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Week Overview (Grade 4, 45-minute lessons + 2 field trip adventure activities)

Curriculum Alignment: British Columbia (BC) Curriculum

• Mathematics: Number concepts, patterns & relations, shape & space, measurement
• Science: Matter and energy; properties and changes in matter; scientific inquiry skills; ecosystems
• English Language Arts: Spelling, vocabulary development, word patterns, storytelling

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Day 1: Exploring Number Patterns

Learning Objectives (BC Curricular Competencies):

• I can identify, describe, and extend number patterns.
• I can apply problem-solving strategies to math patterns.
• I can use correct spelling for math-related vocabulary.

Success Criteria:

• I can correctly identify the rule for a number pattern.
• I can extend the pattern beyond the given numbers.
• I use spelling strategies to write math terms accurately (e.g., pattern, sequence, rule).

Activities:

1. Warm-up (5 mins): Group brainstorm of real-life patterns (e.g., days of the week, seasons).
2. Main task (25 mins):
   • Present number patterns using simple sequences (e.g., +2, ×3, alternating additions).
   • Students work in pairs to extend and describe the pattern orally.
   • Write pattern rule sentences including math vocabulary words.
3. Spelling focus (10 mins):
   • Introduce spelling list: pattern, sequence, multiply, add, subtract, rule.
   • Use multisensory activities: write words with coloured pencils, trace in sand trays.
4. Wrap-up (5 mins): Share pattern rules and spelling words orally and in writing.

Differentiation:

• For diverse learners: Use number lines and visual aids to reinforce pattern understanding.
• Dyslexia friendly: Provide word cards with syllable breakdown and phonetic clues. Use coloured overlays for reading tasks.
• Advanced learners: Challenge students to create their own complex patterns and write a mini-riddle for peers to solve.

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Day 2: States of Matter Investigation

Learning Objectives (Science Big Ideas, BC Draft):

• I can identify and describe properties of solids, liquids, and gases.
• I can use simple scientific inquiry skills to observe matter.
• I can spell key science vocabulary correctly.

Success Criteria:

• I can list characteristics of each state of matter.
• I can perform observations and record findings using scientific words.
• I spell observation-related vocabulary correctly (e.g., solid, liquid, gas, property).

Activities:

1. Engagement (5 mins): Song or rhyme about solids, liquids, and gases to promote recall.
2. Investigation (25 mins):
   • Hands-on sorting activity with objects/pictures to classify solids, liquids, gases.
   • Use simple thermometers or describe daily examples (ice melting, steam) to explore changes.
3. Spelling & vocabulary (10 mins):
   • Introduce and practise writing vocabulary on mini whiteboards. Include dyslexia-friendly font options printed on cards.
4. Discussion (5 mins): Talk about observations, emphasizing spelling and concept clarity.

Differentiation:

• For diverse learners: Visual sorting templates, labelled pictures to support classification.
• Dyslexia friendly: Use text-to-speech apps or read-aloud clear pronunciation of words.
• Advanced learners: Predict what happens during phase changes; record results in a graphic organizer.

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Day 3: Measuring Length and Perimeter

Learning Objectives (Mathematics – Measurement):

• I can measure and compare length using standard units (cm, m).
• I can calculate the perimeter of simple shapes.
• I can use spelling skills to write measurement terms.

Success Criteria:

• I use rulers correctly to measure length.
• I calculate perimeter by adding side lengths accurately.
• I spell measurement vocabulary correctly (e.g., perimeter, length, centimetre, metre).

Activities:

1. Warm-up (5 mins): Recap measurement units with hands-on rulers.
2. Main activity (30 mins):
   • Students measure classroom objects.
   • Draw shapes on graph paper, measure sides, calculate perimeters.
   • Write full sentences using measurement vocabulary.
3. Spelling & reflection (5 mins): Quiz spelling of measurement words with peer support.

