4.1: Scientific and engineering practices: identify variables, use…

Evidence Lab Grade 4

How do you know something is true? Students test a claim with their own measurements, find out why one result is never enough, and learn to tell strong evidence from weak.

• How do you know a fact is true? 45–60 min

  Students test an internet 'fact', that your arm span is exactly the same as your height, by measuring themselves and pooling the whole class's data. Then they rank different kinds of evidence from strong to weak and decide how true the claim really is.

• Why do scientists repeat their tests? 45–60 min

  Students build two paper helicopters, one with long wings and one with short wings, and time each one falling five times. They find that the same drop never gives exactly the same time, and use their repeated trials to decide whether the wing change really made a difference.

Your Senses: How Does Your Body Know? Grade 4

Map the most sensitive spots on your skin, find the blind spot in each eye, lose the flavour of a jelly bean by pinching your nose, and build an owl ear. Four lessons on how senses gather information and the brain makes sense of it.

• Where is your skin most sensitive? 45–60 min

  Students use a bent paper clip to touch the skin with one point or two, and find the smallest gap they can feel as two on the fingertip, palm, back of the hand and forearm. Then they explain why fingertips are built for reading the world.

• Why do you have two eyes? 45–60 min

  Students try to touch a pen cap to a pen tip ten times with one eye covered and ten times with both eyes open, then make a dot vanish into their own blind spot. They explain what two eyes give the brain that one eye can't.

• Can your nose change what you taste? 45–60 min

  With eyes closed and noses pinched, students try to name the flavour of a jelly bean and tell a cube of apple from a cube of potato. Then they let go of their noses and explain why most of what we call taste is really smell.

• How do animals sense what we can't? 60 min

  Students read about whiskers, echolocation and owl ears, build a paper cone 'owl ear' and test whether it helps them find where a sound comes from. Then they define a problem and invent a sensor or tool inspired by an animal.

Simple Circuits: Make It Light Up Grade 4

Light a bulb with one wire, hunt for materials that let electricity through, find out why string lights all go dark at once, and build a burglar alarm. Four hands-on lessons on closed loops, safe and cheap.

• Can you light a bulb with one wire? 45–60 min

  Teams get one AA battery, one wire and one small bulb, and keep trying until the bulb lights, drawing every setup that works and every one that doesn't. Then they explain why a bulb only lights when electricity can travel in a complete loop.

• What lets electricity through? 45–60 min

  Teams build a circuit tester with a gap in it, then bridge the gap with coins, foil, pencil graphite, an eraser, paper clips and plastic. They sort the results into conductors and insulators and explain why electrical wires are metal on the inside and plastic on the outside.

• Why do some string lights all go out at once? 45–60 min

  Teams wire two bulbs in a single loop, then in two separate loops, unscrew one bulb each time and compare brightness. They explain why one loose bulb can darken a whole string of lights, and why a house is wired so it doesn't.

• Can you build a burglar alarm? 60–75 min

  Teams design and build a homemade switch from a clothes peg or foil and cardboard that closes a circuit when a door or box lid opens, sounding a buzzer or lighting an LED. They test it, improve it and use evidence to argue their alarm is the most reliable.

Printable practice for 4.1

• Simple Circuits: Make It Light Up workbook included with the unit

  1 English-support page, 1 practice page, 1 reading, 1 unit review, 1 unit test, with answer keys.

• Living with Water: Salt, Rice and the Mekong workbook included with the unit

  1 practice page, 1 unit review, 1 unit test, with answer keys.

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