Alberta Programs of Study — Grade 4

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Alberta Programs of Study if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.


Express ideas and develop understanding: Compare new ideas, information and experiences to prior knowledge and experiences.


Express ideas and develop understanding: Ask questions, paraphrase and discuss to explore ideas and understand new concepts.


Express ideas and develop understanding: Share personal responses to explore and develop understanding of oral, print and other media texts.


Experiment with language and forms: Discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts.


Express preferences: Select preferred forms from a variety of oral, print and other media texts.


Set goals: Identify areas of personal accomplishment and areas for enhancement in language learning and use.


Consider others' ideas: Identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts.


Combine ideas: Use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences.


Extend understanding: Explore ways to find additional ideas and information to extend understanding.


Describe the importance of plants to humans and their importance to the natural environment. Students who meet this expectation should be able to give examples of plants being used as a source of food or shelter, and be aware of the role plants play in the environment; e.g., preventing erosion, maintaining oxygen.


Identify and describe the general purpose of plant roots, stems, leaves and flowers.


Describe common plants, and classify them on the basis of their characteristics and uses.


Recognize that plant requirements for growth; i.e., air, light energy, water, nutrients and space; vary from plant to plant and that other conditions; e.g., temperature and humidity; may also be important to the growth of particular plants.


Identify examples of plants that have special needs.


Use prior knowledge: Use ideas and concepts, developed through personal interests, experiences and discussion, to understand new ideas and information.


Use phonics and structural analysis: Integrate knowledge of phonics and sight vocabulary with knowledge of language and context clues to read unfamiliar words in context.


Use references: Use junior dictionaries, spell-check functions and electronic dictionaries to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts.


Use prior knowledge: Explain how the organizational structure of oral, print and other media texts can assist in constructing and confirming meaning.


Use comprehension strategies: Preview sections of print texts to identify the general nature of the information and to set appropriate purpose and reading rate.


Use comprehension strategies: Comprehend new ideas and information by responding personally and discussing ideas with others.


Use comprehension strategies: Monitor understanding by confirming or revising inferences and predictions based on information in text.


Use textual cues: Distinguish differences in the structural elements of texts, such as letters and storybooks, to access and comprehend ideas and information.


Use phonics and structural analysis: Identify and know the meaning of some frequently used prefixes and suffixes.


Use phonics and structural analysis: Apply knowledge of root words, compound words, syllabication, contractions and complex word families to read unfamiliar words in context.


Focus: Students will identify one or more possible answers to questions by stating a prediction or a hypothesis.


Experience various texts: Experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs.


Appreciate the artistry of texts: Explain how onomatopoeia and alliteration are used to create mental images.


Appreciate the artistry of texts: Explain how language and visuals work together to communicate meaning and enhance effect.


Experience various texts: Identify and discuss favourite authors, topics and kinds of oral, print and other media texts.


Experience various texts: Discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker.


Experience various texts: retell events of stories in another form or medium.


Experience various texts: make general evaluative statements about oral, print and other media texts.


Construct meaning from texts: Connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences.


Construct meaning from texts: Identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events.


Construct meaning from texts: Compare similar oral, print and other media texts and express preferences, using evidence from personal experiences and the texts.


Construct meaning from texts: Develop own opinions based on ideas encountered in oral, print and other media texts.


Explore and Investigate: Students will identify, with guidance, ways of finding answers to given questions.


Understand forms and genres: Describe and compare the main characteristics of a variety of oral, print and other media texts.


Understand techniques and elements: Identify and explain connections among events, setting and main characters in oral, print and other media texts.


Understand techniques and elements: Identify the speaker or narrator of oral, print or other media texts.


Understand techniques and elements: Identify how specific techniques are used to affect viewers' perceptions in media texts.


Experiment with language: Recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey meaning.


Explore and Investigate: Students will carry out, with guidance, procedures that comprise a fair test.


Structure texts: Produce oral, print and other media texts that follow a logical sequence, and demonstrate clear relationships between character and plot.


Structure texts: Produce narratives that describe experiences and reflect personal responses.


Explore and Investigate: Students will identify materials and how they are used.


