Hands-On Science and Technology for Ontario, Grade 4

Introduction to Hands-On Science and Technology for Ontario, Grade 4

• Introduction to Hands-On Science and Technology 2
• Program Introduction 2
• The Inquiry Approach to Science and Technology 2
• 21st Century Teaching and Learning 3
• The Goals of the Science and Technology Program 3
• Hands-On Science and Technology Strands and Expectations 4
• Hands-On Science and Technology Fundamental Concepts and Big Ideas 4
• Hands-On Science and Technology Program Principles 4
• Infusing Indigenous Perspectives 5
• Cultural Connections 6
• Land-Based Learning 7
• Technology 7
• Sustainability 7
• Program Implementation 7
• Program Resources 7
• Classroom Environment 11
• Planning Units--Timelines 11
• Classroom Management 11
• Classroom Safety 12
• Scientific Inquiry Skills: Guidelines for Teachers 12
• Observing 12
• Questioning 12
• Exploring 12
• Classifying 13
• Measuring 13
• Communicating, Analyzing, and Interpreting 13
• Predicting 15
• Inferring 15
• Inquiry Through Investigation and Experiments 16
• Inquiry Through Research 16
• Online Considerations 17
• Addressing Students' Literacy Needs 17
• Technological Problem Solving 17
• Makerspace 18

The Hands-On Science and Technology Assessment Plan 20

• Assessment for Learning 21
• Assessment as Learning 21
• Assessment of Learning 22
• Performance Assessment 23
• Portfolios 23
• Evidence of Student Achievement Levels for Evaluation 24
• Important Note to Teachers 24
• References 25
• Assessment Reproducibles 26
• Achievement Chart for Science & Technology 41

Unit 1: Habitats and Communities 43

• Introduction 44
• Unit Overview 48
• Curriculum Correlation 49
• Resources for Students 51
  • 1 What Do We Know About Habitats and Communities? 55
  • 2 Why Do Plants and Animals Live in Certain Habitats? 63
  • 3 Which Organisms Are Found in Our Local Habitats? 68
  • 4 How Can We Measure Populations in a Habitat? 74
  • 5 How Do Plants and Animals Adapt to Survive in Their Environment? 79
  • 6 What Relationships Occur Between Populations Within a Community? 86
  • 7 What Are the Characteristics of Herbivores, Carnivores, and Omnivores? 91
  • 8 What Are the Relationships Between Predators, Prey, and Scavengers? 96
  • 9 What Are the Characteristics of Producers, Consumers, and Decomposers? 100
  • 10 What Is a Food Chain? 106
  • 11 What Is a Food Web? 111
  • 12 How Are Plants and Animals Important to Humans and to the Environment? 115
  • 13 How Can We Create Living Habitats? 120
  • 14 What Are Some Natural and Human Impacts on Organisms in the Environment? 123
  • 15 Inquiry Project: What Can I Do to Protect Habitats and Communities? 128

  Unit 2: Pulleys and Gears 133

  • Introduction 134
  • Unit Overview 138
  • Curriculum Correlation 139
  • Resources for Students 140
    • 1 What Do We Know About Forces and Machines? 143
    • 2 How Do Wheels and Axles Work? 148
    • 3 How Do Gears Help Make Work Easier? 154
    • 4 What Can We Learn About Gears and Direction of Movement? 159
    • 5 How Can We Design and Construct Devices With Working Gears? 165
    • 6 How Does a Single-Fixed Pulley Make Work Easier? 168
    • 7 How Do Movable and Compound Pulleys Make Work Easier? 173
    • 8 How Can We Design and Construct a Working Pulley System? 180
    • 9 What Are the Advantages and Disadvantages of Using Machines With Pulleys and Gears? 184
    • 10 Inquiry Project: How Can We Design and Build a System of Pulleys and Gears for a Specific Purpose? 188

    Unit 3: Light and Sound 191

    • Introduction 192
    • Unit Overview 197
    • Curriculum Correlation 198
    • Resources for Students 199
      • 1 What Do We Know About Light? 203
      • 2 How Does Light Travel? 208
      • 3 How Does Light Reflect? 213
      • 4 How Well Does Light Pass Through Different Materials? 218
      • 5 How Can We See Light’ s Many Colours? 222
      • 6 How Has Light Technology Changed Over Time? 226
      • 7 Inquiry Project: How Can I Design and Construct an Optical Device to Transmit and Reflect Light? 230
      • 8 What Do We Want to Learn About Sound? 234
      • 9 How Is Sound Created? 239
      • 10 What Is Pitch? 244
      • 11 How Do Sound Waves Travel? 249
      • 12 Which Materials Are Insulators or Conductors of Sound? 253
      • 13 How Can We Amplify Sound? 257
      • 14 How Do We Hear Sound, and How Can We Protect Our Sense of Hearing? 261
      • 15 How Do Musical Instruments Use Sound Energy? 267
      • 16 How Can We Design and Construct Musical Instruments Using Various Materials? 272
      • 17 Inquiry Project: What Can We Learn About Sound Technology? 278

      Unit 4: Rocks and Minerals 281

      • Introduction 282
      • Unit Overview 285
      • Curriculum Correlation 286
      • Resources for Students 287
        • 1 What Do We Know About Rocks and Minerals? 289
        • 2 How Can We Compare and Classify Rocks and Minerals? 295
        • 3 How Can Minerals Be Classified? 299
        • 4 How Are Different Types of Rock Formed? 304
        • 5 What Are Some Uses for Rocks and Minerals? 313
        • 6 How Are Fossils Formed? 319
        • 7 Inquiry Project: How Are Rocks and Minerals Mined From the Earth? 324
        • 8 How Does Mining Impact Habitats and Communities? 327
      • References 332

      Appendix: Image Banks 333

      About the Contributors 342