses of animals in our farmyard ie. different cultures (i.e. eggs, milk, feathers, meat, wool) 

c. I can identify the costs associated with caring for animals in our farmyard (Math)

3. I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)

Agriculture and Society Outcomes (AS)

2. I can identify ways that agricultural products are part of and move through the economy