Explore and Investigate: Students will work independently or with others to carry out the identified procedures.


Explore and Investigate: Students will identify, with guidance, sources of information and ideas and access information and ideas from those sources. Sources may include library, classroom, community and computer-based resources.


Reflect and Interpret: Students will communicate with group members, showing ability to contribute and receive ideas.


Reflect and Interpret: Students will record observations and measurements accurately, using captioned pictures and charts, with guidance in the construction of charts. Computer resources may be used for record keeping and for display and interpretation of data.


Focus: Students will identify the purpose of problem-solving and construction activities: What problem do we need to solve? What needs must be met?


Determine information needs: Ask relevant questions, and respond to questions related to particular topics.


Reflect and Interpret: Students will identify new applications for the design or method of construction.


Use a variety of sources: Locate information to answer research questions using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs, elders in the community and field trips.


Access information: Use a variety of tools, such as indices, legends, charts, glossaries, typographical features and dictionary guide words, to access information.


Explore and Investigate: Students will identify materials and how they are used.


Organize information: Organize ideas and information using appropriate categories, chronological order, cause and effect, or posing and answering questions.


Explore and Investigate: Students will attempt a variety of strategies and modify procedures, as needed (troubleshoot problems) .


Review research process: Identify strengths and areas for improvement in research process.


Explore and Investigate: Students will engage in all parts of the task and support the efforts of others.


Reflect and Interpret: Students will evaluate a product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. .


Reflect and Interpret: Students will identify possible improvements to the product.


Students will show growth in acquiring and applying curiosity.


Attend to grammar and usage: Identify simple and compound sentence structures, and use in own writing.


Attend to grammar and usage: Identify correct noun-pronoun agreement, and use in own writing.


Attend to grammar and usage: Identify past, present and future action.


Revise and edit: Revise to ensure an understandable progression of ideas and information.


Revise and edit: Edit for subject-verb agreement.


Enhance legibility: Write legibly, using a style that demonstrates awareness of alignment, shape and slant.


Enhance legibility: Use special features of software when composing, formatting and revising texts.


Expand knowledge of language: Recognize English words and expressions that come from other cultures or languages.


Students will show growth in acquiring and applying confidence in personal ability to explore materials and learn by direct study.


Attend to spelling: Use phonic knowledge and skills and visual memory, systematically, to spell multisyllable words in own writing.


Attend to spelling: Identify and apply common spelling generalizations in own writing.


Attend to spelling: Apply strategies for identifying and learning to spell problem words in own writing.


Attend to capitalization and punctuation: Use capitalization to designate organizations and to indicate the beginning of quotations in own writing.


Attend to capitalization and punctuation: Use commas after introductory words in sentences and when citing addresses in own writing.


Attend to capitalization and punctuation: Identify quotation marks in passages of dialogue, and use them to assist comprehension.


Students will show growth in acquiring and applying inventiveness and willingness to consider new ideas.


Present information: Present to peers ideas and information on a topic of interest, in a well-organized form.


Enhance presentation: Add interest to presentations through the use of props, such as pictures, overheads and artifacts.


Use effective oral and visual communication: Adjust volume, tone of voice and gestures appropriately, to suit a variety of social and classroom activities.


Demonstrate attentive listening and viewing: Connect own ideas, opinions and experiences to those communicated in oral and visual presentations.


Demonstrate attentive listening and viewing: Give constructive feedback, ask relevant questions, and express related opinions in response to oral and visual presentations.


Students will show growth in acquiring and applying perseverance in the search for understandings and for solutions to problems.


Students will show growth in acquiring and applying a willingness to base their conclusions and actions on the evidence of their own experiences.


Students will show growth in acquiring and applying a willingness to work with others in shared activities and in sharing of experiences.


Students will show growth in acquiring and applying appreciation of the benefits gained from shared effort and cooperation.


Students will show growth in acquiring and applying a sense of responsibility for personal and group actions.


Students will show growth in acquiring and applying respect for living things and environments, and commitment for their care.


Identify plant and animal wastes, and describe how they are recycled in nature. For example, plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.


Appreciate diversity: Describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts.


Appreciate diversity: Appreciate that responses to some oral, print or other media texts may be different.


