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Okaloosa County School District

Curriculum Guide for Science

REV 062012 Fourth Grade Science

OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

FOURTH GRADE




CONTENTS

Mission Statement ...........................................................................................................................................................................................................3

Suggestions for Implementing Curriculum Guides ..................................................................................................................................................3

Florida Department of Education ∞ Office of Math and Science Essential Website .....................................................................................4

OCSD Curriculum and Pacing Guide ∞ Overview.................................................................................................................................................4

Cognitive Complexity/Depth of Knowledge Rating for Science ............................................................................................................................6

Assessment Options .......................................................................................................................................................................................................7

4th Grade Science Standards........................................................................................................................................................................................8

Quarterly Benchmarks....................................................................................................................................................................................................9

Yearlong Benchmarks ................................................................................................................................................................................................. 12

Reading Standards for Informational Text K–5 ..................................................................................................................................................... 13

Writing Standards K–5 ................................................................................................................................................................................................ 14

Production and Distribution of Writing ..................................................................................................................................................................... 14

Research to Build and Present Knowledge ............................................................................................................................................................ 15

Range of Writing ........................................................................................................................................................................................................... 15

Grade-level Curriculum Guide ................................................................................................................................................................................... 17

Quarter 1....................................................................................................................................................................17

Quarter 2....................................................................................................................................................................24

Quarter 3....................................................................................................................................................................31

Quarter 4....................................................................................................................................................................36

NetTrekker Addendum ................................................................................................................................................................................................ 44

Textbook Correlation to Florida Science Standards ............................................................................................................................................. 49

Science Resources Guide .......................................................................................................................................................................................... 54

Science Literature by Grade Level with Benchmarks .................................................................................................................................................. 55

Research ........................................................................................................................................................................................................................ 69

5 Questions to Deeper Understanding .................................................................................................................................................................... 70

Standards-Based Instruction...................................................................................................................................................................................... 71

Backward by Design .................................................................................................................................................................................................... 71




Mission Statement

Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to

appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions and performance task assessment.

In addition, teachers should: Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade levels to define absolute skill goals for each grade level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science

Days allotted to each benchmark are approximate and have been suggested based on the level of the

complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion of

the school year, it is recommended that teachers not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/science/




Florida Department of Education ∞ Office of Math and Science Essential Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality

instruction for each nine-week period.

Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing

teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period.

Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their

students or school needs.

Top Block – Big Idea and Essential Questions

Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science Fusion pages that

correlate to the Benchmark.

http://www.floridastandards.org/homepage/index.aspx




Column Two – FCAT Info

Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading

Lists specific literary resources, vocabulary words, and other books or stories connected to the Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

Of note:

Benchmarks drive instructional decisions; the text is a resource

Results of assessment are used to adjust and revise instruction

Hands-on science labs are an essential component of the science curriculum

The inquiry process must be embedded within every big/supporting idea

NOTE:

Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Cognitive Complexity/Depth of Knowledge Rating for Science

Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level. After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-

STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and

scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge”

system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand,

analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low Complexity

Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify

what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up

with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.

Identify a common example or recognize a concept

Retrieve information from a chart, table, diagram, or graph

Recognize a standard scientific representation of a simple phenomenon

Calculate or complete a familiar single-step procedure or equation using a reference sheet

Moderate Complexity

Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They

require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and

knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following.

Apply or infer relationships among facts, terms, properties, or variables

Describe examples and non examples of scientific processes or concepts

Predict or determine the logical next step or outcome

Compare or contrast structures or functions of different organisms or systems

Choose the appropriate formula or equation to solve a problem and then solve it

Apply and use concepts from a standard scientific model or theory




High Complexity

High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis,

judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Skills required to respond to high complexity items might include the following.

Construct models for research

Generalize or draw conclusions

Design an experiment, given data and condition

Explain or solve a problem in more than one way

Provide a justification for steps in a solution or process

Analyze an experiment to identify a flaw and propose a method for correcting it

Interpret, explain, or solve a problem involving complex spatial relationships

Predict a long term effect, outcome, or result of a change within a system

Assessment Options Formative

o Unit Benchmark Practice Test

Progress Monitoring

o Lesson Quizzes

Summative

o Unit Benchmark Test

o Unit Performance Task

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of Education.




