demonstrate processes for investigating scientific questions and solving technological problems (e.g., demonstrate processes used to study the relationship between rabbit ear size, coloration, and habitat)
compare the results of their investigations to those of others and recognize that results may vary (e.g., compare the results of their investigations on the relationship between beak size and shape, and the kinds of food that different birds eat)
demonstrate that specific terminology is used in science and technology contexts (e.g., use appropriate terminology such as habitat, behavioural and structural features, food chain, population, and community)
identify examples of scientific questions and technological problems that are currently being studied (e.g., identify questions such as "What factors affect the migration of Monarch butterflies?" or "What are the effects of the overuse of herbicides and pesticides?")
identify examples of scientific knowledge that have developed from a variety of sources (e.g., describe how folk knowledge has been used to help understand the behaviour of the Atlantic codfish)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe how the development of more robust tomatoes has helped preserve their quality during transportation)
identify positive and negative effects of familiar technologies (e.g., identify the effects of waste management on habitat conservation, or of clear cutting of forests on erosion)
describe how personal actions help conserve natural resources and care for living things and their habitats (e.g., identify hiking rules that respect a naturalist view; describe examples of programs designed to protect habitats in other areas of the world)
identify their own and their family's impact on natural resources (e.g., identify the potential impact of their lifestyle on moose, deer, rabbit, or salmon habitats and populations)
propose questions to investigate and practical problems to solve (e.g., propose questions such as "What is camouflage and how does it help an animal survive?")
state a prediction and a hypothesis based on an observed pattern of events (e.g., predict the structural adaptations needed of an animal to live in a particular habitat, real or imaginary)
identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate (e.g., identify the best method to determine plant populations in the local schoolyard)
carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables (e.g., determine how the colour of toothpicks affects the number that can be picked up in a given period of time from a measured area of grass)
make observations and collect information that is relevant to a given question or problem (e.g., observe changes in an aquarium or terrarium over time)
construct and use devices for a specific purpose (e.g., construct a terrarium)
classify according to several attributes and create a chart or diagram that shows the method of classifying (e.g., classify animals as predators, prey, or scavengers)
compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., display, in a graph, data from a population-simulation game)
identify and suggest explanations for patterns and discrepancies in data (e.g., identify population trends in data collected from a simulation game)
suggest improvements to a design or constructed object (e.g., suggest improvements to their terrarium)
identify new questions or problems that arise from what was learned (e.g., identify questions such as "Why has the skunk population risen in urban areas?")
communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., prepare posters illustrating the components of a local ecosystem)
compare the external features and behavioural patterns of animals that help them thrive in different kinds of places
compare the structural features of plants that enable them to thrive in different kinds of places
predict how the removal of a plant or animal population affects the rest of the community
relate habitat loss to the endangerment or extinction of plants and animals
identify a variety of local and regional habitats and their associated populations of plants and animals
describe how a variety of animals are able to meet their basic needs in their habitat
classify organisms according to their role in a food chain
By grade 4, students are familiar with the basic needs of living things and can explore how various organisms satisfy their needs in the habitat in which they are typically found. Students can begin to look for ways in which organisms in one habitat differ from those in another, and consider how some of those differences are helpful to survival. The concept of inter-relatedness can be expanded upon further by looking at populations and the impact of the loss of one population on a community. This illustrative example emphasizes the social and environmental contexts of science and technology.
Students explore the link between meeting basic needs and habitat.
Observe animals within a local habitat or in the classroom to determine how various organisms satisfy their needs in the habitats in which they are typically found.
Recognize that structural and behavioural adaptations make organisms well-suited to a particular habitat, but not to another.
Use multi-media resources to expand the area of study in order to see the great diversity of life in different habitats.
The above exploration may lead to the following question:
How do changes to a habitat affect the living things within that habitat?
Students explore the dependency of organisms on their habitat as well as on the relationships within that habitat.
Investigate the concept of habitat, food chain, and community by designing and constructing a classroom terrarium or aquarium. Students observe changes over time and improve on the diversity of organisms the habitat can support.
Use simulation games to track populations over a period of time, as the availability of resources goes up and down and/or as the presence of predators fluctuates.
