ChemistryGrade 4

Chem

istry

Grade 4

Chemistry

Grade 4 Science - Chemistry

Big Idea

Content

Teaching Science:

The Art of our Professional Practice

Core competencies are at the centre of the redesigned curriculum. We invite

you to look to the competencies and what we know as wise practice (AFL, inquiry,

Aboriginal Ways of Knowing) to artfully design learning opportunities for our

students.

This science kit was created by SD 71

educators. Within these pages you will find

hands-on experiments, activities, lesson

ideas, web links, and place-based

experiences to engage the curiosity of our

learners.

Area of Learning: SCIENCE Grade 4

BIG IDEAS

All living things and their environment

are interdependent. (Questions to support inquiry with students: How do living things sense,

respond, and adapt to stimuli in their environment? What evidence

is there of interdependence between living and non-living

things in ecosystems?)

Matter has mass, takes up space,

and can change phase. (Questions to support inquiry with students: How can you explore the phases

of matter? How does matter change phases? How does

heating and cooling affect phase changes?)

Energy comes in a variety of forms that can be transferred

from one object to another. (Questions to support inquiry with

students: What is energy input and energy output? What is energy conservation? What is

the relationship between energy input, output, and conservation?)

The motion of Earth and the moon cause observable patterns that affect

living and non-living systems. (Questions to

support inquiry with students: How do seasons and tides

affect living and non-living things? What changes are caused by the movements of

Earth and the moon?)

Learning Standards

Curricular Competencies Content

Students are expected to be able to do the following:

Questioning and predicting (Order is a pattern that can be recognized as having levels—big to small, simple to complex—or being a process with a sequence of steps. Key questions about order: How is order apparent in the adaptations of forest animals in BC? How does the order of seasons impact local plants and animals?)

Demonstrate curiosity about the natural world

Observe objects and events in familiar contexts

Identify questions about familiar objects and events that can be investigated scientifically

Make predictions based on prior knowledge

Planning and conducting

Suggest ways to plan and conduct an inquiry to find answers to their questions

Consider ethical responsibilities when deciding how to conduct an experiment

Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate

Make observations about living and non-living things in the local environment

Collect simple data

Processing and analyzing data and information

Experience and interpret the local environment

Sort and classify data and information using drawings or provided tables

Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends

Compare results with predictions, suggesting possible reasons for findings

Evaluating

Students are expected to know the following:

the ways organisms in ecosystems sense and respond (structures and functions of the body parts associated with each of the

five senses) to their environment (environment interdependence and adaptation: structural (eg., how plants adapt in the desert) and behavioural adaptations (e.g., migration); responses to changes in habitat (eg., ecosystem, watershed); Aboriginal worldview with respect to the environment (e.g., the interconnectedness of all things and the responsibility to care for them))

solids, liquids, and gases as matter

the effect of temperature (solids, liquids, and gases change with heating (eg., boiling point, melting point [melting chocolate]) and cooling (eg., freezing point [making ice cream]), and these

physical changes are reversible) on pressure in a gas

energy: — has various forms (10 forms of energy —

light, sound, thermal, elastic, nuclear, chemical, magnetic,

Make simple inferences based on their results and prior knowledge

Reflect on whether an investigation was a fair test

Demonstrate an understanding and appreciation of evidence

Identify some simple environmental implications of their and others’ actions

mechanical, gravitational, and electrical)

— is conserved (the law of conservation of energy — energy cannot be created or destroyed but can be changed)

devices that transform energy (devices that transform energy change input energy into a different output energy (eg., glow stick [chemical to light], wind-up toy [elastic to mechanical], flashlight [electrical to light]).)

local changes caused by Earth’s axis, rotation, and orbit (Earth’s axis, rotation, and orbit cause changes locally: day and night: animals are nocturnal (active at night) and diurnal (active during day); annual seasons: plants and animals respond to the seasons (drop leaves, change colour); phases of the moon, tides, etc.; tides: affect living organisms)

features of biomes (biomes are regions grouped by similar temperature and precipitation (eg., climate: long-term weather patterns); terrestrial biomes; aquatic/marine biomes)

the relationship between the sun and the moon (the relationship between the sun and the moon; local Aboriginal teachings and stories about the sun and the moon; traditional teachings and stories about the sun and the moon)

