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Curriculum Expectations

Grade 4 Understanding Life Systems- Habitats and Communities

Grade 4 Science and Technology
Understanding Life Systems: Habitats and Communities
3.8 explain why changes in the environment have a greater impact on specialized species than on generalized species (e.g., diminishing ice cover hampers the ability of polar bears to hunt seals, their main food source, and so the polar bear population in some areas is becoming less healthy and may begin to decrease; black bear habitat has been heavily disrupted by human encroachment, but because black bears are highly adaptable omnivores that eat everything from insects to garbage generated by humans, their numbers have been increasing)
3.3 identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat
3.10 describe ways in which humans are dependent on natural habitats and communities (e.g., for water, medicine, flood control in wetlands, leisure activities)
demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
3.6 identify animals that are carnivores, herbivores, or omnivores
3.9 demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts

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