Research how various human behaviours and natural events have had an impact on habitats and populations, both negatively and positively. Identify people working on local and regional habitat conservation activities.
Students take action to improve a local habitat.
Design and develop a new schoolyard habitat that will attract new populations (garden/greenspace, pond, bird houses, tree planting).
Clean-up a local stream or natural area to enhance habitat and observe changes in populations over time.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 108-3, 108-6
Skills: 205-5, 206-6
Knowledge: 300-1, 300-2, 301-2
Attitudes: 414, 418, 419
demonstrate that specific terminology is used in science and technology contexts (e.g., use appropriate terms such as "source," "natural," "artificial," "beam of light," and "reflection" to describe the behaviour of light)
identify examples of scientific questions and technological problems that are currently being studied (e.g., identify examples such as the use of light as a means of communication, solar heating mirrors, and the use of lasers in health sciences)
describe examples of tools and techniques that extend our senses and enhance our ability to gather data and information about the world (e.g., describe tools such as a telescope, magnifying glass, optical microscope, and lasers)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe how the understanding of the properties of light has led to the development of technologies in the area of photography)
describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs (e.g., describe how artificial light can be used for the growing of indoor plants)
provide examples of how science and technology have been used to solve problems in the home and at school (e.g., provide examples such as emergency and security lighting, slide projectors, cameras, and overhead projectors)
describe examples of modern technologies that did not exist in the past (e.g., describe examples such as lighting systems, various types of light bulbs, lasers, microscopes, and fibre optics)
identify women and men in their community who work in science- and technology-related areas (e.g., identify careers such as opticians and optics research scientists)
identify positive and negative effects of familiar technologies (e.g., identify the effects of tanning salons, halogen lights, tanning lotion, and sunscreen)
identify their own and their family's impact on natural resources (e.g., identify ways of conserving energy such as buying electrical light bulbs that are energy-efficient)
rephrase questions in a testable form (e.g., rephrase questions such as "How does light pass through glass?" into "Which objects allow light to pass through them?")
plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to determine the relationship between the position of a light source and the location, shape, and size of the shadow produced by an object)
follow a given set of procedures (e.g., follow a procedure to construct a kaleidoscope)
select and use tools for measuring (e.g., use an appropriate ruler to measure the length of the tube when constructing a kaleidoscope)
make observations and collect information that is relevant to a given question or problem (e.g., draw diagrams showing the position of the light source and location of the shadow)
construct and use devices for a specific purpose (e.g., construct a periscope)
identify and suggest explanations for patterns and discrepancies in data (e.g., identify patterns in the colours produced by different prisms)
draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that light travels in a straight line)
communicate questions, ideas, and intentions, and listen to others while conducting investigations (e.g., discuss with peers the results of explorations with prisms)
identify sources of natural and artificial light in the environment
demonstrate that light travels in all directions away from a source
distinguish between objects that emit their own light and those that require an external source of light to be seen
investigate how a beam of light interacts with a variety of objects, in order to determine whether the objects cast shadows, allow light to pass, or reflect light
predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object
demonstrate and describe how a variety of media can be used to change the direction of light
demonstrate that white light can be separated into colours
compare how light interacts with a variety of optical devices such as kaleidoscopes, periscopes, telescopes, and magnifying glasses
Students become familiar with the properties of light by observing how light interacts with various objects in the environment. These observations help them gain an understanding of light sources, and of materials that block or change the path of light and reflect light. From these investigations, students begin to infer that light travels in a straight line, and they begin to construct simple optical devices. This illustrative example emphasizes the social and environmental contexts of science and technology.
Students explore light sources in their environment.
Identify a wide range of light sources, both natural and artificial.
Describe and compare lights sources, using a number of criteria such as source of energy, area illuminated, and use.
The above exploration may lead to the following question:
What light sources were used by our ancestors in the past, and how have these sources evolved into the light sources of today?
Students identify and describe the evolution of light sources.
Develop a timeline indicating the various technological developments of light sources.
Compile a collage of light sources from the past, gathering information from a variety of print and electronic sources.
Discuss the importance of science and technology in the development of light sources, and identify some important contributors and their contributions.
Students use their knowledge of light sources to create a lighting plan for a home.
