One of the fourth grade 'field trip' activities below can be done with little preparation. The other two require the collection of quite a few loose parts or even the collection and siting of large slabs of rock over the course of years. It is worth aiming for them all, but you can get started with just the one immediately. And each of these activities can be done during winter!
Curriculum expectations are always based on the Ontario Ministry of
Expectations. Many of the activities will reinforce, rather than teach,
those expectations. As such, no assessment ideas or rubrics are
included.
Understanding Structures and Mechanisms: Pulleys and Gears
Overall Expectations:
- evaluate the impact of pulleys and gears on society and the environment;
- investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving objects;
- demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.
Required Materials
- pulleys or short lengths of pipe, enough for all
- short lengths of rope, enough for all
- gallon jugs filled with various weights of sand (or whatever), enough for your class
- various lengths of wood planks and chunks, a generous amount
Students can be given a number of pulleys per group (clothes line ones, for example), in order to investigate how using more than one pulley increases distance but reduces force: have sand-filled gallon jugs available of a variety of weights. Have pairs of students tie a rope to one and aim to move it. Next attach a pulley to the gallon jug, pull a rope through it and aim to move the jug again (or skip the pulleys and use a horizontal pipe instead). Add a second pulley and try again. Observe the changes together. This video can help explain the concept.
Students can be given planks and fulcrums like logs to investigate different types of levers and catapults! And here is a lesson plan that combines simple machine lessons with schoolyard chores.
Students can be given planks and fulcrums like logs to investigate different types of levers and catapults! And here is a lesson plan that combines simple machine lessons with schoolyard chores.
Share with students that we know about machines because inventors and scientists have discovered reliable things (laws) about how the natural world works.
Understanding Matter and Energy: Light and Sound
Overall Expectations:
Echo
Understanding Matter and Energy: Light and Sound
Overall Expectations:
- assess the impact on society and the environment of technological innovations related to light and sound;
- investigate the characteristics and properties of light and sound;
- demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.
Echo
Required Materials
- Assistant
- A very large field 200 yards or bigger (twice a football field)
- A rock and a metal post, like a goal post
- 7 different objects
- pencils and paper with a chart* on a clipboard
Prepare, or have students prepare, a chart with 5 columns. The first column is labeled 100m/y at the top, the second 80, the third 60, the fourth 40, and the fifth 20 meters or yards. Ensure that students write their name on the chart, too. The chart also has seven blank rows under the distance heading.
While you take the class outside, ask students why you think you can see fireworks before you hear the boom.
The assistant should walk to a post that’s 200 meters away from the rest of the class (the length of two football fields). It’s important to be this far away to show the delay of the sound. We tried 100 meters, and the delay wasn't large enough. At 200 meters, the assistant will strike a metal post with a rock with a large arm motion. He or she will do this several times with long intervals. It’s helpful to prearrange a signal for the assistant to know when to stop hitting the post. Get ready for some 'WHOA!'s. Students will likely be amazed when they notice the delay, even if they have had experience with that sort of thing before.
How easily can we identify objects from a distance? Students should go to a point that is 100 meters/yards away from the metal post, which is halfway across the field. Explain that at this distance – using echolocation - a dolphin can identify small fish (6 inches in length) and some bats can identify a certain type of moth (1.25 inch wingspan) at that same 100 meter distance. A bat can identify a mosquito within 3 meters (10 feet!).
The assistant should walk to a post that’s 200 meters away from the rest of the class (the length of two football fields). It’s important to be this far away to show the delay of the sound. We tried 100 meters, and the delay wasn't large enough. At 200 meters, the assistant will strike a metal post with a rock with a large arm motion. He or she will do this several times with long intervals. It’s helpful to prearrange a signal for the assistant to know when to stop hitting the post. Get ready for some 'WHOA!'s. Students will likely be amazed when they notice the delay, even if they have had experience with that sort of thing before.
How easily can we identify objects from a distance? Students should go to a point that is 100 meters/yards away from the metal post, which is halfway across the field. Explain that at this distance – using echolocation - a dolphin can identify small fish (6 inches in length) and some bats can identify a certain type of moth (1.25 inch wingspan) at that same 100 meter distance. A bat can identify a mosquito within 3 meters (10 feet!).
Using sight rather than echolocation, a red-tailed hawk can see the letters on a newspaper from 100 meters/yards away (the length of a football field)! The assistant will walk 100 meters/yards away again, and hold up 7 items one at a time. Students will try to discern what each of the seven items are, and write their best guess down in the first column, even if it’s just the color. After they’ve seen each of the seven objects, the students will walk to 80 meters and the process will repeat. The assistant should hold the seven objects up in the same order each time. Then the same process happens at 60 meters, 40 meters, and 20 meters. As soon as the students think they know what the objects are, they will circle the word on their list under that distance. For example, if they figure out object 1 is a fish at 40 meters, circle the word fish in the 40 meter column circle.
Be amazed together at the sight or echolocation abilities of these animals!
Understanding Earth and Space Systems: Rocks and Minerals
Overall Expectations:
- assess the social and environmental impacts of human uses of rocks and minerals;
- investigate, test, and compare the physical properties of rocks and minerals;
- demonstrate an understanding of the physical properties of rocks and minerals.
Sometimes homeowners are trying to get rid of landscaping boulders free for the taking by posting them on a trading or bartering site. Your school could arrange for a landscaper or excavator to deliver and site them at the school. The rocks could form stairs on an incline; that way they could also be used for gym class. Or they can be placed strategically in a line or some other design for climbing fun.
Layer by Layer*
Materials:
- 2½ tablespoons of Epsom salts (available at a pharmacy)
- ½ cup of water, ½ cup of fine, dry sand
- two paper cups
Procedure:
Pour the water and Epsom salts into one paper cup. Stir the salts continuously until they dissolve. Pour the sand into the second paper cup and then pour the salt mixture into it. Stir the mixture until the sand is completely wet. Set the cup aside for one or two hours. Pour off the water that rises to the top. Continue to do this several times the first day. Set the cup in a place where it will not be disturbed for a week. When it appears your sandstone is dry, tear the sides and bottom of the cup away from the formation. Carefully set the formation on a paper towel to continue drying. You will have “sandstone” a few million years ahead of schedule!
*This lesson was found in this booklet. The booklet contains more information about rocks and minerals, as well as at-home activities.
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