APPENDICES A. Science SLP Curriculum Grade 4 Topic A: Waste and Our World General Learner Expectations Students will: 4­5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Identify plant and animals wastes, and describe ­waste ­identifying how they are recycled in nature. For example, ­recycle ­describing plant leaves serve as a source of food for soil ­break down/ ­sequencing insects, worms and other creatures. The wastes of decompose these animals may then be further broken down ­soil by molds, fungi and bacteria. ­insect ­creature ­mold ­fungi ­bacteria 2. Identify and classify wastes that result from ­waste ­identifying human activity. ­activity ­classifying 3. Describe alternative methods of disposal, and ­disposal ­comparing/ ­evaluation identify possible advantages and disadvantages of advantages/ contrasting each. disadvantages ­identifying ­describing 4. Distinguish between wastes that are readily ­waste ­classifying biodegradable and those that are not. biodegradable ­comparing/contrasting 5. Compare different kinds of packaging, and infer ­packaging ­comparing/contrasting ­evaluation the relative advantages and disadvantages of that ­consumer ­inferences packaging. In evaluating different forms of ­environment ­pragmatics packaging, students should demonstrate the (perspective­ ability to consider a consumer perspective as well taking) as an environmental perspective 6. Identify methods of waste disposal currently ­methods ­identifying ­personal experience used within the local community. ­waste ­disposal ­local ­community 7. Identify kinds of wastes that may be toxic to ­toxic ­classifying people and to the environment. ­wastes ­environment 8. Identify alternative materials and processes ­materials ­identifying that may decrease the amount of waste ­processes produced. ­decrease 9. Identify ways in which materials can be reused ­reuse ­identifying ­brainstorming or recycled, including examples of things that the ­recycle ­describing ­personal experience student has done. 10. Develop a flow chart for a consumer product ­flow chart ­cause­effect ­hierarchy of that indicates the source materials, final product, ­consumer ­describing organization its use and method of disposal. ­product ­sequencing ­using resources ­source ­materials ­disposal 11. Identify actions that individuals and groups ­waste ­cause­effect ­brainstorming can take to minimize the production of wastes, to ­recycle ­identifying ­personal experience recycle or reuse wastes and to ensure the safe ­reuse handling and disposal of wastes. ­reduce/ minimize ­handling ­disposal 12. Develop and implement a plan to reduce ­waste ­brainstorming waste, and monitor what happens over a period ­plan (understanding ­procedure of time. what a good plan entails) ­monitor Topic B: Wheels and Levers General Learner Expectations Students will: 4­6 Demonstrate a practical understand of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Explain how rollers can be used to move an ­rollers ­cause­effect ­procedure object, and demonstrate the use of rollers in a ­explaining practical situation. 2. Compare the wheel and the roller, and identify ­wheel ­comparing/ ­personal experience examples where each are used. ­roller contrasting ­identifying 3. Construct devices that use wheels and axles, and ­wheels ­describing ­procedure demonstrate and describe their use in: ­axles ­problem­solving • model vehicles ­model vehicle • pulley systems ­pulley system • gear systems. ­gear system 4. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that uses one or more of the following: ­belt ­problem­solving • wheel­to­wheel contact ­elastic • a belt or elastic ­chain • a chain ­cog • cogs or gears ­gear 5. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that transfers motion from one shaft to a ­shaft ­problem­solving second shaft, where the second shaft is: ­parallel • parallel to the first ­angle • at a 90° angle to the first. ­speed Students who have achieved this expectation will ­direction be aware of changes in speed and direction that result from different ways of linking components. 6. Demonstrate ways to use a lever that: ­lever ­cause­effect ­procedure • applies a small force to create a large force ­force • applies a small movement to create a large movement 7. Predict how changes in the size of a lever or the ­lever ­cause­effect position of the fulcrum will affect the forces and ­fulcrum ­inferences movements involved. Topic C: Building Devices and Vehicles that Move General Learner Expectations Students will: 4­7 Construct a mechanical device for a designated purpose, using materials and design suggestions provided. 4­8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure move or have moving parts ­ linkages, wheels and ­linkage ­brainstorming axles ­wheel ­axle 2. Use simple forces to power or propel a device; ­power ­inferences ­procedure e.g., direct pushes, pulls, cranking mechanisms, ­propel moving air, moving water and downhill motion. ­crank ­mechanism ­motion 3. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure employ energy­storing or energy­consuming ­energy­storing ­cause­effect ­brainstorming components that will cause motion; e.g., elastic ­energy­consuming bands, springs, gravity, wind, moving water. ­motion ­elastic ­spring ­gravity 4. Recognize the need for control in mechanical ­control ­problem­solving devices, and apply control mechanisms where mechanical ­inferences necessary. ­mechanism 5. Compare two designs, identifying the relative ­design ­comparing/ ­evaluation strengths and weaknesses of each. ­strength/ weakness contrasting 6. Identify steps to be used in constructing a device ­vehicle ­pragmatics ­procedure or vehicle, and work cooperatively with other ­problem­solving students to construct the device or vehicle. ­sequencing 7. Design and construct several different models of ­model ­pragmatics ­evaluation a device and evaluate each model, working ­problem­solving ­brainstorming cooperatively with other students. ­procedure Topic D: Light and Shadows General Learner Expectations Students will: 4­9 Identify sources of light, describe the interaction of light with different materials and infer the pathway of a light beam. Grade 5 Topic A: Electricity and Magnetism General Learner Expectations Students will: 5­5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for measurement and control, and apply techniques for evaluating magnetic and electrical properties of materials. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Recognize and appreciate the potential dangers ­electrical current ­cause­effect involved in using sources of electrical currents: ­battery ­classifying • understand that household electrical currents are ­electricity potentially dangerous and not a suitable source for ­short circuit experimentation • understand that small batteries are a relatively safe source of electricity, for experimentation and study, but that care should be taken to avoid short circuits • understand that short circuits may cause wires to heat up, as well as waste the limited amount of energy in batteries. 2. Describe and demonstrate example activities ­electricity ­describing ­procedure that show that electricity and magnetism are ­magnetism related: ­magnet • demonstrate that electricity can be used to create magnetism • demonstrate that a moving magnet can be used to generate electricity. 3. Demonstrate and interpret evidence of magnetic ­magnetic field ­inferences ­procedure fields around magnets and around current­carrying ­current­carrying wire wires, by use of iron filings or by use of one or ­iron filing more compasses. ­compass 4. Demonstrate that a continuous loop of ­continuous loop ­cause­effect ­procedure conducting material is needed for an uninterrupted ­conducting material flow of current in a circuit. ­current ­circuit 5. Distinguish electrical conductors ­ materials that ­conductor ­classifying allow electricity to flow through them ­ from ­electricity insulators ­ materials that do not allow electricity ­insulator to flow through them. 6. Recognize and demonstrate that some materials, ­resistor ­identifying ­procedure including resistors, are partial conductors of ­partial conductor electricity. ­electricity 7. Predict the effect of placing an electrical ­electrical resistance ­cause­effect resistance in a simple circuit; e.g., in a circuit with a ­simpe circuit ­inferences light bulb or electric motor. 8. Recognize that the amount of electricity we use ­electricity ­identifying in our homes is measured in kilowatt hours. ­kilowatt hours 9. Interpret and explain: ­electrical meter ­explaining • the reading on a household electrical meter ­efficiency label • efficiency labels on electrical appliances. 10. Draw and interpret, with guidance, circuit ­circuit diagram ­identifying diagrams