Alberta

Matter

• Students investigate the management of waste and dangerous materials and describe environmental impacts.

  • Compare the different methods of waste management and discuss their environmental impacts.

  • Develop a personal plan to reduce waste.

  • Discuss local waste management programs.

  • Represent a recycling process using diagrams.

  • Identify the hazard associated with symbols on various dangerous materials at home, at school, or in the community.

  • Discuss responsible use and disposal of dangerous materials.

Energy

• Students investigate how forces can act on objects without contact.

  • Describe how non-contact forces affect objects.

  • Demonstrate the effect of gravity on an object.

  • Conduct an investigation to demonstrate magnetic forces on objects.

    • Identify magnets that attract or repel (4-C.2)
    • Compare strengths of magnetic forces (4-C.4)

  • Analyze interactions between the magnetic poles of magnets.

    • Label magnets that attract or repel (4-C.3)

  • Magnetize a material using a magnet.

Earth Systems

• Students investigate the systems of Earth and reflect on how their interconnections sustain life.

  • Make connections between human activity and Earth's systems.

  • Analyze the interconnectedness of Earth's systems.

    • Describe the lithosphere, biosphere, hydrosphere, and atmosphere (4-M.1)

  • Describe the importance of the amount of sunlight and warmth on a variety of organisms.

  • Discuss ways that plants and animals use water to meet their basic needs.

    • How do plants make food? (4-F.3)

  • Identify plants and animals that exist in various bodies of water.

  • Demonstrate respect for water in the local environment.

  • Discuss the importance of water to First Nations, Métis, and Inuit.

  • Explain how changes in one system can have impacts on other systems.

    • Changes to Earth's surface: erosion (4-K.2)
    • Changes to Earth's surface: earthquakes (4-N.1)
    • Changes to Earth's surface: volcanic eruptions (4-N.2)

  • Discuss the importance of governments, conservation groups, and First Nations, Métis, and Inuit communities working alongside Parks Canada.

  • Investigate natural resources found in Alberta and how they are used to meet human needs.

  • Investigate conservation practices in natural and human-made areas.

    • Science literacy: how can a community protect sea turtles? (4-J.1)

  • Discuss the interconnectedness between human use of parks and conservation practices.

    • Science literacy: how can a community protect sea turtles? (4-J.1)

  • Describe examples of personal actions that contribute to conservation in daily life.

  • Create a plan to implement a conservation practice in a local community.

    • Science literacy: how can a community protect sea turtles? (4-J.1)

Living Systems

• Students analyze organisms and relate external structures to functions.

  • Find and classify examples of local plants and animals based on appearance, habitat, and structures.

  • Demonstrate respect when interacting with plants and animals in local environments.

  • Relate the external structures of plants to their functions.

    • Classify fruits and vegetables as plant parts (4-F.1)
    • Identify plant parts and their functions (4-F.2)
    • How do plants make food? (4-F.3)
    • Identify flower parts and their functions (4-F.4)

  • Relate the external structures of animals to their functions, excluding reproduction.

    • Animal adaptations: beaks, mouths and necks (4-G.2)
    • Animal adaptations: feet and limbs (4-G.3)
    • Animal adaptations: skins and body coverings (4-G.4)

  • Compare external structures of various plants and animals in relation to function.

    • Animal adaptations: beaks, mouths and necks (4-G.2)
    • Animal adaptations: feet and limbs (4-G.3)
    • Animal adaptations: skins and body coverings (4-G.4)

  • Discuss how plants respond to sensory stimuli.

  • Relate sensory organs of animals to their survival.

    • Animal adaptations: skins and body coverings (4-G.4)

  • Conduct an investigation to determine if an organism senses and responds to changes in an environment.

Space

• Students investigate and describe objects in space in connection to daily life.

  • Record observations of objects in space using appropriate safety equipment when necessary.

  • Compare observations of objects in space taken during the day and night.

    • Brightness of the Sun and other stars (4-O.4)
    • Identify phases of the Moon (4-O.6)
    • Identify constellations (4-O.8)

  • Compare technologies for viewing objects in space.

  • Examine constellations in relation to location in the sky.

    • Constellations and the changing night sky (4-O.5)
    • Identify constellations (4-O.8)

  • Explain ways in which stars can be used for navigation.

    • Constellations and the changing night sky (4-O.5)

  • Explore the local traditional names of the North Star.

    • Constellations and the changing night sky (4-O.5)

  • Represent observations of objects in space as they connect to seasons, plants, and animals in a local area.

    • Constellations and the changing night sky (4-O.5)

  • Discuss similarities and differences between a lunar calendar and the international standard calendar.

Computer Science

• Students examine and apply design processes to meet needs.

  • Plan and create an artifact to meet a need.

    • Evaluate multiple design solutions to prevent flooding (4-P.1)
    • Identify the best design solution to prevent hurricane damage (4-P.2)

  • Provide feedback to others during the design process.

  • Test an artifact to confirm that it meets intended needs.

    • Evaluate multiple design solutions to prevent flooding (4-P.1)
    • Identify the best design solution to prevent hurricane damage (4-P.2)

  • Collaborate to design an algorithm to solve a problem.

  • Examine availability and cost of materials during design.

    • Evaluate multiple design solutions to prevent flooding (4-P.1)
    • Identify the best design solution to prevent hurricane damage (4-P.2)

Scientific Methods

• Students investigate evidence and reflect on its role in science.

  • Decide whether to collect descriptive or measured data during an investigation.

  • Interpret data collected from investigations.

    • Evaluate multiple design solutions to prevent flooding (4-P.1)
    • Identify the best design solution to prevent hurricane damage (4-P.2)

  • Interpret data and evidence expressed in SI units.

    • Choose units of distance (4-Q.1)
    • Choose units of mass (4-Q.2)
    • Choose units of volume (4-Q.3)

  • Represent evidence from an investigation in a variety of ways.

  • Collect reliable data during investigations.

  • Draw conclusions using reliable and valid evidence from investigations.

    • Evaluate multiple design solutions to prevent flooding (4-P.1)
    • Identify the best design solution to prevent hurricane damage (4-P.2)

  • Collect valid data by accurately using tools or technology during investigations.

  • Discuss tools or technology used to improve accuracy during investigations.

  • Collaborate to evaluate the reliability and validity of a collection of data.