Exploring Grade 4 with Mrs. Colhoun

 Z oo Field Trip Success! Our zoo field trip on Monday was a huge success, and we were lucky to have perfect weather for the day! Students had a great time touring the zoo and learning more about animals in real-life habitats. One of the highlights was examining owl pellets, which was a fun and engaging way to wrap up our learning about animal senses and structures . Students were able to connect what we’ve been studying in class to what they observed during the trip, making the experience both exciting and meaningful. We are now moving on to our next science unit on biomes , where students will learn about how the geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (living things)  interact to support different environments and the plants and animals that inhabit them. A big thank you to our wonderful parent volunteers who helped make the day run so smoothly — your support is truly appreciated! There will be more opportunities to volunteer later this ye...

  Our Grade 4 students are beginning a creative writing project inspired by the picture book . This story helped us talk about big ideas like belonging, kindness, and how being different can be a good thing. Students connected with Barnabus and his journey, and it encouraged them to think about what it really means to be “perfect.” Our Grade 4 students are beginning a creative writing project inspired by the picture book. This story helped us talk about big ideas like belonging, kindness, and how being different can be a good thing. Students connected with Barnabus and his journey, and it encouraged them to think about what it really means to be “perfect.” Using the book as inspiration, students are creating and writing about their own. Each student is designing a made-up creature that may look unusual or have surprising features, but is special in its own way. Just like Barnabus, these pets might not be perfect, but they are lovable and important. In their writing, students are de...

This week in Grade 4 math, students extended their understanding of decimals by learning about hundredths . Using a variety of hands-on tools, they explored how decimals represent parts of a whole in meaningful ways. Students worked with money, number lines, meter sticks, place value mats, and hundredths grids to build and represent different values. These concrete models helped them see how tenths and hundredths fit together and how small changes affect the value of a number. From there, students practiced showing the same value in multiple forms —as a decimal, a fraction, and in words . This helped strengthen their number sense and understanding that numbers can be represented in different but equivalent ways. You can support learning at home by talking about decimals you see in everyday life, such as prices, measurements, or distances. Asking your child to explain what a decimal means is a great way to reinforce their thinking!  Scope and Sequence: I can represent, order, an...

Students have now chosen the animals they will be researching, with a focus on one unique structure—such as horns, tusks, or feathers—and how it helps the animal survive in its habitat. This week, students gathered information from multiple sources, including nonfiction texts and videos. They practised identifying important facts and taking notes in their own words. Some students have begun drafting captions for their informational posters, using their research to explain how their animal’s structure works and why it is important for survival. Outcome: I can express an understanding of how organisms use specific structures to survive in their environment. If you want to see buddy pictures, check out Ms. Hatchett's blog :) 

This week, students explored how Indigenous communities in Alberta use the land, weather, animals, and seasonal changes to understand time. We read The Trees Crackle with Cold and discussed how winter can be understood through sound, light, movement, and signs in nature. Students then visited our outdoor learning area to make their own observations—listening, looking, and noticing clues about the season. This learning supports our school’s commitment to Truth and Reconciliation by helping students appreciate Indigenous ways of knowing and strengthening their connection to the land.

This week, students have been learning about how Canada became a country by exploring different perspectives from the past. Using loose parts, students worked in groups to build models that represented the wants, concerns, and viewpoints of French settlers, British officials, Indigenous Nations, and British merchants. After building, a photo was taken of their creations, and they reflected on what each part represented and why. This activity helped them think deeply about how different groups experienced historical events and how those perspectives influenced the development of early Canada. I can demonstrate an understanding of how Canada became a country by reflecting on various events from the past.