Science

Grade 4 Science Learning Outcomes

Overall Skills and Attitudes
Habitats and Communities
Light
Sound
Rocks, Minerals and Erosion

Overall Skills and Attitudes
Specific Learning Outcomes General Learning Outcome Codes
4-0-1A Ask questions that lead to investigations of living things, objects, and events in the local environment. GLO: A1, C2, C5
4-0-1B Make and justify predictions based on observed patterns, collected data, or data provided from other sources. GLO: A1, C2
4-0-1C Identify practical problems to solve in the local environment. GLO: C3
4-0-2A Access information using a variety of sources.
Examples: school libraries, videos, traditional knowledge, local hunters, CD-ROMs, Internet
GLO: C6
4-0-2B Review information to determine its usefulness to inquiry or to research needs. GLO: C6, C8
4-0-3A Brainstorm, in small groups, one or more methods of finding the answer to a given question, and reach consensus on which method to implement. GLO: C2, C7
4-0-3B Identify, in small groups, variables that have an impact on an investigation. GLO: A1, A2, C2, C7
4-0-3C Create, in small groups, a plan to answer a given question. GLO: C2
4-0-3D Brainstorm possible solutions to a practical problem, and identify and justify which solution to implement. GLO: C3
4-0-3E Create a written plan to solve a problem or meet a need.
Include: identify steps to follow, prepare a labelled diagram
GLO: C3
4-0-3F Develop criteria to evaluate an object, device, or system based on its function, aesthetics, and other considerations such as materials, and cost. GLO: C3
4-0-4A Carry out a plan, and describe the purpose of the steps followed. GLO: C2
4-0-4B Construct an object, device, or system to solve a problem or meet a need. GLO: C3
4-0-4C Test an object, device, or system with respect to pre-determined criteria. GLO: C3, C5
4-0-4D Identify and make improvements to an object, device, or system, and explain the rationale for the changes. GLO: C3
4-0-4E Identify problems as they arise, and work with others to find solutions. GLO: C3, C7
4-0-4F Assume roles, and share responsibilities as group members. GLO: C7
4-0-4G Communicate questions, ideas and intentions, and listen effectively to others during classroom-learning experiences. GLO: C6
4-0-4H Use tools and apparatus in a manner that ensures personal safety and the safety of others. GLO: C1
4-0-5A Select and use tools to observe, measure, and construct.
Examples: tuning fork, prism, binoculars, measuring tape
GLO: C2, C3, C5
4-0-5B Estimate and measure mass/weight, length, volume, area, and temperature using standard units. GLO: C2, C3, C5
4-0-5C Record observations in a variety of ways.
Examples: point-form notes, sentences, labelled diagrams, charts
GLO: C2, C6
4-0-6A Construct bar graphs and pictographs using many to one correspondence, and interpret these as well as graphs from other sources. GLO: C2, C6
4-0-6B Identify and suggest explanations for patterns and discrepancies in data. GLO: A1, A2, C2, C5
4-0-6C Choose and identify relevant attributes for use in a classification system, and create a chart or diagram that shows the method of classifying. GLO: C2, C3, C5
4-0-6D Sort and classify according to an established classification system. GLO: C2, C3
4-0-6E Evaluate, with guidance, the methods used to answer a question or solve a problem. GLO: C2, C3
4-0-7A Draw a conclusion based on evidence gathered through research and observation. GLO: A1, A2, C2
4-0-7B Identify new questions that arise from what was learned. GLO: A1, C2, C3
4-0-7C Identify new problems that arise. GLO: C3
4-0-7D Construct meaning in different contexts by connecting new experiences and information to prior experiences and knowledge. GLO: A2, C6
4-0-7E Communicate results and conclusions in a variety of ways.
Examples: point-form lists, sentences, graphs, labeled diagrams, charts
GLO: C6
4-0-8A Recognize that experimental results may vary slightly when carried out by different persons, or at different times or places; but that if the results of repeated experiments are very different, something must be wrong with the design of the experiment. GLO: A1, A2, C2
4-0-8B Recognize that scientists must support their explanations using evidence and scientific knowledge. GLO: A1, A2, C2
4-0-8C Recognize that designing a solution to a simple problem may have considerations, such as cost, materials, time, and space. GLO: B2, C3
4-0-9A Respect alternative views of the world. GLO: C5, C7
4-0-9B Demonstrate confidence in their ability to do science. GLO: C5
4-0-9C Report and record what is observed, not what they think they ought to observe, or what they believe the teacher expects. GLO: C5

