Science is a way of knowing which seeks to describe and explain the natural and physical world. An important part in building scientific and technological literacy is an understanding of the nature of science, which includes an understanding of the following: what scientists, engineers, and technologists do as individuals and as a community how scientific knowledge is generated and validated. As well, what benefits, costs, and risks are involved in using this knowledge and how science interacts with technology, society, and the environment.
The science and technology curriculum is divided into four strands:
- Understanding Life Systems: Habitats and Communities
- Understanding Structures and Mechanisms: Pulleys and Gears
- Understanding Matter and Energy: Light and Sound
- Understanding Earth and Space Systems: Rocks and Minerals
On this page:
Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.
Students should understand and be able to apply these words in context.
Habitats and Communities
Structures and Mechanisms
Pulleys and Gears
Matter and Energy
Light and Sound
Earth and Space Systems
Rocks and Minerals
Resources for Learning
Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.
Complete the suggested activities using these resources and other TVO resources.
Complete these activities to consolidate learning across all curriculum strands.
Create a living habitat containing a community and record changes over time while practicing safe handling of materials. What factors do you need to consider when setting up your habitat (e.g., location for container; creating the right climate, light, and humidity)? What equipment and materials (e.g., a container of the correct size, appropriate plant material and/or animals) will you need to create a habitat that meets the needs of the community it supports? What did you learn from your initial observations about meeting the needs of living things? What modifications, based on your observations, need to be made to keep the habitat healthy?
Create a media product (poster, presentation, video) of an example of a food chain.
Design, build, and test a pulley or gear system that performs a specific task. For example, a flag post, elevator or drawbridge.
Research a pulley or gear system that is used in daily life and assess the impacts whether positive or negative. For example: escalator, elevator, cars. What is their purpose?
Create a song or short drama presentation for younger students that will alert them to the dangers of exposure to intense light and sound.
Make a list of objects that emit their own light in contrast with those that reflect light from other sources.
Research devices that use the properties of light and sound. For example, a microscope or microphone.
Create a poster about different igneous, sedimentary and metamorphic rocks and research how each is formed.
Investigate the impacts of extracting and refining rocks and minerals for human use. Take into account different perspectives. For example, the perspectives of mine owners, the families of the miners, Indigenous communities, the refinery workers, manufacturers of items who need the refined rocks and minerals to make their products, residents who live in communities located near refineries and manufacturing facilities and who are concerned about the environment.
Looking for a Different Subject?
Choose from the options below to explore a different grade 4 subject.