Science - Grade Four
FIRST TERM:
UNDERSTANDING LIFE SYSTEMS - HABITATS AND COMMUNITIES
This Science unit will encourage students to understand the Big Ideas:
Plants and animals are interdependent and are adapted to meet their needs from the resources available in their particular habitats. Changes to habitats (whether caused by natural or human means) can affect plants and animals and the relationships between them. Society relies on plants and animals.
OVERALL EXPECTATIONS By the end of Grade 4, students will:
1. analyse the effects of human activities on habitats and communities;
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
UNDERSTANDING EARTH AND SPACE SYSTEMS - ROCKS AND MINERALS
This Science unit will encourage students to understand the Big Ideas:
Rocks and minerals have unique characteristics and properties that are a result of how they were formed. The properties of rocks and minerals determine society’s possible uses for them. Our use of rocks and minerals affects the environment.
OVERALL EXPECTATIONS By the end of Grade 4, students will:
1. assess the social and environmental impacts of human uses of rocks and minerals;
2. investigate, test, and compare the physical properties of rocks and minerals;
3. demonstrate an understanding of the physical properties of rocks and minerals.
FIRST TERM:
UNDERSTANDING LIFE SYSTEMS - HABITATS AND COMMUNITIES
This Science unit will encourage students to understand the Big Ideas:
Plants and animals are interdependent and are adapted to meet their needs from the resources available in their particular habitats. Changes to habitats (whether caused by natural or human means) can affect plants and animals and the relationships between them. Society relies on plants and animals.
OVERALL EXPECTATIONS By the end of Grade 4, students will:
1. analyse the effects of human activities on habitats and communities;
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
UNDERSTANDING EARTH AND SPACE SYSTEMS - ROCKS AND MINERALS
This Science unit will encourage students to understand the Big Ideas:
Rocks and minerals have unique characteristics and properties that are a result of how they were formed. The properties of rocks and minerals determine society’s possible uses for them. Our use of rocks and minerals affects the environment.
OVERALL EXPECTATIONS By the end of Grade 4, students will:
1. assess the social and environmental impacts of human uses of rocks and minerals;
2. investigate, test, and compare the physical properties of rocks and minerals;
3. demonstrate an understanding of the physical properties of rocks and minerals.
SECOND TERM
UNDERSTANDING STRUCTURES AND MECHANISMS - PULLEYS AND GEARS
This Science unit will encourage students to understand the Big Ideas:
Pulleys and gears change the speed, direction, and motion of, and force exerted on, moving objects. Pulleys and gears make it possible for a small input force to generate a large output force. (Note: Grade 4 students need to understand mechanical advantage only in its qualitative sense). Gears are specialized wheels and axles that are used daily in many machines.
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. evaluate the impact of pulleys and gears on society and the environment;
2. investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving objects;
3. demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.
UNDERSTANDING MATTER AND ENERGY - LIGHT AND SOUND
This Science unit will encourage students to understand the Big Ideas:
Light and sound are forms of energy with specific properties. Sound is created by vibrations. Light is required to see. Technological innovations involving light and sound have an impact on the environment.
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. assess the impact on society and the environment of technological innovations related to light and sound;
2. investigate the characteristics and properties of light and sound;
3. demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.
UNDERSTANDING STRUCTURES AND MECHANISMS - PULLEYS AND GEARS
This Science unit will encourage students to understand the Big Ideas:
Pulleys and gears change the speed, direction, and motion of, and force exerted on, moving objects. Pulleys and gears make it possible for a small input force to generate a large output force. (Note: Grade 4 students need to understand mechanical advantage only in its qualitative sense). Gears are specialized wheels and axles that are used daily in many machines.
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. evaluate the impact of pulleys and gears on society and the environment;
2. investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving objects;
3. demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.
UNDERSTANDING MATTER AND ENERGY - LIGHT AND SOUND
This Science unit will encourage students to understand the Big Ideas:
Light and sound are forms of energy with specific properties. Sound is created by vibrations. Light is required to see. Technological innovations involving light and sound have an impact on the environment.
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. assess the impact on society and the environment of technological innovations related to light and sound;
2. investigate the characteristics and properties of light and sound;
3. demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.
