2. Magnetism and electromagnetism

c. Distinguishes between a magnet and an electromagnet

d. Identifies objects that use the principles of electromagnetism (e.g. electromagnetic crane, fire door)

3. Gravitational attraction on an object

a. Describes the effect of gravitational attraction on an object (e.g. free fall)

4. Pressure

a. Recognizes various manifestations of pressure (e.g. inflatable balloon, atmospheric pressure, airplane wing)

b. Describes the effects of pressure on an object (e.g. compression, displacement, increase in temperature)

7. Combined effects of several forces on an object

a. Predicts the combined effect of several forces on an object at rest or an object moving in a straight line (e.g. reinforcement, opposition)

ed-tech resources:

Discovery:

• ‘Getting to Know: Gravity’, 

• ‘Electricity and Magnetism: Static Electricity’, 

• ‘Electricity and Magnetism: The Magic of Magnets’

OnBoard:

• ‘Gravity’, 

• ‘Electromagnets’

Simulations:

• Pressure of a gas - PhET

• Magnetism - Gizmos

• Free Fall Tower - Gizmos

Micro:Bit ACTIVITIES

• Make a compass from the microbit to measure Earth's magnetic field

• Use the microbit to measure an object's acceleration

Special needs

Engineering is Elementary; 

The Attraction is Obvious: Designing Maglev Systems Lesson 1, Lesson 3, Lesson 4

Hook/Anchor:

• Pressure, Gravity

Suggested approach; 

• The EiE unit will cover many aspects of the magnetism section of the curriculum

• The STIC ‘attraction’ activity provides another opportunity for practical experimentation and fun.

• Discuss the use of both magnets and electromagnets in everyday life (e.g. fridge magnets, door locks, junkyard cranes, medical devices, credit cards, etc...)

• Compare/contrast both forms of magnetism stressing that electromagnetism is convenient as it can be switched on/off

• Discuss Gravity as a force of attraction between ALL objects that have mass

• Explore action of gravity on objects here on Earth i.e. falling, tides, etc...

• Explore the concept of pressure and relate it especially to air pressure

Inquiry opportunities: STIC: ‘Attraction’

Sample Lesson Plans

3. Other machines

a. Identifies the main function of some complex machines (e.g. cart, waterwheel, wind turbine).

4. How manufactured objects work

a. Identifies the mechanical parts (e.g. gears, cams, springs, simple machines, connecting rods)

b. Recognizes two types of motion (rotation and translation)

c. Describes a simple sequence of mechanical parts in motion

5. Servomechanism and robots

a. Recognizes robotic structures that use a servomechanism

6. Transportation technology (e.g. car, airplane, boat)

a. Recognizes the influence and impact of transportation technology on people’s way of life and surroundings

7. Electron technology

a. Recognizes the influence and the impact of electric appliances on people’s way of life and surroundings (e.g. telephone, radio, television, computer)

ed-tech resources:

Discovery:

• ‘Simple Machines’

OnBoard:

• ‘Introduction to Simple Machines’

Simulations:

• Levers - Gizmos 

• Pulleys - Gizmos

• Wheel and Axle - Gizmos

• Ramp simulation - PhET

• Gearsketch

Websites:

• Algodoo physics simulator, 

Scratch coding

• https://beta.scratch.mit.edu/

• Have students make a robot with code

special needs:

Engineering is Elementary 

Catching the Wind: Designing Windmills (entire unit)

Hooks/anchors:

• Gears, cams, springs, connecting rods:

Suggested approach 

• Carrying out the EiE module (catching the wind) and the STIC; ‘Periscope’ projects will cover a large amount of concepts in this module (and they are great FUN!).

• Take care to ensure that the types of motion - rotation and translation - are clearly identified.

• Use other objects to clearly demonstrate the following components: gears, cams, springs, simple machines, connecting rods and ask students to bring in examples.

