Grade 4 Science Year Plan (August 31 December 18)

Caitlyn Kasprick

Topic A: Waste and Our World

45Recognizethathumanactivitycanleadtotheproductionofwastes,andidentifyalternativesfortheresponsibleuseanddisposalofmaterials.
Curriculum Objective

Activities

Assessment

Timeli
ne

1. Identify plant and animal wastes, and

describe how they are recycled in nature.
For example, plant leaves serve as a source of food for soil
insects, worms and other creatures. The wastes of these
animals may then be further broken down by molds, fungi
and bacteria
2. Identify and classify wastes that result from
human activity.

Class brainstorm plant and animal wastes

Nature walk (Waste? I Dont See Waste
Edmonton Public)
Orange peel observation (Growing Mold
Edmonton Public)
Definitions
Class brainstorm human waste
Waste Check Up (Edmonton Public)
(Bill Nye Garbage video)
Air and Water Waste video clip
Online activities (Day 1)
ChecklistforWasteatHome(EdmontonPublic)
Recycle options chart
Classroom recycling
Online activities (Day 2)
Online activities (Day 2 Continued)
Biodegradable timeline
Make Compost Buckets, bury a variety of items,
dig them up after 6 weeks to see what
biodegraded. SK
Biodegradable Waste and Landfills video clip
(you have to scroll to bottom of page and click
accept)
How Long Does Trash Last?
Online activities (Day 2 Continued)
Town council mock debate

PreTest
Matching (def)

Sept.
week 1

Assignment
(web)
Exit Slip

Sept.
week 2

Assignment
(web)

Sept.
week 2

Assignment
(web)

Sept.
week 3

Assignment
(web)

Sept.
week 4

Meet Your Packaging (Edmonton Public) Lunch kit

packaging and contents class and group

activity

Sept.
week 4

3. Describe alternative methods of disposal,

and identify possible advantages and
disadvantages of each.
4. Distinguish between wastes that are readily
biodegradable and those that are not.

6. Identify methods of waste disposal currently used within

the local community.
(Objectives 5 and 6 have been switched out of order, due to
online activities.)
5. Compare different kinds of packaging, and infer the
relative advantages and

Grade 4 Science Year Plan (August 31 December 18)

disadvantages of that packaging. In evaluating different

forms of packaging, students should demonstrate the ability
to consider a consumer perspective as well as an
environmental perspective.

7. Identify kinds of wastes that may be toxic to people and

to the environment.

8. Identify alternative materials and processes that may

decrease the amount of waste produced; e.g., reducing
wastage of food, using both sides of a sheet of paper.
9. Identify ways in which materials can be reused or
recycled, including examples of things that the student has
done.

10. Develop a flow chart for a consumer product that

indicates the source materials, final product, its use and
method of disposal.
11. Identify actions that individuals and groups can take to
minimize the production of wastes, to recycle or reuse
wastes and to ensure the safe handling and disposal of
wastes.

12. Develop and implement a plan to reduce waste, and

analysisBring in items that have Excess Packaging to

discuss. Give students the assignment to make
an Egg Protector that doesnt have excess
packaging (no bigger than 10X10 cm) bring to
class and do a test drop.SK (egg protector note
home)
Students compare using their criteria
Label worksheets
Online activities (Day 3)
Save the garbage from Lunch Room for one day
to examine & weigh and discuss alternatives.

Caitlyn Kasprick

Worksheet
Assignment
(web)

Oct.
week 1

Classroom
activity

Oct.
week 1

Mission Recyclable video

Recycle and reuse: Plastic Bottles video clip
Save energy:Reuse paper video clip
Classroom examples and student
invention/discussion
Recycled Art Project will be done
throughout art, but there will also be a
take home project and presentation in
science.
Flow chart activity

Oct.we
ek 2

Completion of
flow chart

Oct.
week 3

Online sources and research

Make posters for hall about Reduce, Reuse,
Recycle.
Family recycling and school recycling plan

Research
findings
Posters
Paragraph

Oct.we
ek 4

School recycling plan

Completed

Oct.we

Grade 4 Science Year Plan (August 31 December 18)

monitor what happens over a period of time.

All of the Above

Unit Test

Caitlyn Kasprick

poster, plan,
presentation
Class project
Unit Test

ek 4
Oct.
week 4

Topic B: Wheels and Levers

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

Activities

1. Explain how rollers can be used to move an object,

and demonstrate the use of rollers in a practical
situation.

Move It Edmonton Public (5)

Roll Out Your Ideas Edmonton Public (6)
Roll Out Edmonton Public (8)
Groups of 3~ Tub races using dowels and Rubbermade
Tubs. SK
Human Log Roll down the hall. JJ
http://www.harcourtschool.com/activity/science_up_close/4
05/deploy/interface.swf Similarities and differences
Edmonton Public (15)
Cart construction activities
Make Cardboard Cars using Ed. Public template
(Cardboard car template), BBQ skewers & milk jug lids.
Make a sail for car to race with a fan. (wind energy) SK
Gear system construction

2. Compare the wheel and the roller, and identify

examples where each are
used.
3. Construct devices that use wheels and axles, and
demonstrate and describe their use in: model vehicles
pulley systems gear systems.
4. Construct and explain the operation of a drive
system that uses one or more of the following: wheelto-wheel contact a belt or elastic a chain cogs or gears.
5. Construct and explain the operation of a drive
system that transfers motion from one shaft to a
second shaft, where the second shaft is: parallel to the
first at a 90 angle to the first. Students who have

Gear activity online

Actual gears group construction

Assessment

Timeline

Group
results

Nov.
week 1

Similarities
and
Differences
Cart
completion

Nov.
week 1

Activity
completion

Nov.we
ek 3

Gear
Constructio
n

Nov.
week 4

Nov.
week 2

Grade 4 Science Year Plan (August 31 December 18)

achieved this expectation will be aware of changes in

speed and direction that result from different ways of
linking components.
6. Demonstrate ways to use a lever that: applies a
small force to create a large force; applies a small
movement to create a large movement.
7. Predict how changes in the size of a lever or the
position of the fulcrum will affect the forces and
movements involved. and axles.

8. Construct models of levers; and explain how levers

are involved in such devices as: teeter- totters,
scissors, pliers, pry bars, tongs, nutcrackers, fishing
rods, wheelbarrows.

Caitlyn Kasprick

Lift your teacher activity

In class
demo

Dec.
week 1

Prediction Sheet vs Practice.

Online activities
http://www.interactivestuff.org/sums4fun/projectile.swf

Worksheet

Dec.
week 2

Catapult
Constructio
n

Dec.we
ek 3

GizmosLevers
Username:LPS24Password:4095
Catapult construction
http://www.msichicago.org/fileadmin/Activities/Games/simple_machines
/reviewofallsimplemachines.