HaC: Habitats and Communities

HaC.2: investigate the interdependence of plants and animals within specific habitats and communities;

HaC.2.2: build food chains consisting of different plants and animals, including humans

Prairie Ecosystem

HaC.2.5: use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication

Prairie Ecosystem

HaC.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use presentation software to show the steps one might follow to set up and maintain a terrarium)

Graphing Skills

HaC.3: demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

HaC.3.2: demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)

Forest Ecosystem
Prairie Ecosystem

HaC.3.3: identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat

Growing Plants

HaC.3.5: classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)

Forest Ecosystem
Prairie Ecosystem

HaC.3.6: identify animals that are carnivores, herbivores, or omnivores

Forest Ecosystem
Prairie Ecosystem

HaC.3.7: describe structural adaptations that allow plants and animals to survive in specific habitats (e.g., the thick stem of a cactus stores water for the plant; a duck?s webbed feet allow it to move quickly and efficiently in water)

Comparing Climates (Customary)

HaC.3.9: demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support

Forest Ecosystem
Prairie Ecosystem

PaG: Pulleys and Gears

PaG.1: evaluate the impact of pulleys and gears on society and the environment;

PaG.1.1: assess the impact of pulley systems and gear systems on daily life

Pulleys

PaG.2: investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving objects;

PaG.2.2: use scientific inquiry/experimentation skills to investigate changes in force, distance, speed, and direction in pulley and gear systems

Pulleys

PaG.2.3: use technological problem-solving skills to design, build, and test a pulley or gear system that performs a specific task

Trebuchet

PaG.2.4: use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in oral and written communication

Pulleys

PaG.2.5: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., write a set of instructions for setting up a pulley system)

Graphing Skills
Ocean Mapping

PaG.3: demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.

PaG.3.1: describe the purposes of pulley systems and gear systems (e.g., to facilitate changes in direction, speed, or force)

Pulleys

PaG.3.6: 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

Pulleys

PaG.3.7: explain how the gear system on a bicycle works (e.g., by using the largest gear on the front chain ring and the smallest gear on the rear wheel, we can move quickly along a flat surface)

Wheel and Axle

PaG.3.8: identify the input components that drive a mechanism and the output components that are driven by it (e.g., the pedals on a bike are the input component; the rear wheel is the output component)

Ants on a Slant (Inclined Plane)

LaS: Light and Sound

LaS.2: investigate the characteristics and properties of light and sound;

LaS.2.7: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., create a song or short drama presentation for younger students that will alert them to the dangers of exposure to intense light and sound)

Graphing Skills
Ocean Mapping

LaS.3: demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.

LaS.3.3: describe properties of light, including the following: light travels in a straight path; light can be absorbed, reflected, and refracted

Color Absorption
Heat Absorption

RaM: Rocks and Minerals

RaM.2: investigate, test, and compare the physical properties of rocks and minerals;

RaM.2.2: use a variety of tests to identify the physical properties of minerals (e.g., hardness [scratch test], colour [streak test], magnetism)

Mineral Identification

RaM.2.3: use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals according to their characteristics

Mineral Identification

RaM.2.5: use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture, in oral and written communication

Mineral Identification

RaM.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show how rocks and minerals are used in daily life)

Graphing Skills
Ocean Mapping

RaM.3: demonstrate an understanding of the physical properties of rocks and minerals.

RaM.3.2: describe the properties (e.g., colour, lustre, streak, transparency, hardness) that are used to identify minerals

Mineral Identification