4th Grade Grit: Science/ Social Studies

April

Building Devices and Vehicles that Move
Students apply simple techniques and tools in building devices and vehicles that move. In constructing these objects, students apply previous learnings about structures and explore new applications for wheels, rollers, gears, pulleys and a variety of levers and connectors. They learn that different forms of energy can be used to propel their model devices: in some cases, a direct push; in other cases, the stored energy from a compressed spring or falling weight. On completing their projects, students learn to evaluate their work, by describing the effectiveness of the device and the appropriateness of materials used.

February/March

Simple Machines- Wheels and Levers

Students learn about the basic components of simple machines: how they are assembled, how they operate, how they are used. Students explore different techniques that can be used to transfer motion from one component to another, using simple connectors and various levers, gears, pulleys and band driven systems. As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system. As part of their study, they examine how these simple machines are used to change the speed or force of movement.

https://docs.google.com/presentation/d/1VmnvQw9CZJ6Uf4XEJs0BwlJ9pTaKC7xrr5HMyh79kQ0/edit?usp=sharing

Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. 4.6

Students will sort levers into their proper categories with this Drawing. 4.6.8, 4.6.9: 

Use the mnemonic if students have trouble remembering. 

Lever Sorting

Levers Poster

November/December/ January

Light and Shadows lessons by Ms. M

Students learn about light by studying the effects of light on things within their environment. They learn about light sources, about materials that light can pass through and about what happens when a material blocks or changes the path of light. By observing shadows and their motions relative to a light source, students discover that light and shadows fall along a predictable path. They discover that mirrors, prisms and a variety of other materials can affect that path by reflecting and refracting light and by splitting light into colours.

Light and Shadows Lessons and Activities

October/ November

Waste & Our World

Students learn about wastes produced through natural processes and human technology. In studying natural systems, students learn that all plants, animals and other living things are made up of materials that are recycled through the environment again and again. In studying human consumption and wastes, students identify wastes produced within their community and learn the methods used for disposal. They learn that some waste materials are biodegradable, that some are reusable, and that others are toxic. They learn that personal action in reducing, reusing and recycling materials can help decrease the waste.

Hazardous Waste: 4.5.7

Students will have the opportunity to learn about hazardous wastes in their homes. Using a take-home survey, they will identify products that contain hazardous symbols and put the information together using a Google Drawings template.  Once they have created a mind web, students will take a look at their county’s waste disposal site to identify how those types of products should be disposed of and create an infographic to share with others. 

Compare different kinds of packaging: 4.5.5:

A simple wrapper evaluation activity. An added comparison of consumer perspective and environmental perspective would be a good addition.

Household waste challenge 4.5.2, 4.5.4, 4.5.8, 4.5.9, 4.5.11:

Students use this doc to survey parents and record the waste produced at home.

Waste & Our World: Take-Home Project

Dear Grade 4 Parents,

Our class is currently investigating problems of “Waste and Our World”.
Each student has two “Household Waste Survey” sheets to be used to conduct
their surveys. One survey sheet will be used to survey their own family’s habits;
the other will be used to survey a family or individual other than their own, for
the purpose of finding out the waste collection and recycling habits of other

You c

an seek out help from a neighbour, a friend or another family member
to conduct the second survey. The key is that they are surveying someone who
DOES NOT live in their household.

Students can either fill out the survey online by clicking on the following link and making a copy, or they can print a copy at home. https://bit.ly/2NduPRR

I appreciate your cooperation and help with this take-home project. The survey
is to be completed for our Science class on November 12th.

Sincerely,

Ms. Curnew

emcurnew@cbe.ab.ca

Household Waste Survey

Do you:	Never	Sometimes	Always
1. Use school supplies/office supplies from one year to the next?
2. Use dishes instead of paper plates; reusable cups instead of paper cups etc?
3. Sort and save papers/paper products for recycling?
4. Use both sides of writing/drawing paper?
5. Save envelopes and wrapping paper?
6. Try to buy paper products made from recycled paper?
7. Use “creative” gift wrapping ideas eg: newspaper, comics, towels?
8. Save cans and bottles for recycling?
9. Reuse plastic bags?
10. Avoid buying things in plastic containers or wrappers?
11. Avoid buying things with excessive packaging?
12. Put appropriate items into a compost pile/container?
13. Fix things instead of just throwing them away?
14. Save parts from items to help fix new ones? eg: old bike parts etc.
15. Donate/give clothing and other unwanted items?
16. Share books, games, magazines, toys with friends and family members once used?
17. Use an eco-friendly lunch bag? eg: reusable bags
18. Shut off water while brushing teeth?
19. Use your city or town’s blue bag recycling program?
20. Use your city or town’s Organics recycling program?
21.
22.

Who did you survey? ________________________________________.

If #19 & #20 were answered as “No”, give further explanation for why this is
the case. _________

Name: ___________________

Date: ______________________

Date: ___________________

4.5.1 Identify plant and animal wastes, and describe how they are recycled in nature.

Students will keeping organic products in a bag and will observe which ones will biodegrade the fastest.

Develop a flow chart for a consumer product:

Students use Google Drawings to develop a flowchart for a consumer product that indicates the source materials, final product, its use and method of disposal.   Students can use the flow chart of a product to plan and organize their information. 

Methods of Waste Disposal

Students will examine three different methods of disposal and learn about their advantages and disadvantages. They will then record a video reflection about these methods of disposal.

Waste Sorting

This is a simple sorting activity for students to demonstrate their understanding of where waste goes in their local neighbourhood.

Biodegradeable or Not: Sorting Waste : 4.5.4

Alberta: A Sense of Our Land

Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta.

Oral traditions, narratives and stories of the First Nations

Stories of First Nations: Students will do a close reading of interviews with elders and other first nations people, then record the stories and add pictures in an Adobe Spark video. 