Area of Learning: SCIENCE Grade 4

Learning Standards (continued)

Curricular Competencies Content

Applying and innovating

Contribute to care for self, others, school, and neighbourhood through individual or collaborative approaches

Co-operatively design projects

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Communicating

Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate

Express and reflect on personal or shared experiences of place

Cheryl.Adebar@sd71.bc.ca

Big Idea :_____________________________________________________________________________________

_______________________________________________________________________________________ (Understand)

Criteria: Curricular Competency (Do) DS GS I Evidence and date accomplished: Teacher (initials)

I can

I can

I can

I can

Criteria: Science Content (Know) DS GS I Evidence and date accomplished: Teacher (initials)

I can

I can

I can

Student Voice:

Teacher Feedback:

DS GS I Teacher

With Direct Support

With Guided Support

Independently Teacher initials for

verification

Criteria- Teacher and student assessment

Core Competencies (collaboration, communication, creativity, critical thinking, problem solving and social

responsibility): I can

Legend

* Student assessment

√ Teacher assessment

Cheryl.Adebar@sd71.bc.ca

Student Name ____________________________ Learning Map - Grade Science

Big Idea : ________________________________________________________________________________

_________________________________________________________________________________ (Understand)

Criteria for Successful Learner Traits/ Core Competencies

Student Reflections:

I can

I can

Criteria for Curricular Competency (Do) DS GS I Evidence and date accomplished: Teacher (initials)

I can

I can

I can

I can

Criteria: Science Content (Know) DS GS I Evidence and date accomplished: Teacher (initials)

I can

I can

I can

Student Voice:

The Successful Learner Trait that I used the most was _________________________________ when

I_______________________________________________________________________________________________.

To improve an inquiry project next time, I will __________________________________________________________

_______________________________________________________________________________________________.

Teacher Feedback:

DS GS I Teacher

With Direct Support

With Guided Support

Independently Teacher initials for

verification

Criteria- Teacher and student assessment

Legend

* Student assessment

√ Teacher assessment

Images by

Nelson Wesley

Arden Elementary,

S.D. 71 (2016)

Coast Salish

Prince Rupert

… direct support … guided support … independent …applying innovatively

Name(s): Date:

STRIVING FOR SUCCESS

…applying innovatively!

…independent

…guided support

…direct support

TASK TO COMPLETE:

Criteria:

Self Assessment:

TEACHER Assessment Comments:

Suggested Ways to Engage Students in Science Inquiry: Driving Inquiry questions: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? What makes water and ice different?

Establishing a need to know: watch Bill Nye the Science Guy – Phases of Matter Youtube video (20:32) Share the YouTube clip States of Matter (4:52 –find on Web links page)

Possible experiments: Changing Properties – 1. Make your own thermometer: this experiment introduces the idea that heat makes gas expand (find in this guide) 2. Watch a knitting needle grow – solids also expand when heated… Demo- solids expand much less than gases for a given increase in temperature.

3. Liquid to gas: evaporation on your finger. In this experiment students will see that even our fingertips generate enough to heat to make small amounts of water turn from liquid to gas… Ice to water to steam – an experiment that shows how water has different properties in each of these three states…

Great Icecapes: Turn a globe of ice into a n artistic wonder (find activity described in this guide) Mixing like Magic: Materials are made of millions of tiny particles. This experiment shows that in a liquid the particles are constantly jiggling and moving… (find activity in this guide)

Suggested Ways to Embed Assessment for Learning Strategies:

Share clear learning targets: I can describe the properties of solid, liquids and gases. I can demonstrate the effects of temperature on solids, liquids and gases. I can identify questions about familiar objects and events that can be investigated scientifically.

Deep-thinking questions: Why do elephants squirt water on their backs? How does fog form? Why do trains make a clickety clack noise? What problems might heat related expansion cause for bridges and railways? How does temperature effect the bubbles in soda? (If it’s cold? If it’s left in the sun?) Seek and provide descriptive feedback. Ask open-ended questions to gather information… Use the feather criteria and rubrics (find BLMs in this guide) to co-construct criteria for peer and self-assessment.