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Habitats and Communities
Specific Learning Outcomes General Learning Outcome Codes
4-1-01 Use appropriate vocabulary related to their investigations of habitats and communities.
Include: habitat, physical adaptation, behavioural adaptation, traditional knowledge, technological development, population, community, food chain, food web, organism, producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger, endangerment, extinction, conservation
GLO: C6, D2
4-1-02 Recognize that each plant and animal depends on a specific habitat to meet its needs. GLO: D2
4-1-03 Identify the components of an animal habitat.
Include: food, water, living space, cover/shelter
GLO: D2, E2
4-1-04 Identify physical and behavioural adaptations of animals and plants, and infer how these adaptations help them to survive in a specific habitat.
Examples: ducks' webbed feet and waterproof feathers help them dive for food in the marsh
GLO: D1, D2
4-1-05 Investigate alternate explanations of plant or animal adaptations based on traditional knowledge from a variety of cultures. GLO: A1, A4, C8
4-1-06 Investigate how technological developments often mirror physical adaptations.
Examples: fishnet - spider web, diving fins - webbed feet
GLO: A5, E1
4-1-07 Investigate and describe a variety of local and regional habitats and their associated populations of plants and animals. GLO: D2, E2
4-1-08 Predict and test to determine an appropriate method for measuring a plant population within a given habitat. GLO: A2, C2, C3, C5
4-1-09 Recognize that plant and animal populations interact within a community. GLO: D2
4-1-10 Recognize that the food chain is a system in which some of the energy from the Sun is transferred eventually to animals. GLO: D2, D4, E2
4-1-11 Construct food chains and food webs, and classify organisms according to their roles.
Include: producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger
GLO: D2, E2
4-1-12 Use the design process to construct a model of a local or regional habitat and its associated populations of plants and animals. GLO: C3, D4
4-1-13 Predict, based on their investigations, how the removal of a plant or animal population may affect the rest of the community.
Examples: if the wolves were removed from a community, the deer population may increase rapidly
GLO: D2, E2, E3
4-1-14 Investigate natural and human-caused changes to habitats, and identify resulting effects on plant and animal populations.
Include: endangerment, extinction
GLO: B1, B5, D2, E3
4-1-15 Describe how their actions can help conserve plant and animal populations and their habitats.
Examples: clean up a local stream to improve fish and bird habitat
GLO: B5
4-1-16 Describe how specific technological developments have enabled humans to increase their knowledge about plant and animal populations.
Examples: radio collar tracking, timelapse photography
GLO: A2, A3, A5
4-1-17 Recognize and appreciate how traditional knowledge contributes to our understanding of plant and animal populations and interactions. GLO: A1, A2, A4, C8

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Light
Specific Learning Outcomes General Learning Outcome Codes
4-2-01 Use appropriate vocabulary related to their investigations of light.
Include: energy, reflect, absorb, transmit, artificial, light beam, transparent, translucent, opaque, technological development, science, brightness
GLO: A5, B1, C6, D4
4-2-02 Give examples of various forms of energy.
Include: light, heat, food, sound
GLO: D4, E4
4-2-03 Recognize that energy is an integral part of daily life. GLO: B1, D4, E4
4-2-04 Demonstrate that white light can be separated into colours. GLO: C2, D4
4-2-05 Distinguish between objects that produce their own light and those that reflect light from another source.
Examples: the Sun emits its own light, the Moon reflects light from the Sun
GLO: A1, A2, D4
4-2-06 Identify a variety of natural and artificial light sources.
Examples: Sun, candle, light bulb, firefly, lightning, aurora borealis, lasers
GLO: D4
4-2-07 Observe and describe properties of light.
Include: travels in a straight path, bends as it passes from one medium to another, can be reflected, can be different colours
GLO: C2, D4
4-2-08 Explore to determine effects different materials and objects have on a light beam.
Examples: prisms and water bend light; some lenses intensify light, whereas others disperse light
GLO: C2, D3, D4
4-2-09 Recognize that most objects that produce light also give off heat, and identify objects that produce light but give off little or no heat. GLO: D4
4-2-10 Classify materials as transparent, translucent, or opaque. GLO: D3, E1
4-2-11 Evaluate the usefulness of a material for a particular task based on its ability to transmit, reflect, or absorb light.
Examples: usefulness of coloured glass to preserve food and drink by protecting them from light
GLO: A5, B1, D3
4-2-12 Predict the location, shape, and size of a shadow based on the position of a light source relative to an object. GLO: C2, D4
4-2-13 Identify technological developments that extend our ability to see, and recognize their impact on science.
Examples: the telescope allows astronomers to obtain new information
GLO: A5, B1
4-2-14 Use the design process to construct a device that transmits and reflects light.
Examples: periscope, kaleidoscope
GLO: B1, C3
4-2-15 Describe practices that help ensure protection of eyes and sight.
Examples: direct mirrors away from the eyes when reflecting intense light sources
GLO: B3, C1
4-2-16 Identify different uses of light at home, at school, and in the community, and explain how the brightness and colour of the light are appropriate for each use.
Examples: vivid neon lights for advertising, blue lights for snow removal vehicles
GLO: B1, B3, C1