Relate texts to culture: Identify and discuss main characters, plots, settings and illustrations in oral, print and other media texts from diverse cultures and communities.


Celebrate accomplishments and events: Use appropriate language to acknowledge special events and to honour accomplishments in and beyond the classroom.


Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes.


Develop and implement a plan to reduce waste, and monitor what happens over a period of time.


Identify and classify wastes that result from human activity.


Describe alternative methods of disposal, and identify possible advantages and disadvantages of each.


Distinguish between wastes that are readily biodegradable and those that are not.


Identify methods of waste disposal currently used within the local community.


Identify kinds of wastes that may be toxic to people and to the environment.


Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper.


Identify ways in which materials can be reused or recycled, including examples of things that the student has done.


Explain how rollers can be used to move an object, and demonstrate the use of rollers in a practical situation.


Compare the wheel and the roller, and identify examples where each are used.


Construct devices that use wheels and axles, and demonstrate and describe their use in: model vehicles, pulley systems and gear systems.


Construct and explain the operation of a drive system that uses one or more of the following: wheel-to-wheel contact, a belt or elastic, a chain, cogs or gears.


Construct and explain the operation of a drive system that transfers motion from one shaft to a second shaft, where the second shaft is: parallel to the first, at a 90 degree angle to the first. Students who have achieved this expectation will be aware of changes in speed and direction that result from different ways of linking components. Introduction of gear ratios, however, is not recommended at this grade level. Students will have an opportunity to develop the concept of ratio as part of their junior high mathematics program.


Demonstrate ways to use a lever that: applies a small force to create a large force, applies a small movement to create a large movement. .


Predict how changes in the size of a lever or the position of the fulcrum will affect the forces and movements involved.


Construct models of levers; and explain how levers are involved in such devices as: teetertotters, scissors, pliers, pry bars, tongs, nutcrackers, fishing rods, wheelbarrows.


Design and construct devices and vehicles that move or have moving parts linkages, wheels and axles.


Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking mechanisms, moving air, moving water and downhill motion.


Design and construct devices and vehicles that employ energy-storing or energy-consuming components that will cause motion; e.g., elastic bands, springs, gravity, wind, moving water.


Recognize the need for control in mechanical devices, and apply control mechanisms where necessary.


Compare two designs, identifying the relative strengths and weaknesses of each.


Design and construct several different models of a device and evaluate each model, working cooperatively with other students.


Recognize that eyes can be damaged by bright lights and that one should not look at the Sun - either directly or with binoculars or telescopes.


Recognize that light can be bent (refracted) and that such objects as aquaria, prisms and lenses can be used to show that light beams can be bent.


Recognize that light can be broken into colours and that different colours of light can be combined to form a new colour.


Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their general structure. Suggested examples include: hand lens, telescope, microscope, pinhole camera, light sensitive paper, camera, kaleidoscope. Students meeting this expectation will be able to provide practical descriptions of the operation of such devices, but are not required to provide theoretical explanations of how the devices work.


Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials).


Distinguish objects that emit their own light from those that require an external source of light in order to be seen.


Demonstrate that light travels outward from a source and continues unless blocked by an opaque material.


Describe changes in the size and location of Sun shadows during the day - early morning, to midday, to late afternoon.


Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a shade-casting object.


Distinguish transparent materials from opaque materials by determining if light passes through them and by examining their shadows.


Classify materials as transparent, partly transparent (translucent) or opaque.


Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good reflectors.


Connections: Students are expected to connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines


Mental Mathematics and Estimation: Students are expected to demonstrate fluency with mental mathematics and estimation


Problem Solving: Students are expected to develop and apply new mathematical knowledge through problem solving


Reasoning: Students are expected to develop mathematical reasoning


Visualization: Students are expected to develop visualization skills to assist in processing information, making connections and solving problems.


