Hands-On Science for Manitoba, Grade 4 An Inquiry Approach By Jennifer E. Lawson Series: Hands-On Science for Manitoba Imprint: Portage & Main Press Categories: Education, Elementary, Science & Technology Show edition details Softcover, coil bound : 9781553793120, 368 pages, March 2016 Softcover, coil bound $134.00 View Table of Contents READ EXCERPT Download Digital Resources Share: Table of contents Introduction to Hands-On Science for Manitoba, Grade 4 1 Program Introduction 2 The Foundations of Scientific Literacy 2 Program Principles 2 Program Implementation 3 Program Resources 3 Classroom Environment 6 Timelines 6 Classroom Management 6 Classroom Safety 7 Scientific Inquiry Skills: Guidelines for Teachers 7 Observing 7 Exploring 7 Classifying 7 Measuring 8 Communicating, Analyzing, and Interpreting 8 Predicting 10 Inferring 10 Inquiry Through Investigating and Experimenting 10 Inquiry Through Research 11 Online Considerations 11 Addressing Students’ Early Literacy Needs 12 Using the Design Process 12 Developing Attitudes Related to Science, Technology, and Society 12 Cultural Connections 13 Indigenous Connections 13 Technology 13 Sustainability 14 The Hands-On Science Assessment Plan 15 Assessment for Learning 15 Assessment as Learning 15 Assessment of Learning 16 Performance Assessment 16 Portfolios 17 An Important Note to Teachers 17 Assessment Reproducibles 18 Unit 1: Habitats and Communities 29 Introduction 30 Curriculum Correlation Chart: Knowledge and Understanding Outcomes 33 Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 34 Books for Students 37 Websites and Online Videos 38 1 What Do We Know About Habitats and Communities? 40 2 Why Do Plants and Animals Live in Certain Habitats? 51 3 Which Organisms Are Found in Our Local Habitats? 56 4 How Can We Measure Populations in a Habitat? 66 5 How Do Plants and Animals Adapt to Survive in Their Environment? 73 6 What Relationships Occur Between Populations Within a Community? 82 7 What Are the Characteristics of Herbivores, Carnivores, and Omnivores? 88 8 What Are the Relationships Between Predators, Prey, and Scavengers? 96 9 What Are the Characteristics of Producers, Consumers, and Decomposers? 101 10 What Is a Food Chain? 108 11 What Is a Food Web? 117 12 How Are Plants and Animals Important to Humans and the Environment? 122 13 What Are Some Natural and Human Impacts on Organisms and the Environment? 129 14 Inquiry Project: What Can I Do to Protect Habitats and Communities? 133 Unit 2: Light 139 Introduction 140 Curriculum Correlation Chart: Knowledge and Understanding Outcomes 142 Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 143 Books for Students 145 Websites and Online Videos 146 1 What Do We Know About Light? 148 2 How Does Light Travel? 157 3 How Does Light Reflect? 166 4 How Well Do Transparent, Translucent, and Opaque Objects Transmit Light? 172 5 How Can We See Light’s Many Colours? 177 6 How Are Shadows Created? 182 7 How Has Light Technology Changed Over Time? 189 8 Inquiry Project: How Can I Design and Construct Optical Devices to Transmit and Reflect Light? 193 Unit 3: Sound 201 Introduction 202 Curriculum Correlation Chart: Knowledge and Understanding Outcomes 204 Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 205 Books for Students 207 Websites and Online Videos 208 1 What Do We Want to Learn About Sound? 210 2 How Is Sound Created? 218 3 What Is Pitch? 225 4 How Do Sound Waves Travel? 231 5 How Do We Hear Sound? 236 6 How Do Musical Instruments Use Sound Energy? 242 7 How Can We Use Recycled Materials to Construct Instruments That Make Sound? 247 8 How Can We Design and Construct Musical Instruments to Play Certain Musical Notes? 253 9 Which Materials Are Insulators and Conductors of Sound? 257 10 How Can We Amplify Sound? 263 11 How Can We Keep Ourselves Safe Around Loud Sounds? 268 12 Inquiry Project: What Can We Learn About Sound Technology? 271 Unit 4: Rocks, Minerals, and Erosion 275 Introduction 276 Curriculum Correlation Chart: Knowledge and Understanding Outcomes 278 Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 279 Books for Students 281 Websites and Online Videos 282 1 What Do We Know About Rocks and Minerals? 284 2 How Can We Compare and Classify Rocks and Minerals? 295 3 How Can Minerals Be Classified? 301 4 How Are Different Types of Rock Formed? 307 5 What Are Some Uses for Rocks and Minerals? 320 6 How Are Fossils Formed? 327 7 How Is Soil Formed? 333 8 How Does Water Erode Land? 339 9 What Are the Effects of Wind and Ice on the Landscape? 344 10 What Are Some Human Alterations to the Natural Landscape? 350 11 Inquiry Project: How Do Natural Events Change the Landscape? 354 References for Teachers 358 About the Contributors 360Access Digital Resources 361 Related Media Description Hands-On Science for Manitoba is filled with a year’s worth of classroom-tested activities. The grade-four book is divided into four units: Habitats and Communities Light Sound Rocks, Minerals, and Erosion This new edition includes many familiar features for both teachers and students: curriculum correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; digital reproducible student materials; materials lists; and hands-on, student-centred activities. Useful new features include: the components of an inquiry-based approach a four-part instructional process—engage, explore, embed, and enhance ideas for embedding Indigenous knowledge, multicultural connections, and real-world application an emphasis on technology and sustainability infused into all units a fully developed assessment plan that includes opportunities for assessment for, as, and of learning a focus on the design process to solve real-life practical problems inclusion of learning centres that focus on multiple intelligences and universal design for learning (UDL) Download the FREE digital resources that accompany this book by following the instructions printed on the first page of the Access Digital Resources page.