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Grade 4 learners explore life in Canada, Manitoba, and Canada’s North. They enhance their knowledge of Canada’s physical and human geography and develop an awareness of Canadian citizenship and governance. Learners explore the places, stories, and cultures of Manitoba, and discover the diversity and shared experiences of Manitobans, past and present. They also develop an awareness of life in Canada’s North through a study of the physical and human geography of one of the northern territories. Through this exploration, learners develop a sense of belonging and enrich their understanding of citizenship in Manitoba and Canada.
The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
Knowledge Learning Outcomes
4-KL-015 Describe the relative locations of Manitoba and Canada in the world using cardinal directions.
4-KL-016 Locate the geographic regions on a map of Canada (e.g., Western Cordillera, Prairie Region, Canadian Shield, St. Lawrence-Great Lakes Lowlands, Atlantic Region, Arctic Region).
4-KL-017 Describe characteristics of the geographic regions of Canada (e.g., landforms, bodies of water, vegetation, climate, population distribution).
4-KL-018 Locate the oceans, major landforms, lakes, and waterways on a map of Canada.
4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.
Values Learning Outcomes
4-VL-005 Appreciate Canada’s vast and diverse geography.
Knowledge Learning Outcomes
4-KC-001 Describe Canadian and provincial or territorial symbols and monuments (e.g., national anthem, coats of arms, flags, monuments, legislative buildings).
4-KC-002 Identify democratic ideals in Canadian society (e.g., equality, freedom, citizen participation in government).
4-KC-003 Identify days important to Canadians and Manitobans (e.g., Canada Day, Remembrance Day, National Indigenous Peoples Day, Saint-Jean-Baptiste Day, Manitoba Day, Louis Riel Day).
4-KC-004 Explain from a personal perspective what it means to be a citizen of Canada.
4-KC-004A Explain from a personal perspective what it means to be a First Nations, Métis, or Inuit citizen in Canada.
4-KC-004F Explain from a personal perspective what it means to be a francophone citizen in Canada.
4-KP-041 Explain the purposes of government.
4-KP-042 Identify levels of government in Canada and give examples of their responsibilities. Include municipal or local, provincial or territorial, First Nation, and federal governments.
4-KP-043 Identify elected government leaders in their local communities, in Manitoba, and in Canada.
4-KP-044 Recognize that there are elected First Nations, Métis, and Inuit representatives in Manitoba and in Canada.
4-KP-044A Identify elected representatives of their First Nations, Métis, and Inuit communities.
4-KP-045 Give examples of formal and informal power and authority in their lives (e.g., rules, laws, student councils, bullying, gangs).
4-KP-046 Identify positive ways of dealing with conflict or the misuse of power and authority.
4-KE-047 Use examples to distinguish between public and private property.
4-KE-048 Identify various ways in which governments help people meet their needs (e.g., education, health care, sanitation).
4-KE-049 Describe media influences on their perceptions of people and places in Canada.
Values Learning Outcomes
4-VC-001 Be willing to contribute to their groups and communities.
4-VC-002 Value Canadian citizenship.
4-VP-011 Respect the rights of others when using personal power or authority (e.g., as a member of cooperative groups, patrols, class monitors, conflict managers).
4-VE-012 Respect public and private property.
Knowledge Learning Outcomes
4-KI-005 Identify cultural communities in Manitoba.
4-KI-006 Give examples of diverse artistic and cultural achievements of Manitobans. Include First Nations, Métis, Inuit, and francophone cultural achievements.
4-KI-006A Give examples of First Nations, Métis, and Inuit artistic and cultural achievements and organizations in Manitoba.
4-KI-006F Give examples of francophone artistic and cultural achievements and organizations in Manitoba.
4-KI-007 Identify First Nations, Métis, and Inuit communities, cultures, and languages in Manitoba (e.g., Cree, Ojibway, Dakota, Michif, Ojibway-Cree, Dene).
4-KI-007A Identify connections between their community and other First Nations, Métis, and Inuit communities in Manitoba.
4-KI-008 Identify francophone communities in Manitoba.
4-KI-008F Identify connections between their local community and other francophone communities in Manitoba.
4-KI-009 Describe the influence of various factors on their identities. Include culture, community, place, and region.
4-KI-009A Understand the teachings of Elders about their culture and identity.
4-KI-009F Describe the influence of their cultural heritage on their francophone identity.
4-KL-020 Locate on a map and describe geographic features of Manitoba (e.g., lakes and rivers, landforms, vegetation, forests, parks, cities and towns, First Nations communities).
4-KL-020A Use traditional knowledge to describe and locate places in Manitoba.
4-KL-021 Locate on a map and identify major natural resources in Manitoba.
4-KL-022 Describe the main demographic features of Manitoba. Include population, population distribution, and cultural communities.
4-KL-023 Identify issues related to environmental stewardship and sustainability in Manitoba.
4-KL-024 Give examples of First Nations, Métis, and Inuit peoples’ traditional relationships with the land.
4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba (e.g., Lower Fort Garry, The Forks, Musée de Saint-Boniface, Thunderbird House, provincial/national parks).