Represent and describe whole numbers to 10 000, pictorially and symbolically. [C, CN, V]

Appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta (LPP)

Appreciate how Alberta's fossil heritage contributes to the province's unique character (LPP)

Appreciate the variety and abundance of natural resources in Alberta (ER, LPP)

Appreciate the environmental significance of national and provincial parks and protected areas in Alberta (ER, LPP)

Appreciate how land sustains communities and quality of life (ER, LPP)

Demonstrate care and concern for the environment through their choices and actions (LPP)


Relate decimals to fractions and fractions to decimals (to hundredths). [C, CN, R, V]


Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: using personal strategies to determine sums and differences; estimating sums and differences; using mental mathematics strategies to solve problems. [C, ME, PS, R, V]


Compare and order numbers to 10 000. [C, CN, V]

Where is Alberta located in relation to the other provinces and territories of Canada? (LPP)

What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP)

What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP)

What are the significant natural resources in Alberta, and where are they located (e.g., mineral deposits, coal, natural gas and oil, forests)? (ER, LPP)

How are Alberta's provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta's natural environment? (ER, LPP)


Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by: using personal strategies for adding and subtracting; estimating sums and differences; solving problems involving addition and subtraction. [C, CN, ME, PS, R]

How did archeologists and paleontologists discover the presence of dinosaurs in Alberta? (LPP, TCC)

What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)? (LPP, ER)


Apply the properties of 0 and 1 for multiplication and the property of 1 for division. [C, CN, R]

In what ways do the physical geography and natural resources of a region determine the establishment of communities? (LPP)

How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)? (ER, LPP)

How do Albertans deal with competing demands on land use (e.g., conservation, solar and wind power, recreation, agriculture, oil exploration, forestry)? (ER, LPP)

In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding Alberta's fossil heritage? (ER, LPP, TCC)

How can ownership of a discovered artifact be determined? (C, ER, PADM)

Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta? (C, LPP, PADM)


Describe and apply mental mathematics strategies to determine basic multiplication facts to 9 9 and related division facts. [C, CN, ME, R]


Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by: using personal strategies for multiplication with and without concrete materials; using arrays to represent multiplication; connecting concrete representations to symbolic representations; estimating products; applying the distributive property. [C, CN, ME, PS, R, V]


Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials; estimating quotients; relating division to multiplication. [C, CN, ME, PS, R, V]


Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: name and record fractions for the parts of a whole or a set; compare and order fractions; model and explain that for different wholes, two identical fractions may not represent the same quantity; provide examples of where fractions are used. [C, CN, PS, R, V]


Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically. [C, CN, R, V]


Identify and describe patterns found in tables and charts. [C, CN, PS, V] [ICT: C6-2.3]

Recognize how stories of people and events provide multiple perspectives on past and present events (I, TCC)

Recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)

Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity (CC, I, TCC)

Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage (CC, I, TCC)

Recognize British institutions and peoples as integral parts of Alberta's heritage (CC, I, TCC)

Recognize how the diversity of immigrants from Europe and other continents has enriched Alberta's rural and urban communities (CC, I, TCC)


Students will assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues:

Which First Nations originally inhabited the different areas of the province? (CC, LPP, TCC)

How did the arrival of diverse groups of people determine the establishment and continued growth of rural and urban communities? (CC, GC, LPP)

How are agriculture and the establishment of communities interconnected? (ER, LPP)

How is the diversity of Aboriginal peoples reflected in the number of languages spoken? (CC, I, LPP)

What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)

In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? (CC, I, LPP, TCC)

How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? (CC, I, LPP, TCC)

How did French and English become the two languages most used in business and politics in Alberta during the 19th and early 20th centuries? (CC, I, PADM)


Represent, describe and extend patterns and relationships, using charts and tables, to solve problems. [C, CN, PS, R, V] [ICT: C6-2.3]


Identify and explain mathematical relationships, using charts and diagrams, to solve problems. [CN, PS, R, V] [ICT: C6-2.3]


Express a given problem as an equation in which a symbol is used to represent an unknown number. [CN, PS, R]


Solve one-step equations involving a symbol to represent an unknown number. [C, CN, PS, R, V]


Read and record time, using digital and analog clocks, including 24-hour clocks. [C, CN, V]

Value and respect their own and other cultural identities (C, I)

Demonstrate respect for the rights, opinions and perspectives of others (C, I)

Demonstrate respect for the cultural and linguistic diversity in Alberta (C, I)

Recognize global affiliations within the Alberta Francophonie (GC)

