Jennifer E Lawson

Hands-On Science and Technology for Ontario, Grade 4

An Inquiry Approach with Stem Skills and Connections

• Broschiertes Buch

Produktbeschreibung

Teach coding with confidence in grade 4 using lesson plans custom-written for Ontario's science and technology (2022) curriculum. Using proven Hands-On features, this book provides resources for both teachers and students including background information on the science topics; complete, easy-to-follow lesson plans; materials lists; and digital image banks and reproducibles.

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Produktdetails

• Verlag: Portage & Main Press
• New Edition, Updated & Revised edition
• Seitenzahl: 325
• Erscheinungstermin: 19. November 2024
• Englisch
• Abmessung: 279mm x 216mm x 38mm
• Gewicht: 857g
• ISBN-13: 9781774920695
• ISBN-10: 1774920697
• Artikelnr.: 68587934

Autorenporträt

Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.

Inhaltsangabe

Introduction to Hands-On Science and Technology for Ontario, Grade 4
* Introduction to Hands-On Science and Technology 2
* Program Introduction 2
* The Inquiry Approach to Science and Technology 2
* 21st Century Teaching and Learning 3
* The Goals of the Science and Technology Program 3
* Hands-On Science and Technology Strands and Expectations 4
* Hands-On Science and Technology Fundamental Concepts and Big Ideas 4
* Hands-On Science and Technology Program Principles 4
* Infusing Indigenous Perspectives 5
* Cultural Connections 6
* Land-Based Learning 7
* Technology 7
* Sustainability 7
* Program Implementation 7
* Program Resources 7
* Classroom Environment 11
* Planning Units--Timelines 11
* Classroom Management 11
* Classroom Safety 12
* Scientific Inquiry Skills: Guidelines for Teachers 12
* Observing 12
* Questioning 12
* Exploring 12
* Classifying 13
* Measuring 13
* Communicating, Analyzing, and Interpreting 13
* Predicting 15
* Inferring 15
* Inquiry Through Investigation and Experiments 16
* Inquiry Through Research 16
* Online Considerations 17
* Addressing Students' Literacy Needs 17
* Technological Problem Solving 17
* Makerspace 18
The Hands-On Science and Technology Assessment Plan 20
* Assessment for Learning 21
* Assessment as Learning 21
* Assessment of Learning 22
* Performance Assessment 23
* Portfolios 23
* Evidence of Student Achievement Levels for Evaluation 24
* Important Note to Teachers 24
* References 25
* Assessment Reproducibles 26
* Achievement Chart for Science & Technology 41
Unit 1: Habitats and Communities 43
1. Introduction 44
2. Unit Overview 48
3. Curriculum Correlation 49
4. Resources for Students 51
* 1 What Do We Know About Habitats and Communities? 55
* 2 Why Do Plants and Animals Live in Certain Habitats? 63
* 3 Which Organisms Are Found in Our Local Habitats? 68
* 4 How Can We Measure Populations in a Habitat? 74
* 5 How Do Plants and Animals Adapt to Survive in Their Environment? 79
* 6 What Relationships Occur Between Populations Within a Community? 86
* 7 What Are the Characteristics of Herbivores, Carnivores, and
Omnivores? 91
* 8 What Are the Relationships Between Predators, Prey, and Scavengers?
96
* 9 What Are the Characteristics of Producers, Consumers, and
Decomposers? 100
* 10 What Is a Food Chain? 106
* 11 What Is a Food Web? 111
* 12 How Are Plants and Animals Important to Humans and to the
Environment? 115
* 13 How Can We Create Living Habitats? 120
* 14 What Are Some Natural and Human Impacts on Organisms in the
Environment? 123
* 15 Inquiry Project: What Can I Do to Protect Habitats and
Communities? 128
Unit 2: Pulleys and Gears 133
5. Introduction 134
6. Unit Overview 138
7. Curriculum Correlation 139
8. Resources for Students 140
* 1 What Do We Know About Forces and Machines? 143
* 2 How Do Wheels and Axles Work? 148
* 3 How Do Gears Help Make Work Easier? 154
* 4 What Can We Learn About Gears and Direction of Movement? 159
* 5 How Can We Design and Construct Devices With Working Gears? 165
* 6 How Does a Single-Fixed Pulley Make Work Easier? 168
* 7 How Do Movable and Compound Pulleys Make Work Easier? 173
* 8 How Can We Design and Construct a Working Pulley System? 180
* 9 What Are the Advantages and Disadvantages of Using Machines With
Pulleys and Gears? 184
* 10 Inquiry Project: How Can We Design and Build a System of Pulleys
and Gears for a Specific Purpose? 188
Unit 3: Light and Sound 191
9. Introduction 192
10. Unit Overview 197
11. Curriculum Correlation 198
12. Resources for Students 199
* 1 What Do We Know About Light? 203
* 2 How Does Light Travel? 208
* 3 How Does Light Reflect? 213
* 4 How Well Does Light Pass Through Different Materials? 218
* 5 How Can We See Light&rsquo s Many Colours? 222
* 6 How Has Light Technology Changed Over Time? 226
* 7 Inquiry Project: How Can I Design and Construct an Optical Device
to Transmit and Reflect Light? 230
* 8 What Do We Want to Learn About Sound? 234
* 9 How Is Sound Created? 239
* 10 What Is Pitch? 244
* 11 How Do Sound Waves Travel? 249
* 12 Which Materials Are Insulators or Conductors of Sound? 253
* 13 How Can We Amplify Sound? 257
* 14 How Do We Hear Sound, and How Can We Protect Our Sense of Hearing?
261
* 15 How Do Musical Instruments Use Sound Energy? 267
* 16 How Can We Design and Construct Musical Instruments Using Various
Materials? 272
* 17 Inquiry Project: What Can We Learn About Sound Technology? 278
Unit 4: Rocks and Minerals 281
13. Introduction 282
14. Unit Overview 285
15. Curriculum Correlation 286
16. Resources for Students 287
* 1 What Do We Know About Rocks and Minerals? 289
* 2 How Can We Compare and Classify Rocks and Minerals? 295
* 3 How Can Minerals Be Classified? 299
* 4 How Are Different Types of Rock Formed? 304
* 5 What Are Some Uses for Rocks and Minerals? 313
* 6 How Are Fossils Formed? 319
* 7 Inquiry Project: How Are Rocks and Minerals Mined From the Earth?
324
* 8 How Does Mining Impact Habitats and Communities? 327
17. References 332
Appendix: Image Banks 333
About the Contributors 342