Draw up a house plan, including all the rooms found in a house.
students indicate the placement of light sources throughout the house, justifying their selections with information on the type of use the area receives and how the light source selected meets this need.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 105-1, 106-4, 107-7, 108-1
Skills: 205-5
Knowledge: 303-1
Attitudes: 411, 412, 418
demonstrate processes for investigating scientific questions and solving technological problems (e.g., explain how the sense of hearing is important for instant communication and feedback in oral and musical presentations; use sounds as an indicator or a warning)
demonstrate that specific terminology is used in science and technology contexts (e.g., use appropriately such terms as "pitch," "loudness," and "vibrations")
identify examples of scientific questions and technological problems that are currently being studied (e.g., identify the risks to hearing associated with the misuse of personal stereo systems; examine research into the use of sound-absorbing materials to reduce noise levels)
describe examples of tools and techniques that extend our senses and enhance our ability to gather data and information about the world (e.g., describe devices that improve the hearing of people with hearing impairments)
describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs (e.g., explain how they use common devices such as radios, fire alarms, home security devices, and whistling steam kettles to meet their everyday needs)
provide examples of Canadians who have contributed to science and technology (e.g., provide examples such as Alexander Graham Bell and the telephone, and Hugh Le Caine and the electronic synthesizer)
describe scientific and technological activities carried out be people from different cultures (e.g., describe musical instruments created by people from different cultures)
identify positive and negative effects of familiar technologies (e.g., identify advantages and disadvantages of personal stereo systems)
describe how personal actions help conserve natural resources and care for living things and their habitats (e.g., reduce the use of noisy devices such as lawnmowers or chainsaws; ensure that animals are not kept where ultrasound security systems exist; show consideration when entering the quiet zone of a hospital or when arriving late at a campground)
rephrase questions in a testable form (e.g., given a question such as "What factors affect the sound made by a string?" rephrase it in a testable form such as "What effect does altering the size of the elastic string on a model guitar have on the sound it produces?")
state a prediction and a hypothesis based on an observed pattern of events (e.g., predict the effect a modification will have on the pitch and loudness of the sound produced by a recorder)
select and use tools in manipulating materials and in building models (e.g., select and use tools to build musical instruments)
identify and use a variety of sources and technologies to gather pertinent information (e.g., investigate how simple musical instruments are constructed)
evaluate personally constructed devices with respect to safety, reliability, function, efficient use of materials, and appearance (e.g., evaluate personally constructed musical instruments)
identify new questions or problems that arise from what was learned
(e.g., identify the need to design a soundproof study area)
Communication and teamwork
work with group members to evaluate the processes used in solving a problem (e.g., evaluate their survey of noise levels in the school environment)
describe how the human ear is designed to detect vibrations
compare the range of sounds heard by humans to that heard by other animals
demonstrate and describe how the pitch and loudness of sounds can be modified
identify objects by the sounds they make
relate vibrations to sound production
compare how vibrations travel differently through a variety of solids and liquids and through air
Sound is a phenomenon that can be observed, measured, and controlled in various ways. Learning how sound is caused by vibrations is important as students explore both how sound travels and factors that affect the sounds that are produced. The varying ability of humans and other animals to detect sound is also examined, which leads to discussions about the necessity of protecting your sense of hearing. This illustrative example emphasizes the nature of science and technology.
Following an investigation of how sound is produced, students investigate sounds encountered every day.
Develop a "sound diary" to record the sounds encountered over a period of time.
Explore sound levels in a variety of locations.
Discuss effects of harmful levels of sound at home or at work.
The above exploration may lead to the following question:
Why do different locations in the school seem to be noisier than others?
Students investigate the transmission of sound.
Compare how sound travels through a variety of materials.
Describe the materials found in noisy areas of the school.
Research the acoustic design of modern-day public locations such as concert halls (ability to amplify sound) and the interior of cars (ability to block out sound).