4th

Grade Science Standards

Big Idea 1 – The Practice of Science

Big Idea 2 – The Characteristics of Scientific Knowledge

Big Idea 3 – The Role of Theories, Laws, Hypotheses, and Models

Big Idea 5 – Earth in Space and Time

Big Idea 6 – Earth Structures

Big Idea 8 – Properties of Matter

Big Idea 9 – Changes in Matter

Big Idea 10 – Forms of Energy

Big Idea 11 – Energy Transfer and Transformations

Big Idea 12 – Motion of Objects

Big Idea 16 – Heredity and Reproduction

Big Idea 17 – Interdependence.

The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level,

so the numbering scheme is not consecutive for each grade level.

Benchmark Coding Scheme

SC. 4. N. 1. 1

Subject Grade Level Body of

Knowledge Big Idea Benchmark




Quarterly Benchmarks

Quarter 1 Quarter 2

Benchmark Description Benchmark Description

SC.4.N.1.1

SC.4.N.1.2 SC.4.N.1.3 SC.4.N.1.4 SC.4.N.1.5 SC.4.N.1.6

SC.4.N.1.7 SC.4.N.1.8

(Integrated)

Moderate-High 10-12 days

Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.

Attempt reasonable answers to scientific questions and cite evidence in support.

Compare the methods and results of investigations done by other classmates.

Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

Recognize and explain that scientists base their explanations on evidence.

Recognize that science involves creativity in designing experiments.

SC.4.E.6.1 Low

3-5 days

Identify the three categories of rocks: igneous (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).

SC.4.E.6.2 Moderate 4-6 days

Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.


Recognize that humans need resources found on Earth and that these are either renewable or non-renewable.


Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants and erosion (movement of rock by gravity, wind, water, and ice).

SC.4.E.6.5 High

(Integrated)

Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.

SC.4.E.6.6 Low

1-2 days

Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

SC.4.P.8.1 Moderate 6-8 days

Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

SC.4.P.8.2 Low

1-2 days Identify properties and common uses of water in each of its states.

SC.4.N.2.1 Moderate

1 day Explain that science focuses solely on the natural world.


Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.

Quarter 1 continued next page SC.4.P.8.4

High 6-8 days

Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.




Quarter 1 continued

Benchmark Description

SC.4.N.3.1 Moderate 2-3 days

Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

SC.4.E.5.1 High

3-5 days

Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.


Describe the changes in the observable shape of the moon over the course of about a month.

SC.4.E.5.3 Moderate

1 day

Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.

SC.4.E.5.4 High

1-2 days

Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.

SC.4.E.5.5 High

4-6 days

Investigate and report the effects of space research and exploration on the economy and culture of Florida.




Quarter 3 Quarter 4

Benchmark Description Benchmark Description

SC.4.P.9.1 Low

2-3 days

Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.

SC.4.P.12.1 Low

3-4 days

Recognize that an object in motion always changes its position and may change its direction.


Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.


Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.


Investigate and describe that energy has the ability to cause motion or create change.

SC.4.L.16.2 High

2-4 days

Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

SC.4.P.10.3 High

4-6 days

Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.

SC.4.L.16.1 Moderate 2-4 days

Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.


Describe how moving water and air are sources of energy and can be used to move things.

SC.4.L.16.3 High

2-3 days

Recognize that animal behaviors may be shaped by heredity and learning.

SC.4.P.11.1 Low

2-3 days

Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.


Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants.

SC.4.P.11.2 Low

2-3 days Identify common materials that conduct heat well or poorly.


Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

SC.4.L.17.2

Moderate 2-4 days

Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.

SC.4.L.17.3

Moderate 2-4 days

Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers.

SC.4.L.17.4

High 3-5 days

Recognize ways plants and animals including humans, can impact the environment.

HE.4.C.1.6 Identify the human body parts and organs that work together to form healthy body systems.




Yearlong Benchmarks

Yearlong Benchmarks

LACC.4.SL.1.1

Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussion prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussion and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the

discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

LACC.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

LACC.4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

LACC.4.W.3.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on

specific details in the text [e.g., a character’s thoughts, words, or actions]”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support

particular points in a text”).

LACC.4.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

MACC.4.MD.1.1

Know relative sizes of measurement units within on system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),…

MACC.4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.




Reading Standards for Informational Text K–5

Grade 4 Students

Key Ideas and Details

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Craft and Structure

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Integration of Knowledge and Ideas

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledge ably.

Range of Reading and Level of Text Complexity

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the

range.




