The Grade 4 Science curriculum expectations
GRADE 4 Science - Understanding Life Systems Habitats and Communities
OVERALL EXPECTATIONS
1. Analyze the effects of human activities on habitats and communities.
2. Investigate the interdependence of plants and animals within specific habitats and communities.
3. Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
SPECIFIC EXPECTATIONS (for the activities described on our site).
1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecolo- gist), and evaluate ways of minimizing the negative impacts
1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, dis- ease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possi- ble actions for preventing such depletions or extinctions from happening
2.2 build food chains consisting of different plants and animals, including humans
2.3 use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on fea- tures of their habitat to meet important needs (e.g., beavers use water for shelter [they build their lodges so the entrance is under water], food [cattails, water lilies, and other aquatic plants], and protection [they slap their tails on the water to warn of danger])
2.5 use appropriate science and technology vocab- ulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)
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)
3.4 demonstrate an understanding of a commu- nity as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
3.6 identify animals that are carnivores, herbi- vores, or omnivores
OVERALL EXPECTATIONS
1. Analyze the effects of human activities on habitats and communities.
2. Investigate the interdependence of plants and animals within specific habitats and communities.
3. Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
SPECIFIC EXPECTATIONS (for the activities described on our site).
1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecolo- gist), and evaluate ways of minimizing the negative impacts
1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, dis- ease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possi- ble actions for preventing such depletions or extinctions from happening
2.2 build food chains consisting of different plants and animals, including humans
2.3 use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on fea- tures of their habitat to meet important needs (e.g., beavers use water for shelter [they build their lodges so the entrance is under water], food [cattails, water lilies, and other aquatic plants], and protection [they slap their tails on the water to warn of danger])
2.5 use appropriate science and technology vocab- ulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)
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)
3.4 demonstrate an understanding of a commu- nity as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
3.6 identify animals that are carnivores, herbi- vores, or omnivores
Equity at Reptilia
Wheelchair Access
- Access is the gateway to inclusion and participation. It hinders or enables an individual or group to take part. As teachers, we recognize the inherent socially just nature of the public education system and strongly voice our concerns to ensure that all students have real access to all programs and educational opportunities. Institutions only open to a privileged or select few have a high social injustice quotient. Restricted societies close off opportunities.
Social Justice (Group Venture)
- Solidarity action refers to working with others to act for the collective betterment. It requires us to recognize injustice, to work across differences to find a common ground, and to achieve equity. Solidarity action requires coalition building within a group and networking with other groups.
- Access is the gateway to inclusion and participation. It hinders or enables an individual or group to take part. As teachers, we recognize the inherent socially just nature of the public education system and strongly voice our concerns to ensure that all students have real access to all programs and educational opportunities. Institutions only open to a privileged or select few have a high social injustice quotient. Restricted societies close off opportunities.
Social Justice (Group Venture)
- Solidarity action refers to working with others to act for the collective betterment. It requires us to recognize injustice, to work across differences to find a common ground, and to achieve equity. Solidarity action requires coalition building within a group and networking with other groups.