Appreciate the influence of the natural environment and resources on the growth and development of Alberta (ER, LPP)

Value and respect their relationships with the environment (C, ER, LPP)


Read and record calendar dates in a variety of formats. [C, V]


Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units; selecting and justifying referents for the units cm^2 or m^2; estimating area, using referents for cm^2 or m^2; determining and recording area (cm^2 or m^2); constructing different rectangles for a given area (cm^2 or m^2) in order to demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R, V]

In what ways has Alberta changed demographically since 1905 (i.e., population distribution in rural and urban areas, arrival of diverse ethnic groups, languages spoken)? (CC, I, LPP, TCC)

In what ways have Aboriginal peoples and communities changed over time? (CC, I, TCC)

How has multiculturalism in Alberta evolved over time? (CC, I, GC, LPP)

How has the Alberta Francophonie become increasingly multicultural? (CC, I, GC)

How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta (i.e., Glenbow Museum, Royal Alberta Museum, Head-Smashed-In Buffalo Jump, Writing-on-Stone Provincial Park, Father Lacombe Chapel Provincial Historic Site, Ukrainian Cultural Heritage Village)? (CC, I, LPP, TCC)

How do the names of geographic places reflect the origins of the people who inhabited, discovered or developed communities in these places? (CC, I, LPP, TCC)

In what ways have music, art, narratives and literature contributed to the vitality of the culture, language and identity of diverse Alberta communities over time? (I, CC, LPP, TCC)

How does living in a particular community, region or province help shape individual and collective identity? (CC, I, LPP)


Describe and construct right rectangular and right triangular prisms. [C, CN, R, V]

How do recreational sites and activities reflect Alberta's heritage and strengthen communities (e.g., festivals, fairs, celebrations, rodeos)? (C, CC, I, ER)

How do physical geography and climate affect seasonal activities throughout Alberta? (ER, LPP)

To what extent do recreation and tourism foster appreciation of Alberta's natural regions and environment? (ER, LPP)

In what ways do interests concerning tourism and the natural environment conflict? (ER, LPP)


Demonstrate an understanding of congruency, concretely and pictorially. [CN, R, V]


Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes; creating symmetrical 2-D shapes; drawing one or more lines of symmetry in a 2-D shape. [C, CN, V]


Demonstrate an understanding of many-to-one correspondence. [C, R, T, V] [ICT: C6-2.2, C6-2.3]


Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. [C, PS, R, V]


Evaluate significant local and current affairs, distinguishing between fact and opinion


Evaluate, critically, ideas, information and positions from multiple perspectives


Re-evaluate opinions to broaden understanding of a topic or an issue


Seek responses to inquiries from various authorities through electronic media


Use photographs and interviews to make meaning of historical information


Explain the historical context of key events of a given time period


Use the scale on maps of Alberta to determine the distance between places


Construct graphs, tables, charts and maps to interpret information


Use historical maps to make meaning of historical events and issues


Use cardinal and intermediate directions to locate places on maps and globes


Identify the location of sources of nonrenewable resources (e.g., fossil fuels, minerals)


Contribute and apply new ideas and strategies, supported with facts and reasons, to decision making and problem solving


Identify situations where a decision needs to be made and a problem requires attention


Select and use technology to assist in problem solving


Use data gathered from a variety of electronic sources to address identified problems


Solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology


Use graphic organizers, such as mind mapping/webbing, flowcharting and outlining, to present connections among ideas and information in a problem-solving environment


Demonstrate the ability to deal constructively with diversity and disagreement


Consider the needs and points of view of others


Initiate projects that meet the particular needs or expectations of their school or community


Organize information by using tools such as databases, spreadsheets or electronic webbing


Organize and synthesize information gathered from a variety of sources


Use graphic organizers, such as webbing or Venn diagrams, to make meaning of information


Cite references as part of research


Access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)


Navigate within a document, compact disc or software application that contains links


Organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories


Respond appropriately to comments and questions, using language respectful of human diversity


Listen to others in order to understand their perspectives


Compare information on the same issue or topic from print media, television, photographs and the Internet


Examine diverse perspectives regarding an issue presented in the media


Identify and distinguish points of view expressed in electronic sources on a particular topic