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Hands-On Science and Technology for Ontario, Grade 4: An Inquiry Approach With STEM Skills and Connections

Hands-On Science and Technology for Ontario, Grade 4: An Inquiry Approach With STEM Skills and Connections

          
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About the Book

Hands-On Science and Technology for Ontario, Grade 4 is an easy-to-use resource for teaching the five strands of the Ontario science and technology (2022) curriculum:

  • STEM Skills and Connections
  • Life Systems: Habitats and Communities
  • Matter and Energy: Light and Sound
  • Structures and Mechanisms: Pulleys and Gears
  • Earth and Space Systems: Rocks and Minerals

Hands-On Science and Technology for Ontario, Grade 4 encourages students' natural curiosity about science and the world around them as they participate in hands-on activities and explore their environment. Using the inquiry approach, this comprehensive resource

  • fosters students' understanding of STEM (science, technology, engineering, and mathematics) skills
  • makes coding and emerging technologies approachable for both teachers and students
  • emphasizes personalized learning using a four-part instructional process: activate, action, consolidate and debrief, enhance
  • relates science and technology to sustainability and our changing world, including society, the economy, and the environment
  • focuses on practical applications of the engineering design process as students work on solutions to real-life problems
  • builds understanding of Indigenous knowledge and perspectives specific to Ontario
  • explores contributions to science and technology by people with diverse lived experiences

Using proven Hands-On features, this book provides resources for both teachers and students including background information on the science topics; complete, easy-to-follow lesson plans; materials lists; and digital image banks and reproducibles (find download instructions in the Appendix of the book).

Innovative elements developed specifically for the Ontario curriculum include the following:

  • plugged and unplugged coding activities in nearly every lesson
  • land-based learning activities
  • opportunities for students to use guided research, hands-on inquiry, and the engineering design process
  • a fully developed assessment plan to guide assessment for, as, and of learning
  • ideas and prompts for STEM Makerspace projects


Table of Contents:

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


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Product Details
  • ISBN-13: 9781774920695
  • Publisher: Portage & Main Press
  • Publisher Imprint: Portage & Main Press
  • Edition: New edition
  • Language: English
  • Returnable: Y
  • Sub Title: An Inquiry Approach With STEM Skills and Connections
  • Width: 215 mm
  • ISBN-10: 1774920697
  • Publisher Date: 06 Mar 2025
  • Binding: Spiral bound
  • Height: 279 mm
  • No of Pages: 325
  • Spine Width: 38 mm
  • Weight: 856 gr


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