Grade 4 

Science and Technology, Language, and Social Studies

Created by Siobhan Prow 

Brought to you by the Canadian Industrial Heritage Centre

 

Overview and Purpose

This lesson offers an introduction to the industrial era while exploring the pros and cons of one historical mode of transportation: the steam train. Students will learn how things changed in the industrial revolution and how steam trains were used to transport materials for factories, as well as people for tourism. Students will handle (copies) of real historical evidence regarding the BB&G and Grand Trunk Railway train lines. A discussion will allow students to reflect on the pros and cons of steam trains and other methods of transportation, with an emphasis on their environmental impact. 

A second lesson can follow this one to allow students to be STEM scientists, exploring how train wheels stay on their tracks.

Education Standards

This lesson reflects the standards laid out in three subjects of the Ontario Curriculum for Grade 4. Strand D of Science and Technology, Machines and their Mechanisms are at the forefront of this lesson, as it discusses both the questions of D1.1 and D1.2. The lesson is then supported by Strand 1 of the Reading expectations for Grade 4s, as they read a variety of historical documents, including diary entries, ads, and photo captions, as well as Strand 2 and 3 of the Writing expectations with an emphasis on point 2.5, point of view. Finally, this lesson includes aspects of Strand B of Social Studies, as we discuss human desires and their impacts on the environment with the use of machines. The above curriculum texts are on pages 3 and 4 for your reference.

Objectives

1.     Become familiar with the industrial revolution

2.     Understand the importance of steam trains for humans’ wants and needs

3.     Consider the tensions between humans’ wants and needs and the effect this form of transportation has on the environment

4.     Discuss other forms of transportation

5.     Practice reading a variety of documents

6.     Practice writing

Materials

1.     Slideshow presentation

a.     Can be downloaded as a PowerPoint Presentation on our website or accessed via Canva link here: https://www.canva.com/design/DAFDlk-22uo/iwdYZJ3oXC1iZZYcr8PEqg/view?utm_content=DAFDlk-22uo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

2.     Copies of historical documents

a.     Printable

b.     If being picked up, 1 laminated artificially weathered copy of each document

3.     Writing materials

Activity

·      Go through the PowerPoint, stopping to read the documents and have discussions throughout

·      Write a first-person letter to a friend discussing the steam train. It should be from a historical perspective (examples: factory owner, a citizen of Brantford in the 1800s, a rich person or a poor person)

• Use phrases like “from my point of view” to discuss how this person feels about the steam train
• Use the historical documents for evidence
• Read the attached example to clarify concepts

Curriculum Connections:

Science and Technology

D. Structures and Mechanisms: Machines and their Mechanisms

D1. Relating Science and Technology to Our Changing World

evaluate the impacts of various machines and their mechanisms on society and the environment

Specific expectations

D1.1 

assess the impacts of machines and their mechanisms on the daily lives of people in various communities

D1.2 

assess and compare the environmental impacts of using different machines designed for similar purposes

Social Studies

B: People and Environments: Political and Physical Regions of Canada

B1. 

Assess some key ways in which industrial development and the natural environment affect each other in two or more political and/or physical regions of Canada 

B2.

use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada 

B3.

identify Canada’s political and physical regions, and describe their main characteristics and some significant activities that take place in them 

Language

Reading

1. Reading for Meaning

1.1. read a variety of texts from diverse cultures, including literary texts (e.g., myths, plays, short stories, chapter books, letters, diaries, poetry), graphic texts (e.g., graphic novels, diagrams, brochures, graphs and graphic organizers, charts and tables, maps), and informational texts (e.g., textbooks, non-fiction books on a range of topics, print and online newspaper and magazine articles or reviews, print and online encyclopedias and atlases, electronic texts such as e-mails or zines)

Writing

2. Using Knowledge of Form and Style in Writing

2.2 Voice establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement

2.3 Word Choice use specific words and phrases to create an intended impression

2.4 Sentence Fluency use sentences of different lengths and structures

2.5 Point of View identify their point of view and other possible points of view on the topic and determine whether their information sufficiently supports their view

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively

3.1-3.8

Downloadable Resources