Students use their understanding of materials and sound transmittal to recommend ways to reduce the sound level in noisy areas of the school or the home.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 105-1, 108-1
Skills: 204-3, 206-9
Knowledge: 303-11
Attitudes: 410, 419, 421
demonstrate processes for investigating scientific questions and solving technological problems (e.g., demonstrate processes for testing the hardness of rocks)
compare the results of their investigations to those of others and recognize that results may vary (e.g., compare their descriptions of given rocks and minerals to those of others)
demonstrate that specific terminology is used in science and technology contexts (e.g., use appropriate terms such as "hardness," "colour," and "texture" when discussing physical properties of rocks and minerals)
identify examples of scientific questions and technological problems that are currently being studied (e.g., identify examples of techniques used to separate rocks and minerals on the basis of their physical properties)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., develop new methods of composting that will produce soils for optimum plant growth)
describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs (e.g., describe how different materials such as stone, brick, and concrete are used to construct buildings)
provide examples of how science and technology have been used to solve problems in the home and at school (e.g., describe techniques for preventing erosion)
describe examples of modern technologies that did not exist in the past (e.g., describe gold mining techniques used in the Klondike and those used today)
identify positive and negative effects of familiar technologies (e.g., identify the positive and negative effects of open-pit mining on the immediate environment; discuss the impact of building highways and airports on the availability of farmland)
describe how personal actions help conserve natural resources and care for living things and their habitats (e.g., demonstrate respect for the habitats of animals and the local environment when collecting rocks)
identify their own and their family's impact on natural resources (e.g., identify steps in maintaining the soil base required for supporting plant and animal life)
propose questions to investigate and practical problems to solve (e.g., "How does water affect the landscape?")
state a prediction and a hypothesis based on an observed pattern of events (e.g., hypothesize about the relationship between water volume and the erosion of a sand mountain)
identify appropriate tools, instruments, and materials to complete their investigations (e.g., use a magnifying glass to investigate crystal shapes in rocks and minerals)
carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables (e.g., carry out a hardness test of a rock by seeing if the rock scratches a penny or if the penny scratches the rock)
follow a given set of procedures (e.g., follow instructions to carry out an erosion activity in a sandbox)
make observations and collect information that is relevant to a given question or problem (e.g., observe changes to a local hill following a heavy rainstorm)
record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., use a chart to record observations from a rock hardness test)
identify new questions or problems that arise from what was learned (e.g., identify new questions such as "What earth materials are used in road construction?")
communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings and oral language (e.g., present an exhibit of rocks found in their local environment)
compare different rocks and minerals from their local area with those from other places
describe rocks and minerals according to physical properties such as colour, texture, lustre, hardness, crystal shape (minerals)
identify and describe rocks that contain records of Earth's history
relate the characteristics of rocks and minerals to their uses
describe ways in which soil is formed from rocks
describe effects of wind, water, and ice on the landscape
demonstrate a variety of methods of weathering and erosion
describe natural phenomena that cause rapid and significant changes to the landscape
In addition to exploring the living things around them, students should also become familiar with the earth materials that make up their world. They should be provided with opportunities to learn that rocks are used for many things within a community and that rock characteristics help determine their use. Students can then explore the changing landscape by examining the processes of erosion, transport, and deposit; and determine how wind, water, and ice reshape the landscape. An examination of these processes also leads to discussions of ways that humans prevent landscape from changing or adapt to a changing landscape. This illustrative example emphasizes the relationships between science and technology.
Students explore rocks found around them.
Collect rocks for individual, small-group, or class collections and observe similarities and differences between them.
Brainstorm a list of places where, or ways in which, rocks are used. This list should include practical activities such as building and road construction, and more aesthetic activities such as carving and landscaping.
The above exploration may lead to the following question:
What characteristics of rocks make them suited to specific uses?
Students investigate the physical properties of rocks.
Describe and compare rocks and minerals according to their physical properties. use magnifying glasses and simple tests, such as for hardness.
Classify the rocks studied according to their physical properties.
Students identify which rocks are best suited for a specific purpose.
Make a recommendation as to which type of rock is best suited for steps. Rationale should include a description of the physical properties of the selected rock and predictions based on long-term wear.
Substitute soap for soapstone to try their hands at carving, and research various cultural uses of rocks including Inuit carvings and Aboriginal petroforms.
Visit a local construction site or use multi-media resources to learn more about why particular rocks are used to solve particular problems in construction.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 107-1, 107-4
Skills: 205-5, 205-7
Knowledge: 300-5, 300-6, 300-8
Attitudes: 412, 420
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