Values Learning Outcomes
4-VI-003 Value ethnic and cultural diversity in Manitoba.
4-VI-004 Value the artistic and cultural achievements of Manitobans.
4-VL-006 Appreciate Manitoba’s natural environment.
4-VL-006A Respect their spiritual connection to the natural environment (land, water, sky).
Knowledge Learning Outcomes
4-KI-010 Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba.
4-KI-011 Give examples of First Nations, Métis, and Inuit contributions to the history of Manitoba (e.g., place names, art, parks and historic sites, symbols and stories, guidance to early settlers).
4-KI-011A Recognize that their identities are connected to the history of their First Nations, Métis, or Inuit community.
4-KI-012 Give examples of francophone contributions to the history of Manitoba (e.g., settlement of Saint-Boniface, place names, language and culture, voyageurs).
4-KI-012F Recognize that their identities are connected to the history of their francophone community.
4-KL-026 Describe the influence of the natural environment on settlement in Manitoba.
4-KL-027 Relate stories of interactions between the Selkirk settlers and First Nations and Métis Peoples.
4-KH-033 Relate stories of people and events that shaped Manitoba (e.g., voyageurs, Louis Riel, Chief Peguis, Lord Selkirk, Nellie McClung, Thanadelthur, bison hunt).
4-KH-034 Give examples of the impact of European settlement on First Nations, Métis, and Inuit communities in Manitoba. Include displacement of communities, disease, and cultural change.
4-KH-035 Describe ways in which life in Manitoba has changed over time (e.g., housing, food, hunting and fishing, clothing, recreation, languages, education, agriculture, transportation).
Values Learning Outcomes
4-VH-008 Value oral tradition as an important way to learn history.
4-VH-009 Appreciate the significance of Manitoba’s history in their lives.
Knowledge Learning Outcomes
4-KI-013 Describe Indigenous contributions to the northern territory studied (e.g., visual arts, games, music, dance).
4-KI-014 Give examples of Indigenous languages, cultures, and communities in the northern territory studied.
4-KL-028 Locate on a map and describe physical features of the northern territory studied.
4-KL-029 Identify natural resources in the northern territory studied.
4-KL-030 Describe the demographic features of the northern territory studied (e.g., population, population distribution).
4-KL-031 Give examples of changes to place names in the northern territory studied (e.g., Kugluktuk/Coppermine).
4-KL-032 Describe various purposes of inuksuit (e.g., companionship; to mark food caches, hunting locations, direction).
4-KH-036 Give examples of stories and traditions of the northern territory studied.
4-KH-037 Identify the main reasons for the creation of Nunavut and the new Northwest Territories.
4-KH-038 Describe changes in ways of life in the last century in the northern territory studied (e.g., food, clothing, transportation, languages, recreation, education).
Values Learning Outcomes
4-VL-007 Value the contributions of the North to the Canadian community.
Skills for Active Democratic Citizenship
4-S-100 Collaborate with others to share ideas, decisions, and responsibilities in groups.
4-S-101 Resolve conflicts peacefully and fairly.
4-S-102 Interact fairly and respectfully with others.
4-S-103 Make decisions that reflect care, concern, and responsibility for the environment.
4-S-104 Negotiate constructively with others to build consensus.
Skills for Managing Information and Ideas
4-S-200 Select information from oral, visual, material, print, or electronic sources (e.g., maps, atlases).
4-S-201 Organize and record information in a variety of formats (e.g., maps, charts, outlines, concept maps), and reference sources appropriately.
4-S-202 Use appropriate terms or expressions to describe periods of time (e.g., decade, generation, century, when the Earth was new, in the time of our ancestors).
4-S-203 Select and use appropriate tools and technologies to accomplish tasks.
4-S-204 Create timelines and other visual organizers to sequence and represent historical figures, relationships, or chronological events.
4-S-205 Construct maps that include a title, legend, compass rose, and grid.
4-S-206 Interpret maps that include a title, legend, compass rose, and grid.
4-S-207 Use cardinal and intermediate directions and simple grids to locate and describe places on maps and globes.
4-S-208 Orient themselves by observing the landscape, using Traditional Knowledge, or using a compass or other tools and technologies (e.g., sun, moon, or stars; inuksuit; Global Positioning System [GPS]).
Skills for Critical and Creative Thinking
4-S-300 Formulate questions for research.
4-S-301 Consider advantages and disadvantages of solutions to a problem.
4-S-302 Draw conclusions based on information and evidence.
4-S-303 Evaluate personal assumptions based on new information and ideas.
4-S-304 Distinguish fact from opinion.
4-S-305 Observe and analyze material or visual evidence for research (e.g., artifacts, photographs, works of art).
Skills for Communication
4-S-400 Listen actively to others to understand their perspectives.
4-S-401 Use language that is respectful of human diversity.
4-S-402 Support their ideas and opinions with information or observations.
4-S-403 Present information and ideas orally, visually, concretely, or electronically.
Grade 4 - Curriculum Implementation Resources: Web Pages
