Year+4+Program+Ideas


 * Year 4 Science **

// By the end of Year 4, students, with guidance, collaboratively plan and carry out single stage investigations based on their own and others’ questions. They demonstrate some awareness of fairness in testing and can classify objects. They safely use appropriate tools to support investigation, use standard units of measurement most of the time and record information and data using simple tables and bar graphs. They communicate ideas and explanations using a variety of conventional modes, such as diagrams, physical models and reports, and describe aspects of their investigations. //
 * __ Science Inquiry Skills: Investigating (C Grade Descriptor) __**


 * __ Investigation suggestions (Yr 4 Inquiry Skills) __**
 * What is your lung volume?
 * Exploring density using cool drink cans
 * Test your reflexes
 * Which colour absorbs heat?
 * How does acid (vinegar) change chalk, limestone and eggs?
 * Colour spinners
 * Making paper
 * Floating ping pong balls
 * Blowing up balloons with bicarb, vinegar, lemon juice and lemonade
 * (Pt. 1) What shape is the strongest (spaghetti triangles, squares and rectangles)
 * (Pt. 2) What shape should be stronger, pyramid, cube or rectangular prism?
 * (Pt. 3) Build the tallest tower
 * Racing cars
 * Different sunscreens on sausages
 * Absorbency of paper towels
 * Investigating levers
 * Plasticine boats, which shape floats best?
 * Loop gliders


 * __ Science Understandings __****__ (Yr 4 C Grade Descriptors in italics) __**

// Students explain that materials can undergo change. They identify properties such as flexibility and strength of familiar materials and relate these to their uses. //
 * Natural and Processed Materials **


 * __ Available Primary Connections Resource(s): __**
 * [|**Material world**]

// They understand the effect of forces on objects and recognise how friction // // slows moving objects. They identify types of energy such as light, and sources of energy such as the Sun, and suggest strategies for efficient energy use in the home. //
 * Energy and Change **


 * __ Available Primary Connections Resource(s): __**
 * [|**Smooth moves**]
 * [|**Light fantastic**]

// They have some understanding of the movement of the Sun, Earth and // // Moon and describe how day and night occurs. They recognise some cause and effects of changes to the Earth’s surface. //
 * Earth and Beyond **


 * __ Available Primary Connections Resource(s): __**
 * [|**Spinning in space**]

// They identify functions of some observable features of living things, such as the role of feathers on a bird. They group living things based on these observable characteristics. They understand that living things change over time, eg growth of plants. //
 * Life and Living **


 * __ Available Primary Connections Resource(s): __**
 * [|**Plants in action**]