1. Properties and characteristics of matter 

e. Describes the shape, colour and texture of an object or a substance

f. Distinguishes between the mass (quantity of matter) of an object and its weight (gravitational force acting on the mass)

g. Classifies solids according to their density (identical volumes and different masses or identical masses and different volumes)

h. Associates buoyancy of a volume of liquid in an identical volume of a different liquid with the densities of these liquids (relative density)

5. Changes in matter 

a. Demonstrates that physical changes (e.g. deforming, breaking, grinding, phase changes) do not change the properties of matter 

c. Explains how certain household products are made (e.g. soap, paper) 

ed-tech resources:

Gizmos:

• Phases of Water/ Weight and Mass 

PhET simulations:  

• States of matter simulation (for guided inquiry) 

Websites:

• Food Chain activity

• Air is matter website

• Density and Buoyancy: Pouring Air into Water 

Smarter Science:

• Instant Snow Inquiry Card

Videoconferences: 

• Slime Time and the States of Matter 

• States Of Matter: A Solid Lesson 

• Ahoy! The Wonders of Water 

Special Needs

Engineering is Elementary; 

A Work in Process: Improving a Play Dough Process Lesson 1, Lesson 3, Lesson 4 prioritized 

Now You’re Cooking: Designing Solar Ovens Lesson 2 - The Good Life (all about recycling paper) 

Suggested approach; 

• Students explore the concept everything is made of matter and that matter exists in 3 states; solid, liquid, or gas, 

• Explore the concept that solids and liquids have their own characteristics, 

• Explore the idea that solids, liquids, and gasses can change shape, 

• Give students a group of varied objects and ask them to sort them into categories of groups 

• Ask the students how they distinguished/sorted the objects as a way of introducing the idea of a CHARACTERISTIC or a PROPERTY 

• Now revisit the same objects and categorise them by SHAPE, COLOUR and TEXTURE 

Experiment/Inquiry opportunities: 

• class grouping sorting exercise (mentioned above) 

• floating and sinking activity with a fish tank or similar to develop idea of density 

• Small groups work together to make a density column of liquids 

Sample lesson plan

Notes

1. Forms of energy 

a. Describes different forms of energy (mechanical, electrical, light, chemical, heat, sound, nuclear)

b. Identifies sources of energy in his/her environment (e.g. moving water, chemical reaction in a battery, sunlight)

2. Transmission of energy 

e. Identifies the characteristics of a sound wave (e.g. volume, timbre, echo)

g. Explains the motion of convection in liquids and gases (e.g. boiling water) 

3. Transformation of energy 

a. Describes situations in which human beings consume energy (e.g. heating, transportation, food consumption, recreation) 

b. Names means used by human beings to limit their energy consumption (e.g. fluorescent light bulbs, timers) and to conserve energy (e.g. insulation

d. Describes the transformations of energy from one form to another 

ed-tech resources:

Gizmos: 

• ‘Energy Conversions’, 

‘Conduction and Convection’ 

Smarter Science:

• Energy balls

Engineering is Elementary 

Sounds Like Fun: Seeing Animal Sounds (lesson 2 prioritized) 

Suggested approach 

• Class discussion about aspects of energy (what energy is, energy types vs energy source) 

• Explore the concept that energy transforms from one form to another, that it can be converted, 

• Explore the idea that the wind, the sun, and water can be used to "create" energy, 

• Brainstorm situations in which human beings use energy (e.g. heating, transportation, food consumption, recreation) 

• Brainstorms ways to reduce energy consumption 

Experiment/Inquiry opportunities:: 

• set up an ‘energy circus’; stations around the class in which student identify the type of energy transformations taking place e.g. flashlight, green plant, stereo etc. 

Other experiments/demos: 

Energy video (Bill Nye)

Sample lesson plan

Notes

1. Properties and characteristics of matter on Earth 

a. Compares the properties of different types of soil (e.g. composition, capacity to retain water, capacity to retain heat)

b. Describes the various ways in which the quality of water, soil or air affects living things 

c. Distinguishes between a fossil (or a trace of a living thing) and a rock

2. Organization of matter

a. Describes the observable properties of crystals (colour, geometric patterns) 

3. Transformation of matter 

c. Explains the water cycle (evaporation, condensation, precipitation, runoff and infiltration) 

ed-tech resources:

Engineering is Elementary 

A Sticky Situation: Designing Walls Lesson 1, Lesson 3, Lesson 4 prioritized 

Suggested approach 

• Brainstorm what is the Earth or even ‘the ground’ made of to draw out the idea of ‘soil’ and ‘rock’ 

• Use practical activities to develop these concepts e.g. create soil profile/perform soil analysis to develop soil concepts and ideas about PROPERTIES of different soil types 

• Perform a rock classification/identification activity (The Mining Matters kit is good for this) to develop concepts about Rock types and rock formation and PROPERTIES of different rock types 

Inquiry opportunities: 

Other experiments/demos: 

Notes

special needs resources:

1. Sources of energy 

a. Explains that the sun is the main source of energy on Earth

b. Identifies natural sources of energy (sun, moving water, wind) 