Science Links
Pulleys and Gears
Learn more about pulleys:
http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/pulleys_in_action/4_science_pulleys_gears_pulley_action.htm
Learn more about gears:
http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/gears_in_action/4_science_pulleys_gears_gears_action.htm
How Gears Work - from the How Stuff Works web site
Simple Machines - Pulleys
How elevators work
Light and Sound
Sound picture: http://www.mrcollinson.ca/4%20science/light%20and%20sound/4_science_light_sound_sound_pic.pdf
Light picture: http://www.mrcollinson.ca/4%20science/light%20and%20sound/4_science_light_sound_light_pic.pdf
The Science of Light: http://www.learner.org/teacherslab/science/light/
How We Hear: http://www.wonderville.ca/asset/how-we-hear
Optics for Kids: http://www.opticalres.com/kidoptx_f.html
How We See Things: http://www.bbc.co.uk/schools/scienceclips/ages/10_11/see_things.shtml
Changing Sounds: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml
Pulleys and Gears
Learn more about pulleys:
http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/pulleys_in_action/4_science_pulleys_gears_pulley_action.htm
Learn more about gears:
http://www.mrcollinson.ca/4%20science/pulleys%20and%20gears/gears_in_action/4_science_pulleys_gears_gears_action.htm
How Gears Work - from the How Stuff Works web site
Simple Machines - Pulleys
How elevators work
Light and Sound
Sound picture: http://www.mrcollinson.ca/4%20science/light%20and%20sound/4_science_light_sound_sound_pic.pdf
Light picture: http://www.mrcollinson.ca/4%20science/light%20and%20sound/4_science_light_sound_light_pic.pdf
The Science of Light: http://www.learner.org/teacherslab/science/light/
How We Hear: http://www.wonderville.ca/asset/how-we-hear
Optics for Kids: http://www.opticalres.com/kidoptx_f.html
How We See Things: http://www.bbc.co.uk/schools/scienceclips/ages/10_11/see_things.shtml
Changing Sounds: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml
Rocks and Minerals
Fossils: http://www.oum.ox.ac.uk/thezone/fossils/intro/proof.htm
National Fossil Day Song: http://www.nps.gov/badl/photosmultimedia/badlands-in-brief-national-fossil-day2.htm
National Fossil Day Information 2013: http://nature.nps.gov/geology/nationalfossilday/
Information about fossils: http://nature.nps.gov/geology/nationalfossilday/faq.cfm
Minerals: http://www.oum.ox.ac.uk/thezone/minerals/
The Rock Cycle Create a rock collection as you learn about the three main types of rock, find out how to
tell the different rock types apart, and see how rocks change from one type into another!
Rock Identification Click on a rock, take a look at a larger picture of it and find out the results of three
different tests on the rock. Then use the Rock Key to identify what type of rock it is. When you have identified each of the rocks, you can check how well you have done by going to the Rock Identification Test.
Rocks and Soils - from BBC Schools - test some properties of rocks
The Learning Zone - Rocks - from the Oxford
University Museum of Natural History
The Learning Zone - Minerals - from the Oxford University Museum of Natural History
Geology For Kids
Rocks for Kids
Dirtmeister Science Reporters: Investigate and Report on Erosion "How do the forces of erosion
change the world in which we live? Join us and find out!" Information along with activities for students to carry out within the neighbourhood are provided.
Soil School - from Soil-Net.com
Fossils: http://www.oum.ox.ac.uk/thezone/fossils/intro/proof.htm
National Fossil Day Song: http://www.nps.gov/badl/photosmultimedia/badlands-in-brief-national-fossil-day2.htm
National Fossil Day Information 2013: http://nature.nps.gov/geology/nationalfossilday/
Information about fossils: http://nature.nps.gov/geology/nationalfossilday/faq.cfm
Minerals: http://www.oum.ox.ac.uk/thezone/minerals/
The Rock Cycle Create a rock collection as you learn about the three main types of rock, find out how to
tell the different rock types apart, and see how rocks change from one type into another!
Rock Identification Click on a rock, take a look at a larger picture of it and find out the results of three
different tests on the rock. Then use the Rock Key to identify what type of rock it is. When you have identified each of the rocks, you can check how well you have done by going to the Rock Identification Test.
Rocks and Soils - from BBC Schools - test some properties of rocks
The Learning Zone - Rocks - from the Oxford
University Museum of Natural History
The Learning Zone - Minerals - from the Oxford University Museum of Natural History
Geology For Kids
Rocks for Kids
Dirtmeister Science Reporters: Investigate and Report on Erosion "How do the forces of erosion
change the world in which we live? Join us and find out!" Information along with activities for students to carry out within the neighbourhood are provided.
Soil School - from Soil-Net.com
Habitats and Communities
Click on the links to find activities and information related to Habitats and Communities
Habitats - Home Sweet Home
What's It Like Where You Live?
http://sciencespot.net/Pages/kdzbionature.html
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Games
http://www.seasky.org/deep-sea/deep-sea-menu.html
The Deep Seas
http://switchzoo.com/games/where.htm
http://pbskids.org/fetch/games/habitats/index.html
Draw a habitat
http://kids.yahoo.com/games/game/cameraquest
Underwater camera quest
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
Finish the Food Chain
From Link to Learning
The Web of Life
a factual but entertaining story told by a common garden spider
Chain Reaction - The Food Web
learn about herbivores, carnivores, and omnivores and put together a food chain
Fun With Food Webs
construct Meadow, Arctic and Pond food webs
Owl Pellet Dissection
learn about food chains by "virtually" dissecting owl pellets!
Explore Ontario's Biodiversity
from the Royal Ontario Museum - create your own field guide to some of the common animals of your local area - lists and species profiles of the plant and animal species at risk in Ontario
Click on the links to find activities and information related to Habitats and Communities
Habitats - Home Sweet Home
What's It Like Where You Live?
http://sciencespot.net/Pages/kdzbionature.html
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Games
http://www.seasky.org/deep-sea/deep-sea-menu.html
The Deep Seas
http://switchzoo.com/games/where.htm
http://pbskids.org/fetch/games/habitats/index.html
Draw a habitat
http://kids.yahoo.com/games/game/cameraquest
Underwater camera quest
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
Finish the Food Chain
From Link to Learning
The Web of Life
a factual but entertaining story told by a common garden spider
Chain Reaction - The Food Web
learn about herbivores, carnivores, and omnivores and put together a food chain
Fun With Food Webs
construct Meadow, Arctic and Pond food webs
Owl Pellet Dissection
learn about food chains by "virtually" dissecting owl pellets!
Explore Ontario's Biodiversity
from the Royal Ontario Museum - create your own field guide to some of the common animals of your local area - lists and species profiles of the plant and animal species at risk in Ontario