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Sound
Specific Learning Outcomes General Learning Outcome Codes
4-3-01 Use appropriate vocabulary related to their investigations of sound.
Include: energy, sound, vibration, vocal cords, pitch, loudness, sound waves, outer ear, middle ear, inner ear, brain, transmit, absorb, reflect, detect
GLO: B1, C6, D4
4-3-02 Recognize that sound is a form of energy. GLO: D4, E4
4-3-03 Recognize that energy makes things happen and can be found all around us. GLO: D4, E4
4-3-04 Identify and classify various sounds using student-generated criteria. GLO: C2, D4
4-3-05 Recognize that sounds are caused by vibrations.
Include: the human voice relies on the vibrations of vocal cords
GLO: D3, D4
4-3-06 Use the design process to create a musical instrument. GLO: C3, C5, D4, E2
4-3-07 Demonstrate how the pitch and loudness of sounds can be modified.
Examples: differences in sound when plucking a loose rubber band vs. a stretched rubber band
GLO: C2, D3, D4, E3
4-3-08 Observe and describe properties of sound.
Include: travels in waves in all directions
GLO: C2, D4
4-3-09 Describe how the human ear is designed to detect sound vibrations.
Include: sound is transmitted from the outer ear to the middle ear and the inner ear, which relays messages to the brain
GLO: D1, D4
4-3-10 Recognize that there is a range of sounds that humans can and cannot hear. GLO: D1
4-3-11 Describe practices that help ensure protection of the ears and hearing.
Examples: ear plugs in situations involving excessive noise
GLO: B3, C1
4-3-12 Describe harmful effects of high or sustained sound levels and identify potential sound hazards at home or in the community.
Examples: leaf blowing machines, snowblower, stereo, drone of machinery
GLO: B1, B3, C1
4-3-13 Investigate to compare how vibrations travel differently through solids, liquids, and gases. GLO: C2, D3, E1
4-3-14 Explore to determine the ability of materials to transmit or absorb sound. GLO: C2, D3, E1
4-3-15 Describe how materials that absorb or reflect sound are used in different situations.
Examples: concrete sound barriers are placed beside highways to absorb sound
GLO: B1, C1, D3
4-3-16 Describe devices that extend our ability to produce, transmit, and detect sound.
Examples: amplifier, hearing aids, megaphone, ear trumpet
GLO: B1
4-3-17 Investigate to identify inventions related to sound, and describe their impacts on society.
Examples: radio, telephone, microphone
GLO: A4, B1, B2
4-3-18 Describe the role of sound in different jobs and hobbies.
Examples: physicians listen to a patient's heartbeat during a check-up, birders identify birds by their calls
GLO: B4

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Rocks, Minerals and Erosion
Specific Learning Outcomes General Learning Outcome Codes
4-4-01 Use appropriate vocabulary related to their investigations of rocks, minerals, and erosion.
Include: rock, mineral, characteristic, property, scratch test, streak test, igneous, sedimentary, metamorphic, fossil, organism, extinct, soil formation, erosion, natural phenomena
GLO: C6, D5
4-4-02 Classify rocks and minerals according to student-generated criteria. GLO: C2, D3, D5
4-4-03 Test to determine characteristics of rocks and properties of minerals, and classify accordingly.
Include: scratch test for hardness, streak test for colour
GLO: A1, C2, D3, D5
4-4-04 Differentiate between minerals and rocks.
Include: minerals are composed of the same substance throughout, rocks are composed of two or more minerals.
GLO: D5
4-4-05 Compare rocks and minerals from the local environment with each other and with those from other geological areas. GLO: C2, D5, E1
4-4-06 Give examples of products derived from rocks and minerals.
Examples: china, chalk, jewellery, pumice stone, drywall, talcum powder
GLO: B1
4-4-07 Describe how characteristics of rocks and properties of minerals determine their uses.
Examples: soft soapstone is used for carving
GLO: B1, D3, D5
4-4-08 Recognize that there are three types of rock, and describe how each is formed.
Include: igneous, sedimentary, metamorphic
GLO: D5
4-4-09 Explain how fossils are formed. GLO: D1, D5, E3
4-4-10 Describe how fossils help humans gain a better understanding of Earth's history, including identifying organisms that are now extinct. GLO: A1, A2, D1, D5
4-4-11 Investigate and describe ways in which rock contributes to soil formation. GLO: D5, E2, E3
4-4-12 Investigate and describe ways in which soil erosion is controlled or minimized in their community and in communities around the world.
Examples: windbreaks, retaining walls, terracing, cover crops, reforestation
GLO: A5, B1, B5
4-4-13 Use the design process to determine an appropriate system for controlling soil erosion in a given situation. GLO: B1, B5, C3, E3
4-4-14 Describe effects of wind, water, and ice on the landscape.
Examples: ice breaking rocks into soil, wind shaping sand dunes, waves polishing rocks on the shoreline
GLO: D5, E3
4-4-15 Identify natural phenomena and human activities that cause significant changes in the landscape.
Examples: floods, avalanches, mud slides, hydroelectric dams, clearing land for agriculture, clear-cut forestry, forest fires
GLO: B5, D5, E3

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