Writing Standards K–5

Grade 4 Students

Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, s tate an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details .. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

b) Develop the topic with facts, definitions, concrete details, quotations, or other in formation and examples related to the topic.

c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d.Use precise

language and domain-specific vocabulary to inform about or explain the topic.

d) Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and cle ar event

sequences.

a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally.

b) Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c) Use a variety of transitional words and phrases to manage the sequence of events.

d) Use concrete words and phrases and sensory details to convey experiences and events precisely.

e) Provide a conclusion that follows from the narrated experiences or events

Production and Distribution of

Writing

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1–3 above.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.




6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact

and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single s itting.

Research to Build and Present

Knowledge

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

o

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize

information, and provide a list of sources.

o

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a) Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b) Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support

particular points in a text”).

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks, purposes, and audiences.

Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional development offered across the school year to support this standard.




Science Related Standards/Benchmarks

LACC.4.W.3 LACC.4.W.3.8

Research to Build and Present Knowledge Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

LACC.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LACC.4.SL.1.1 LACC.4.SL.1.1

Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

MACC.4.MD MACC.4.MD.1 MACC.4.MD.1.1

Measure and Data Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes and measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number of parts (1,12), (2, 24), (3, 36), …

MACC.4.MD.2 MACC.4.MD.2.4

Represent and Interpret Data Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.




Grade-level Curriculum Guide

Quarter 1

Big Idea 1: The Practice of Science A. Scientific inquiry is a multifaceted activity: the processes of science include the formulation of scientifically investigable questions, construction of

investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method". C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validati on of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science

require creativity in its methods and processes but also in its questions and explanations.

Essential Questions:

Why do we conduct experiments?

How do we conduct investigations and generate explanations based on the evidence?

How do we use tools and observations to compile evidence?

Why is it important to compare results and repeat experiments?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments

Additional Resources/Activities

Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.2 Compare the observations made by different groups using

Moderate to high complexity Give Lesson Quiz after instruction of each lesson #s 1-4 (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative-Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)

www.brainpop.com Keyword: scientific method

Any Bill Nye video on United Streaming Daily Science Journal Writing throughout science units Whole class discussions on the natural world www.thinkcentral.com http://school.discoveryeducation.com/lessonplans/programs/tlc-dinosaurs/

Discovering Dinosaurs http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=420

Sensing Energy See NetTrekker Addendum for additional resources

Literature: McMillan /McGraw Hill Basal Reading Series:

“Putting Together the Pieces of the Puzzle” (38)

“The Gold Rush Game” (667)

Vocabulary:

observe classify estimate measure infer

predict hypothesis collect data interpret data investigate

http://www.brainpop.com/

http://www.thinkcentral.com/

http://school.discoveryeducation.com/lessonplans/programs/tlc-dinosaurs/

http://school.discoveryeducation.com/lessonplans/programs/tlc-dinosaurs/

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=420





multiple tools and seek reasons to explain the differences across groups. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments.

Teacher led hands-on activities to demonstrate the scientific process (eg. for understanding scientific observation and recording data, activity could be observing onion skins under a microscope and recording data; for understanding variables, activity could be changing the incline of a track to see how it affects the distance a marble travels).

experiment identify variable

communicate scientist science observation investigation

hypothesis inference microscope pan balance

spring scale




Science Fusion Text Unit 1 Lessons 1-4

Also reference directed inquiry and guided inquiry investigations in each chapter.

Big Idea 2: The Characteristics of Scientific Knowledge A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding

of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B. Scientific knowledge is durable and robust, but open to change. C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, metho ds, and knowledge of

science include subjectivity, as well as creativity and discovery. Essential Question

What is the focus of science?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.4.N.2.1 Explain that science focuses solely on the natural world. Science Fusion Text Unit 1, Lessons 1-4 Also reference directed inquiry and guided inquiry investigations in each chapter.

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative -Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)

www.brainpop.com Keyword: science project

AIMS:

Finding Your Bearings “Drift Apart” (19) Daily Science Journal Writing throughout science units Whole class discussions on the natural world www.thinkcentral.com

Literature: McMillan /McGraw Hill Basal

Reading Series:

“Let it Snow” (376) “Exploring the Undersea

Territory” (596) “Meet the Inventors” (242) Vocabulary: evidence observation data






Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.

Essential Question:

What are the different types of models used in scientific investigations?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. Science Fusion Text

Unit 1, Lesson 5-6 Also reference directed inquiry and guided inquiry investigations in each chapter.