• Explore the idea of a servomechanism and how it can be used in robots

Inquiry opportunities: STIC: Periscope

Other experiments/demos:

Sample lesson Plans:

2. The tides

a. Describes the ebb and flow of the tides (rise and fall of sea levels)

ed-tech resources:

Discovery:

• ‘Seahouse: Tides’, 

• ‘Oceans Alive: Tides’ Also ‘A Spin around the Solar System: Moon Dance’ – ‘The Moon and Tides’ section

OnBoard:

• ‘The Sun-Earth-Moon System’

Gizmos:

• ‘Ocean Tides’

Scratch activity

Have students model the tides with code

special needs

Engineering is Elementary 

N/A

Suggested approach 

This is a very brief module that can largely be covered by using the digital simulations (Gizmos) and other digital resources (onboard, discovery etc.) to explore the phenomena of Tides and how they are related to the moon.

Inquiry opportunities: Students can use Google spreadsheets (or Excel) and use data found online about tides to plot graphs of tides versus time over a month and try to make inferences about the moon’s position

Other experiments/demos:

Sample lesson plans

3. Solar system

a. Recognizes the main components of the solar system (sun, planets, natural satellites)

b. Describes the characteristics of the main components of the solar system (e.g. composition, size, orbit, temperature)

4. Seasons

c. Associates the changing of the revolution and tilt of Earth

5. Stars and the galaxies

b. Distinguishes between stars, constellations and galaxies

6. Meteorological systems and climates

b. Associates the average amount of precipitation with the climate of a region (dry, humid)

c. Associates the average temperature with the climate of a region (polar, cold, temperate, mild, hot)

7. Technologies related to the earth, the atmosphere and outer space

a. Recognizes the influence and the impact of technologies related to the Earth, the atmosphere and outer space on people’s way of life and surroundings (e.g. prospecting equipment, meteorological instruments, seismograph, telescope, satellite, space station)

ed-tech resources:

Discovery:

• ‘Solar System'

OnBoard:

• Climate

• Earthquakes

• Earth's atmosphere

• Solar system

• Weather and climate

Gizmos:

• Comparing the Earth and Venus

• Solar system 

• Summer and winter

videoconference:

• Observations from Orbit 

• Journey Through the Solar System, 

• Reasons for Seasons- Rotation and Revolution of the Earth

Websites:

• Scale of the universe video

MicroBit

• Seasons: Have students code a thermometer and measure the temperature of a light as it shines down from different angles 

special needs

Engineering is Elementary 

A Long Way Down: Designing a Parachute

Suggested approach 

• Reinvest & consolidate knowledge and concepts by constructing your school’s interstellar address and use this activity to define and categorise the differences between stars, planets and natural satellites (moons). (This was already done in grade 4 so this is a good opportunity to assess the efficacy of that learning!)

• Once this address is established, use the ‘Scale of the Universe 2 ‘site to demonstrate the scale not only of our solar system but also of interstellar space (great opportunity to generate a sense of awe and wonder!)

• Use a planetary data sheet/table in conjunction with the Celestia software, to compare the planets e.g. the temperature on different planets, the time is takes to orbit the sun (‘ORBITAL PERIOD’) and the time it takes to rotate on its axis (‘ROTATIONAL PERIOD”) the Gizmo comparing Earth to Venus is also useful for this!

• Explore the cause of seasons so that students understand that it is not the distance of the earth to the sun causes the temperature variation, but the tilt of the Earth.

• Explore the difference between ‘weather’ and ‘climate and how they are related.

• Look at different regions of the Earth that have distinctive regional climates and use this as a good opportunity to mention climate change and it’s dangers

• Finally explore the technologies that mankind has developed to monitor the planet both from space and from the ground

Inquiry opportunities: visit ANSC and DO some actual astronomical observation

Other experiments/demos:

Sample Lesson plans

ed-tech resources:

Discovery:

• ‘Plants Responses’

OnBoard :

• Plants tropism

Gizmos:

• -

Websites:

• Investigate tropisms, 

special needs resources:

2. Interaction between humans and their environment

a. Describes the impact of human activity on the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture)

5. Environmental technologies

a. Explains the scientific and technological concepts associated with recycling and composting (e.g. properties of matter, phase changes, physical changes, chemical changes, food chain, energy)

ed-tech resources:

Engineering is Elementary 

A Slick Solution: Cleaning an Oil Spill

Suggested approach 

• Brainstorm/discuss what is meant by the word ‘environment’ and discuss how the activity of humans has impacted the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture)

• Explore and discuss some of the man-made environmental problems that exist and possible solutions.

• Look at composting and recycling

Inquiry opportunities:

Other experiments/demos:

special needs resources: