Appendix: Program Links to Expectations for the Ontario Curriculum - Government of Ontario Canada, Ontario Ministry of Natural Resources

Links to the Ontario Curriculum

Numbers in [] following expectations refer to the activity number above that will contribute to that expectation.

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Expectations for the Ontario Curriculum

Grade 4, Visual Arts

Overall Expectations

Creating and Presenting: Apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings [2/3, 6/7]
Reflecting, Responding, and Analysing: Apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences [7]

Creating and Presenting

Create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences [2/3, 6/7]
Demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic [2/3, 6/7]
Use elements of design in art works to communicate ideas, messages, and understandings [2/3, 6/7]
Use a variety of materials, tools, and techniques to determine solutions to design challenges [2/3, 6/7]

Reflecting, Responding, and Analysing

Interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey [7]
Analyse the use of the elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding [7]
Identify and document their strengths, their interests, and areas for improvement as creators and viewers of art [7]

Grade 4, Science and Technology
Understanding Life Systems – Habitats and Communities

Overall Expectations

Analyse the effects of human activities on habitats and communities [1, 2, 4, 5]
Investigate the interdependence of plants and animals within specific habitats and communities [1, 2/3, 4, 5]
Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them [1, 2/3, 4, 5]
Relating Science and Technology to Society and the Environment
Analyse the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account, and evaluate ways of minimizing the negative impacts [1, 2, 4, 5]
Identify reasons for the depletion or extinction of a plant or animal species, evaluate the impacts on the rest of the natural community, and purpose possible actions for preventing such depletions or extinctions from happening [1, 2, 4, 5]

Developing Investigation and Communication Skills

Build food chains consisting of different plants and animals, including humans [1, 2/3, 4, 5]
Use scientific inquiry/research skills to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs [1, 2, 4, 5]
Use appropriate science and technology vocabulary [1, 2, 4, 5]
Use a variety of forms to communicate with different audiences and for a variety of purposes [3, 4]

Understanding Basic Concepts

Demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life [1, 2/3, 4, 5]
Demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals) [1, 2, 4, 5]
Identify factors that affect the ability of plants and animals to survive in a specific habitat [1, 2, 4, 5]
Demonstrate an understanding of a community as a group of interacting species sharing a common habitat [1, 2/3, 4, 5]
Classify organisms, including humans, according to their role in a food chain [1, 2, 4, 5]
Identify animals that are carnivores, herbivores, or omnivores [1, 2, 4, 5]
Describe structural adaptations that allow plants and animals to survive in specific habitats [1, 2, 4]
Explain why changes in the environment have greater impact of specialized species than on generalized species [1, 2, 4]
Demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support [1, 2, 4, 5]
Describe ways in which humans are dependent of natural habitats and communities [1, 2, 4, 5]

Grade 4, Social Studies
Canada and World Connections – Canada’s Provinces, Territories, and Regions

Overall Expectations

Use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories [5]

Knowledge and Understanding

Explain how the St. Lawrence River and the Great Lakes systems shape or influence the human activity of their surrounding area (e.g., with respect to transportation, industry, recreation, commercial fishing) [5]
Identify Ontario’s major natural resources and their uses and management [5]
Describe a variety of exchanges that occur among the communities and regions of Ontario (e.g., fruit from the Niagara Peninsula, nickel from Sudbury, vehicles from Oshawa, wild rice from Kenora, cranberries from Wahta First Nation) and among the provinces and territories (e.g. potatoes from Prince Edward Island, fish from British Columbia, grain from Saskatchewan, Inuit artwork from Nunavut) [5]

Inquiry/Research and Communication Skills

Use primary and secondary sources to locate information about natural resources and their uses [4, 5]
Use graphic organizers and graphs to sort information, clarifying issues, solve problems, and make decisions (e.g., use a pro-and-con chart to identify the effects of clear-cutting on a forest community; use a decision making chart to consider the alternatives to and consequences of constructing dams on a river system; create a bar graph to show average temperature by province [4]

Curriculum - Grade 4