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)

Picture Perfect Science: Chapter 20 “Brainstorms: From Idea to Invention” (279) See all directed, guided, and independent inquiry investigations for the different benchmarks. Digging Into FCAT Science: “3D Models of Plant and Animal Cells” (76) Digging Into FCAT Science: “Volcanoes” (106) http://www.seed.slb.com/en/scictr/lab/index_virtual.htm

Computer models of a variety of science topics www.thinkcentral.com See NetTrekker Addendum for additional resources

Literature: McMillan /McGraw Hill Basal Reading Series:

“The Gold Rush Game” (667) “He Made the World Brighter”

(222) Additional Titles: Imaginative Inventions by

Charise Harper

Girls Think of Everything: Women Inventors by Catherine Thimmesh

Vocabulary: model

two-dimensional three-dimensional hypothesis replica

animation computer model

http://www.seed.slb.com/en/scictr/lab/index_virtual.htm





Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of o ur Solar System.


How are the movements of the Earth, Sun, moon and stars interrelated?

What are the phases of the moon?

How do the patterns of the stars differ among the seasons?

How does space research and exploration affect the economy of Florida?

Benchmark

Text Alignment

FCAT Info: Content limits, Item specs,

other assessments

Additional Resources/Activities Lit. Connection

Vocabulary

Reading

Open: Specific to teacher, grade,

subject, school

SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. Science Fusion Text

Unit 2, Lesson 1

High complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 5 give Unit 2 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 2 Benchmark Test (Summative)

Digging Into FCAT Science: “How does the moon move?” (60) www.nightsky.jpl.nasa.gov www.stardate.org/nightsky www.kidcosmos.org www.thinkcentral.com See NetTrekker Addendum for additional resources Emerald Coast Science Center Planetarium http://www.ecscience.org/

Literature for ALL BENCHMARKS: Scott Foresman Leveled Readers: Below Level: Earth’s Cycles On-Level: Earth in Motion Advanced: Eclipse

McMillan /McGraw Hill Basal Reading Series:

“Astronaut and the Onion” (82)

“The Solar System” (102) Additional Titles:

Star Tales: North American Indian Stories about the Stars by Gretchen Will Mayo

The Night Sky by Carole Stott Galileo by Leonard Fisher Vocabulary: axis rotation revolution

orbit ellipse eclipse lunar eclipse

solar eclipse constellation

http://www.nightsky.jpl.nasa.gov/

http://www.stardate.org/nightsky

http://www.kidcosmos.org/


http://www.ecscience.org/




SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. Science Fusion Text

Unit 2, Lesson 3

Moderate complexity Picture Perfect Science Lessons: “The Changing Moon” from Chapter 17

www.brainpop.com

Keyword: moon www.brainpop.com

Keyword: earth www.thinkcentral.com See NetTrekker Addendum for additional resources

Vocabulary: eclipse

lunar eclipse solar eclipse constellation moon phases telescope

SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. Science Fusion Text

Unit 2, Lesson 1-2

Moderate complexity. www.windows.ucar.edu Windows to the Universe

www.brainpop.com

Keyword: earth www.thinkcentral.com http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/es0408page01.cfm?chapter_no=04

Explore Earth’s Yearly Revolution http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

Lesson Plan: Day and Night See NetTrekker Addendum for additional resources

Vocabulary:

axis rotation revolution orbit ellipse

gravity

SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. Science Fusion Text

Unit 2, Lesson 1-2

High complexity Full Inquiry: “How does payload affect the distance a model rocket can travel?” (572-573) (From Scott Foresman science text)

www.nasa.gov www.brainpop.com

Keyword: International Space Station www.thinkcentral.com http://daphne.palomar.edu/jthorngren/tutorial.htm

Animation and Information on the Earth’s rotation and revolution around the Sun.




http://www.windows.ucar.edu/



http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/es0408page01.cfm?chapter_no=04

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/es0408page01.cfm?chapter_no=04

http://www.eyeonthesky.org/lessonplans/05sun_daynight.html


http://www.nasa.gov/



http://daphne.palomar.edu/jthorngren/tutorial.htm




http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lp_superstar/

Our Super Star http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.riseset/

Observe Sunrise and Sunset See NetTrekker Addendum for additional resources

SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. Science Fusion Text

Unit 2, Lesson 4

High complexity www.thinkcentral.com www.nasa.gov http://www.spaceag.org/ See NetTrekker Addendum for additional resources

Vocabulary:

telescope space probe



http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.riseset/

http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.riseset/


http://www.nasa.gov/

http://www.spaceag.org/




Quarter 2

Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuousl y altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources.


What are the three categories of rocks?

What are the physical properties of common earth-forming minerals?

