Grade 4 Science Term 1 (September – December) Term 2 (January – March) Term 3 (March – June) Pulleys and Gears Light and Sound Habitats and Communities identify pulley systems analyse the positive and Investigate the basic (e.g., clotheslines, flagpoles, negative impacts of human properties of light and cranes, elevators, farm interactions with natural sound machinery) and gear habitats and communities identify a variety of (e.g., bicycles, systems natural light sources (e.g., classify organisms, including hand drills, can openers) the sun, a firefly) and humans, according to their that are used in daily life, (e.g., artificial light sources role in a food chain and explain the purpose a candle, fireworks, a light build food chains consisting and basic operation bulb) of different plants and of each describe how different animals, including humans use technological objects and materials use appropriate science and problem-solving skills to interact with light and technology vocabulary, build, and test a pulley or (e.g., prisms sound energy habitat, including gear system that performs separate light into colours; population, community, a specific task voices echo off mountains; adaptation, and food chain, some light penetrates use appropriate science in oral and written through wax paper; sound communication and technology travels further in water than vocabulary, including air) pulley, gear, force, and Rocks and Minerals use appropriate science speed, in oral and written and technology communication describe the difference vocabulary, including between rocks (composed natural, artificial, beam of of two or more minerals) light, pitch, loudness, and and minerals(composed of vibration, in oral and the same substance written communication throughout), and explain how these differences determine how they are used describe the characteristics of the three classes of rocks and describe how igneous, sedimentary, and metamorphic rocks are formed analyse the impact on society and the environment of extracting and refining rocks and minerals for human use, taking different perspectives into account use appropriate science and technology vocabulary, including hardness, colour, lustre, texture, and in oral and written communication
Grade 4 Science Term 1 (September – December) Pulleys and Gears identify pulley systems (e.g., clotheslines, flagpoles, cranes, elevators, farm machinery) and gear systems (e.g., bicycles, hand drills, can openers) that are used in daily life, and explain the purpose and basic operation of each use technological problem-solving skills to build, and test a pulley or gear system that performs a specific task use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in oral and written communication Term 2 (January – March) Light and Sound Investigate the basic properties of light and sound identify a variety of natural light sources (e.g., the sun, a firefly) and artificial light sources (e.g., a candle, fireworks, a light bulb) describe how different objects and materials interact with light and sound energy (e.g., prisms separate light into colours; voices echo off mountains; some light penetrates through wax paper; sound travels further in water than air) use appropriate science and technology vocabulary, including natural, artificial, beam of light, pitch, loudness, and vibration, in oral and written communication Term 3 (March – June) Habitats and Communities analyse the positive and negative impacts of human interactions with natural habitats and communities classify organisms, including humans, according to their role in a food chain build food chains consisting of different plants and animals, including humans use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication Rocks and Minerals describe the difference between rocks (composed of two or more minerals) and minerals(composed of the same substance throughout), and explain how these differences determine how they are used describe the characteristics of the three classes of rocks and describe how igneous, sedimentary, and metamorphic rocks are formed analyse the impact on society and the environment of extracting and refining rocks and minerals for human use, taking different perspectives into account use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture, in oral and written communication