3. Transformation of energy

a. Describes what renewable energy is 

b. Explains that sunlight, moving water and wind are renewable sources of energy 

c. Describes the methods invented by humans to transform renewable sources of energy into electricity (hydroelectric dam, wind turbine, solar panels) 

ed-tech resources:

Gizmos:

• Energy Conversions

Websites:

• Energy games; Let's Talk Energy 

special needs resources:

Engineering is Elementary 

Now You're Cooking: Designing Solar Ovens Lesson 1, Lesson 3, Lesson 4 prioritized 

Suggested approach 

• Brainstorm what is meant by energy, once a definition is established, brainstorm where we get our energy from (sources) IMPORTANT make the distinction between energy types and energy sources! 

• Explore the idea of Renewable and non-renewable energy sources and demonstrate that in both cases the ultimate source of the energy is our sun. 

• Use EiE lessons plus demonstrations/practical activities to explore and show energy sources 

Inquiry opportunities: 

Notes

1. Characteristics of living things

a. Explains the basic needs of the metabolism of

living things (e.g. nutrition, respiration)

c. Distinguishes among the different types of embryonic

development (viviparous for the majority of mammals,

oviparous or ovoviviparous for the rest)

e. Describes the types of sexual reproduction in plants

(pistil, stamen, pollen, seed and fruit)

2. Organization of living things

b. Describes the characteristics of different kingdoms

(microorganisms, fungi, plants, animals)

c. Classifies life forms according to their kingdom

d. Lists animals according to their classification

(mammals, reptiles, birds, fish, amphibians)

e. Describes the anatomy of plants (roots, stems,

leaves, flowers, fruits, seeds)

f. Associates the parts of a plant with their general

functions (roots, stems, leaves, flowers, fruits,

seeds)

g. Associates the parts and systems of the anatomy

of animals with their general functions

h. Explains the sensorial functions of certain parts of the

anatomy (skin, eyes, mouth, ears, nose)

3. Transformations of living things

b. Describes the growth stages of a flowering plant

c. Describes the growth stages of various animals

ed-tech resources:

Make a dichotomous key game

Special needs resources:

Engineering is Elementary 

The Best of Bugs: Designing Hand Pollinators Lesson 1, Lesson 3, Lesson 4 prioritized

Suggested approach 

• Use Socratic questioning with class to develop characteristics/definition of a ‘Living Thing’ with a special focus on the basic needs of all organisms.

• Introduce the idea of classification and taxonomy and use/create dichotomous keys

• Explore major taxonomic groups of animals (mammals, reptiles, birds, fish, amphibians)

• Focus on flowering plants and examines structure and function of parts

• Dissect flower and use this to introduce plant reproduction and concept of ‘Life Cycle’

• Compare and contrast animal and plant life cycles

Inquiry opportunities:

Other experiments/demos:

ed-tech resources:

Gizmos:

• ‘Plants and Snails’, 

• ‘Flower Pollination’, 

• ‘Pond Ecosystem’, 

• ‘Dichotomous Keys’ 

• ‘Growing Plants’

Videoconferences;

• ‘Animal Classification’, 

• ‘Pollination Partners’,

• ’ Expedition Classify - A Trek Through the Animal Kingdom’

Websites:

• Models of Excellence: Bee-fore and After Posters 

Notes

1. Sources of energy for living things

b. Explains the nutritional needs common to all

animals (water, sugars, lipids, proteins, vitamins,

minerals)

c. Associates familiar animals with their diet

(carnivorous, herbivorous, omnivorous)

g. Describes agricultural and food technologies (e.g.

cross breeding of plants and their propagation by

cuttings, selection and breeding of animals, food

production, pasteurization)

3. Transformation of energy in living things

a. Illustrates a simple food chain (3 or 4 links)

ed-tech resources:

Gizmos ‘Prairie Ecosystem’

Other Canada’s Food Guide (educators materials)

Websites:

• PBS What's a Food Chain? | Think Garden 

• Interactive Food Chain Activity

Coding

• Have your students create a digital pet and make it need a variety of food...

• make a food chain game

special needs resources:

Engineering is Elementary 

N/A

Suggested approach 

• Build on the concept of the ‘needs of living things’ introduced in the ‘Life As We Know It’ module and then focus in on nutrition.

• Explore different types of nutrients and their roles e.g. protein for growth and repair of tissues.

• Introduce the notion of energy flowing through an ecosystem through Food Chains

• Compare and contrast food chains from different environments (e.g. aquatic vs terrestrial)

• Use food chain role-play to demo the movement of energy (see MQ for details)

Inquiry opportunities: - Why are food chains rarely longer than 4 or 5 organisms?

Other experiments/demos:

• Students track their nutritional intake for a week.

• Students plan nutritious meals for one day using the Canada Food Guide.

• Look at animal jaws/dentition and relate form to function (herbivores vs carnivores)

• Create food chain mobiles for different forest animals showing 3 to 4 links.

• Organize a agriculture visit to a working farm

Notes