What are the differences between physical weathering and erosion?

How do technology and tools extend our ability to observe?

What renewable and nonrenewable resources are found in Florida?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). Science Fusion Text

Unit 3, Lesson 4

Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 6 give Unit 3 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 3 Benchmark Test (Summative)

www.brainpop.com Keyword: types of rock

www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com http://www.rocksforkids.com/

Rocks for Kids www.youtube.com Mr. Lee’s Rock Cycle Rap Directed Inquiry:

“How can you classify rocks and minerals?” (Scott Foresman Text, page 236)

Digging Into FCAT Science: “Uniquely Classy Rocks” (46) See NetTrekker Addendum for additional resources

Literature for ALL BENCHMARKS:

Scott Foresman Leveled Readers: Below Level: Minerals

and Rocks On-Level: Rocks and

Minerals Advanced: Fossil

Detectives

Scott Foresman Leveled Readers: Below Level: Changes to

the Earth’s Surface On-Level: The Changing

Surface of the Earth Advanced: Ice!

Scott Foresman Leveled Readers: Below Level: Using

Natural Resources On-Level: Resources Advanced: Wind Power

McMillan /McGraw Hill Basal Reading Series: “The Power of Oil” (474)


http://www.kidsearth.nasa.gov/

http://www.extremescience.com/


http://www.rocksforkids.com/

http://www.youtube.com/




“Caves” (146) Additional Titles: The Big Wave by Pearl S.

Buck

The Great Kapok Tree by Lynn Cherry

River Ran Wild by Lynn Cherry

Grand Canyon: A Trail through Time by Linda Vieira

Glaciers by Roy Gallant

Caves by Neil Morris Oil Spill by Melvin Berger Vocabulary:

sediment sedimentary rocks fossil igneous rock

metamorphic rocks rock rock cycle

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. Science Fusion Text

Unit 3, Lesson 2-3

Moderate complexity www.brainpop.com Keyword: mineral identification

www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com http://www.rocksforkids.com/

Rocks for Kids Guided Inquiry:

“What properties can you use to identify minerals?” (From Scott Foresman Text)

See NetTrekker Addendum for additional resources

Vocabulary: minerals

luster

SC.4.E.6.3 Recognize that humans need resources found on

Moderate complexity www.brainpop.com Keywords: fossil fuels, humans and the environment, natural resources

Vocabulary: solar energy

humus










Earth and that these are either renewable or nonrenewable. Science Fusion Text

Unit 3, Lesson 3

www.thinkcentral.com http://www.rocksforkids.com/

Rocks for Kids http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_recycle/

Recycling and Compost Picture Perfect Science: Chapter 13: “Oil Spill” (169) Digging Into FCAT Science: “Oil Spill, Oh My!” (30) See NetTrekker Addendum for additional resources

solar cells ore fossil fuels

petroleum conservation recycling resources renewable resources

nonrenewable resources

SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). Science Fusion Text

Unit 3, Lesson 1

Moderate complexity www.brainpop.com Keyword: weathering, erosion

www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com Video:

Magic School Bus Blows Its Top Directed Inquiry:

“How can you observe a mineral wear away?” (260) (From Scott Foresman Text)

Digging Into FCAT Science: “Candy Bar Experiment” (52) and “Lava Flows” (54) See NetTrekker Addendum for additional resources

Vocabulary: landforms weathering erosion

deposition landslide sediment Literature:

SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.

www.thinkcentral.com See NetTrekker Addendum for additional resources.



http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_recycle/

http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_recycle/









Science Fusion Text Unit 2, Lesson 4 Unit 3, Lesson 5

SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). Science Fusion Text

Unit 3, Lesson 5

Low complexity Florida Social Studies Text, Chapter 1 http://fcit.usf/florida/lessons

Florida Then and Now: “Florida Land Then and Now”, and “Florida Water Then and Now”

www.usgs.gov

Science in Your Backyard www.dep.state.fl.us

Florida Geological Survey www.thinkcentral.com See NetTrekker Addendum for additional resources

Vocabulary: solar energy humus solar cells

ore fossil fuels petroleum conservation recycling

resource renewable resources nonrenewable resources

http://fcit.usf/florida/lessons

http://www.usgs.gov/

http://www.dep.state.fl.us/





Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the

other hand, is the measure of force of attraction (gravitational force) between an object and Earth. C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar te rm of "weight" is

recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.


What are the properties and uses of water in each of its states?

What is the Law of Conservation of Mass?