Co-constructing ideas: What is matter? Matter is all around us! Solid, liquid, gas… Everything you see, touch, even breathe is made of matter. What is a solid? What is a liquid? What is a gas? (list examples of each…)

Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:

Learning is holistic, reflexive, reflective, experiential, and relational (focus on connectedness). Consider the water cycle, how water is the only thing on Earth that occurs as solid, liquid and gas and has been forever… Explore and learn about how Aboriginal people use steam to shape canoes as part of the building process. Explore and learn about the temperature/phases of snow and ice and how the Inuit build igloos…

Explore making Bentwood Boxes and cooking in them. Explore Steam Pit cooking.

Explore drying and smoking Salmon.

Grade 4 Chemistry Links

Bill Nye the Science Guy - Phases of Matter, YouTube video (20:32)

https://www.youtube.com/watch?v=lvT2lT31WDY

States of Matter, YouTube clip (4:52)

https://www.youtube.com/watch?v=KCL8zqjXbME&list=PLoBj3Ilg1929PUJcrFTxEcU20WpT

XOc26&index=4

Gases, liquids and solids are all made up of atoms, molecules, and/or ions, but the behaviors of

these particles differ in the three phases. The following figure illustrates the microscopic

differences. http://www.chem.purdue.edu/gchelp/liquids/character.html

The effect of heat: simple experiments with solids, liquids and gases…From a homemade

thermometer to knitting needles that grow: here are some simple but fun experiments for

primary-school students to investigate what happens to solids, liquids and gases when we heat

them. http://www.scienceinschool.org/sites/default/files/teaserPdf/issue24_energy.pdf

3 States of Matter for Kids - Solid, Liquid, Gas (4:34)

Matter is all around us! Solid, liquid, and gas, everything you see, touch, and even breathe is

made of matter. Matter is made of atoms, and the arrangement of the atoms determines whether

the substance is solid, liquid, or gas. Learn more about the three main states of matter in this kid-

friendly video! https://www.youtube.com/watch?v=wclY8F-UoTE

Did you know that water is the only thing on earth that naturally occurs as a solid, liquid and

gas? This 5 minute video gives an entertaining and visual explanation of the three main states of

matter and describes how water constantly moves through these states in the natural water cycle.

https://www.youtube.com/watch?v=tuE1LePDZ4Y

In this lesson, you are introduced to the concept that temperature causes molecules and atoms to

move faster and farther apart, which in turn causes the change from solid to liquid, and liquid to

gas. This experiment allows you to experience the effects of increased temperature on air inside a

balloon. http://sciencenetlinks.com/student-teacher-sheets/balloon-and-bottle/

Does temperature have an effect on how quickly dissolved gas escapes from club soda? In this

activity, students heat and cool carbonated water to find out whether temperature has an effect on

how fast the dissolved gas leaves carbonated water.

http://www.inquiryinaction.org/classroomactivities/activity.php?id=19

Solids, Liquids, Gases: An entertaining and informative look at why solids liquids and gases are

how they are… (2:28)

https://www.youtube.com/watch?v=3qAs1Nt0Fjk

Air takes up space! A simple experiment that can be run with students of all ages. You don’t

need 'hard to get materials' to do this one. (1:13)

https://www.youtube.com/watch?v=WBNNfKT6Kk0

Suggested Experiments

Source: Excellent Science Experiments. Experiments with Matter and Materials. Chris Oxlade.

p. 4: What is Matter? Background information about the three states of matter.

10-11: Ice to water to steam. This experiment shows that water has different properties in each of the three states.

p.14-15: Mixing like Magic. This experiment shows that in a liquid, the particles are constantly jiggling and moving.

Source: Exploring Kitchen Science. Edible Experiments and Kitchen Activities.

p. 86-87. Great Icescapes. Turn a globe of ice into an artistic wonder…

Suggested Experiments

Source: Solids, Liquids and Gases Experiments using Water, Air, Marbles and More.

p. 28-29: Thermal Expansion of a Gas. What happens when we heat and cool a gas.

p. 36-37: Weighing Air. Can you weigh air?

The effect of heat: simple experiments with solids, liquids and gases…From a homemade thermometer to knitting needles that grow: here are some simple but fun experiments for primary-school students to investigate what happens to solids, liquids and gases when we heat them.

http://www.scienceinschool.org/sites/default/files/teaserPdf/issue24_energy.pdf

An electronic copy of this teacher guide can be found on Learn71 athttps://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx

Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas, Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier, Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swi�, Carol Walters.

School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes.

Published July 2016