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In Grade 4, learners continue to explore science and build science literacy in more sophisticated ways. They use their expanding scientific skills to investigate light and sound, find evidence of energy, examine soil, and look at ecosystems. The knowledge areas of fields, energy, Earth science, and life systems provide a foundation for study. An active and practical approach to learning and doing science continues in Grade 4. This includes conducting scientific investigations, expanding tool and measurement skills, exploring science in everyday life, and examining how science interacts with society and the environment. Learners develop their agency and sense of belonging in science, and explore Indigenous ways of knowing, being, and doing, including through interacting with the local community and learning in nature. The Grades 3 to 6 Nature of Science learning outcomes continue with purpose, methods, applications, and implications of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.4.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).
SCI.4.B.1
Develop a sense of agency, identity, and belonging in science by
Science, Technology, Society, and Environment (STSE) Contexts
SCI.4.C.1
Take class, group or personal action on a local, provincial, Canadian or global STSE (Science, technology, society and the environment) issue.
Examples:
Scientific Measurement
SCI.4.C.2
Measure using the appropriate techniques, tools, and units. (Bold indicates items introduced for the first time at this grade level.)
Include the following:
Tools: clock, thermometer, ruler, pan balance, balance, volumetric vessels
Attributes: length, mass, volume, time, temperature, speed
Units: length (km, m, cm, mm), mass (kg, g), volume (L, mL), time (h, min, s), temperature (°C), speed (km/h, m/s)
Skills and understanding of scientific measurement: measure and estimate using standard SI tools and units, select measurement tools, display data, recognize importance of standard units, convert between basic SI length and time units
Action and Practice
SCI.4.C.3
Apply a range of scientific, technological or engineering practices (e.g., asking questions, identifying problems, observing, experimenting, measuring, classifying, collecting and analyzing data, engaging in scientific debate and argumentation, communicating results, designing and building) in a manner that demonstrates respect and ensures personal safety and the safety of others.
Examples:
Scientific Instruments
SCI.4.C.4
Use various materials and scientific equipment appropriately, competently, and safely while carrying out various scientific practices.
Examples: magnifying glass, binoculars, prism, tuning fork, light source, craft and recycled materials, classroom materials, materials from nature, labelled diagrams, charts, safety procedures
Careers, Hobbies, and Activities
SCI.4.C.5
Make connections between scientific ideas and a range of careers, hobbies and activities.
Examples: optometrist, ophthalmologist, audiologist, sound engineer, musician, teacher, materials transportation, agronomist, farmer, ecologist, hydro worker, geologist, DJing, gardening, Indigenous teachings related to life interconnectedness, making art, playing an instrument, table tennis, outdoor play and learning
Purpose: Science is about finding the cause or causes of phenomena in the natural world.
SCI.4.D.1
Demonstrate the understanding that science attempts to develop explanations for phenomena in nature.
Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.
SCI.4.D.2
Demonstrate the understanding that developing scientific explanations involves systematically collecting data through observations and measurements or using data from other sources.
SCI.4.D.3
Demonstrate the understanding that a hypothesis is a prediction about what is happening, or what might happen, based upon theory, research, past experience, observations, or other evidence.
SCI.4.D.4
Demonstrate the understanding that the data that scientists look for is guided by a theory or a hypothesis, and the evidence they find supports or refutes their predictions.
Application: The knowledge produced by science is used in engineering and technologies to create products or processes.
SCI.4.D.5
Demonstrate the understanding that engineering is the application of scientific principles and approaches to solving problems, often resulting in new technology that furthers scientific discovery.
SCI.4.D.6
Demonstrate the understanding that when solving problems, there may be many possible solutions, each with associated implications, requiring both critical and creative thinking in choosing the best solution.
Examples: functionality, sustainability, economic considerations, ethics, impacts on all organisms and all parts of the ecosystems
Implication: Applications of science often have ethical, environmental, social, economic, and political implications.
SCI.4.D.7
Demonstrate the understanding that technologies may have both beneficial and detrimental social and environmental consequences.
These outcomes are organized according to the big ideas of science. They are not grouped to form prescriptive clusters or units. Teachers are encouraged to regroup, reorganize and reorder the learning outcomes in this strand according to themes or units that meet the needs of their classes and their teaching.
Outcomes relating to the big ideas of fields: Objects can affect other objects at a distance.
SCI.4.E.1
Demonstrate the understanding that light and sound are examples of energy that transmits from a source and that can cause effects on objects at a distance.
Examples: light transmitting to the eye, sound transmitting to the ear
SCI.4.E.2
Demonstrate the understanding that light and sound transmissions can interact in various ways with matter.
Examples: reflection, absorption, transmission, scattering
SCI.4.E.3
Demonstrate the understanding that sound is created by an energized source and is transmitted in all directions as vibrations in air (or other material) to the ears.
Include the following: sense, vibrating source, ear, ear drum, loudness, pitch.
SCI.4.E.4
Demonstrate the understanding that light is emitted in all directions by an energized source, and transmits through empty space or transparent matter to the eyes.
Include the following: sense, light source, eye, retina.
SCI.4.E.5
Demonstrate the understanding that visible objects either emit light or reflect light into the eye.
Include the following: luminous, illuminated, source, reflection, light source.
Outcomes relating to the the big ideas of energy: The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event.
SCI.4.E.6
Demonstrate the understanding that energy can transfer from a source (e.g., Sun, fuel, motor, electrical outlet) to objects or organisms to cause actions (e.g., living, heating, moving, charging).
SCI.4.E.7
Demonstrate an understanding of the varied ways that humans use senses to detect energy in action.
Examples: heat (touch), light (sight), sound (hearing), electrical devices (various), combustion (various), observing motion
SCI.4.E.8
Demonstrate an understanding of the differences among renewable and non-renewable energy sources.
Include the following: hydroelectric, fossil fuels, nuclear, wood, wind, solar.
Outcomes relating to the big ideas of earth science: The composition of Earth and its atmosphere and the processes occurring within them shape Earth’s surface and its climate.
SCI.4.E.9
Demonstrate an understanding of the nature and types of soil.
Examples: sandy, silty, loamy, clay
SCI.4.E.10
Demonstrate an understanding of the properties of fertile soil.
Include the following: air, water, nutrients, worms, insects, microbes, organic matter.
SCI.4.E.11
Demonstrate an understanding of the types of rock, rock formation, and geographic location of rock types.
Include the following: igneous, sedimentary, metamorphic.
SCI.4.E.12
Demonstrate an understanding of weathering and the erosion of rock, and its relation to soil formation.
Include the following: bedrock, boulders, gravel, sand, silt, clay; presence of water, ice and wind; natural phenomena; human and animal activity.
Outcomes relating to the big ideas of life systems: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
SCI.4.E.13
Demonstrate the understanding that every living organism has adapted to survive in a specific habitat.
Examples: food, water, climate, camouflage, survival strategies, shelter
SCI.4.E.14
Demonstrate an understanding of the cycling of matter and flow of energy among organisms and non-living parts of an ecosystem.
Include the following: food chains, food webs.
SCI.4.E.15
Demonstrate an understanding of how plants and animals (including humans) rely on each other and the environment for survival.
Include the following: soil nutrients, water, food, shelter, fuel, clothing, pollination, seed dispersal.
Curriculum Implementation Resources
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