Differentiation:

• For diverse learners: Use colour-coded rulers and enlarged print measuring tapes.
• Dyslexia friendly: Use dyslexia-friendly fonts on measurement word flashcards.
• Advanced learners: Challenge to create shapes with given perimeter values; explain reasoning in writing.

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Day 4: Energy and Everyday Forces

Learning Objectives (Science):

• I can identify examples of forces (push, pull) in everyday life.
• I can describe how forces cause movement or change.
• I can spell and use vocabulary of forces correctly.

Success Criteria:

• I list and explain forces using examples.
• I spell science force vocabulary (push, pull, gravity, friction) correctly.
• I use evidence to support explanations of force effects.

Activities:

1. Engage (10 mins): Interactive demonstration of push and pull forces using classroom objects.
2. Explore (20 mins): Students work in groups to find and record examples of forces around them.
3. Spelling & writing (10 mins):
   • Spelling practice: push, pull, gravity, friction, force.
   • Write short sentences explaining an example of a force.
4. Share (5 mins): Groups share examples verbally.

Differentiation:

• For diverse learners: Use graphic organizers and sentence starters for writing.
• Dyslexia friendly: Provide word shape and syllable segmentation for target vocabulary.
• Advanced learners: Investigate friction by comparing movement on different surfaces and report findings.

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Day 5: Spelling Review and Cross-Curricular Quiz Game

Learning Objectives (Language Arts & Review of Math & Science):

• I can apply correct spelling of words related to math and science topics learned.
• I can recall and explain key concepts in number patterns, matter, measurement, and forces.

Success Criteria:

• I spell words accurately during the quiz.
• I confidently answer questions about the week’s topics.

Activities:

1. Warm-up (5 mins): Quick review of weekly spelling words and key concepts.
2. Quiz game (30 mins):
   • Teams compete answering questions in a fun format (e.g., buzzer or card hold-up).
   • Questions involve spelling, definitions, and application (math problems, science observations).
3. Reflection (5 mins): Students write one “I can” statement about what they learned.
4. Extension options: Offer puzzle sheets or crosswords for early finishers with focus on target vocabulary and concepts.

Differentiation:

• For diverse learners: Provide visual hints and allow oral answers.
• Dyslexia friendly: Questions and answer choices provided orally and visually.
• Advanced learners: Additional challenging questions about patterns and scientific reasoning.

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Field Trip Adventure 1: Saskatoon Outdoor Exploration Scavenger Hunt

Learning Objectives:

• I can use maps to navigate and measure distances outdoors.
• I can observe and describe local ecosystems found in Saskatoon.
• I can spell Saskatoon-related vocabulary and scientific terms correctly.

Success Criteria:

• I can follow a map and complete a scavenger hunt using measurement tools.
• I identify and describe plants, animals, or natural features in Saskatoon’s local ecosystem.
• I spell key vocabulary words related to the environment and Saskatoon accurately.

Activities:

1. Introduction (10 mins): Explain scavenger hunt rules, introduce map reading and measuring tools (e.g., measuring tape, steps to estimate distance).
2. Scavenger Hunt (60 mins):
   • Students work in small groups to find items on the list around a Saskatoon park or green space (e.g., Meewasin Valley Trail).
   • Tasks include measuring distances between landmarks, identifying local plants or animals, and recording observations.
3. Vocabulary & Spelling (15 mins):
   • Review and practise spelling words such as Saskatoon, ecosystem, riverbank, habitat, measurement, map, distance.
   • Use multisensory spelling activities outdoors (e.g., writing words in dirt with sticks, spelling aloud).
4. Wrap-up (10 mins): Groups share findings and spelling words; reflect on what they learned about Saskatoon’s environment and map skills.

Differentiation:

• For diverse learners: Provide simplified maps with symbols and pictures; pair with peer buddies for support.
• Dyslexia friendly: Use large print, high-contrast maps and vocabulary cards with phonetic spelling. Provide oral instructions and text-to-speech apps if needed.
• Advanced learners: Challenge to calculate approximate total distance walked and create their own mini-map of the area explored