How are physical properties used to measure and compare objects?

What is the property of magnetism and how is it used?

Benchmark

Text Alignment


other assessments


Vocabulary

Reading


subject, school

SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. Science Fusion Text

Unit 4, Lessons 1,2, 5

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 8 give Unit 4 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 4 Benchmark Test (Summative)

www.brainpop.com Keyword: matter


Does Soap Float?: Lesson Plan Directed Inquiry

“What properties cause liquid to form layers?” (316) Digging Into FCAT Science:

“Physical Properties” (7-8) “Mixing Up Mixtures and Solutions” (10) United Streaming:

Mythbusters Episode: States of Matter See NetTrekker Addendum for additional resources

Literature for ALL BENCHMARKS: Scott Foresman Leveled

Readers: Below Level: Properties of

Matter On-Level: Matter’s

Properties Advanced: Lighter Than Air

Scott Foresman Leveled Readers: Below Level: Electricity and

Magnetism On-Level: Electric and

Magnetic Power Advanced: Poles Apart

McMillan /McGraw Hill Basal Reading Series:

“The History of Gold” (682) Additional Titles: Eye Wonder Science Series:

Magnets

Bartholomew and the Oobleck by Dr. Seuss







Vocabulary: change of state

solid liquid gas matter

density mass volume mixture solution

solute solvent solubility physical properties magnet / magnetic

SC.4.P.8.2 Identify properties and common uses of water in each of its states. Science Fusion Text

Unit 4, Lesson 4

Low complexity www.brainpop.com Keyword: states of matter

www.thinkcentral.com http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.waterphases/

Water Phases Slideshow Caldecott Collections to Science “State of Matter” www.brainpop.com

Keyword: Law of Conservation of Mass See NetTrekker Addendum for additional resources

Vocabulary:

change of state solid liquid gas

Matter Physical properties Evaporation Condensation base

SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.

Moderate complexity

AIMS:

Jawbreakers and Heart Thumpers “By Golly, By Gum” www.aimsedu.org www.thinkcentral.com Digging Into FCAT Science: “What can you do with a fruit

Vocabulary: density

mass volume Conservation Law



http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.waterphases/

http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.waterphases/


http://www.aimsedu.org/





Science Fusion Text Unit 4, Lesson 3

bar?” (8) See NetTrekker Addendum for additional resources

SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. Science Fusion Text

Unit 4, Lesson 5-6

High complexity

www.brainpop.com

Keyword: magnets www.thinkcentral.com AIMS:

Mostly Magnets “Stick To It” (1) www.aimsedu.org See NetTrekker Addendum for additional resources Guided Inquiry

“What is an Electromagnet?” (394) (From Scott Foresman Text)

Vocabulary:

magnetism magnetic field magnet magnetic poles electromagnet

motor







Quarter 3

Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.

Essential Question:

What are changes in materials that result in other materials with different characteristics?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. Science Fusion Text (Unit 5, Lesson 1-2)

Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 9 give Unit 5 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 5 Benchmark Test (Summative)

Guided Inquiry: “How can you change the properties of glue?” (Scott Foresman Text 338-339)

Picture Perfect Science Lessons by NSTA

Chapter 16: Chemical Change Café (215) www.thinkcentral.com See NetTrekker Addendum for additional resources

Literature: Scott Foresman Leveled

Readers: Below Level: Properties

of Matter On-Level: Matter’s

Properties Advanced: Lighter Than

Air McMillan /McGraw Hill Basal

Reading Series: “The History of Gold”

(682) Vocabulary: physical change

chemical change





Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.


What are the basic forms of energy?

How does energy cause motion and create change?

How is sound produced?

How are moving water and air used as sources of energy?

Benchmark

Text Alignment


other assessments


Vocabulary

Reading


subject, school

SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. Science Fusion Text

Unit 6, Lesson 1-2

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 10 give Unit 6 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 6 Benchmark Test (Summative)

www.brainpop.com Keyword: forms of energy

www.aimsedu.org

various energy experiments www.energyquest.ca.gov

Energy Facts www.thinkcentral.com Directed Inquiry:

“How do you make things warmer?” (Scott Foresman Text 348)

Guided Inquiry:

“How are thermal energy and temperature different?” (360)

“How is light reflected and refracted?” (426) Digging Into FCAT Science: “Rolling Along” (45-46) http://www.eia.doe.gov/kids/

Energy Resource website See NetTrekker Addendum for additional resources


Readers: Below Level: Heat On-Level: Energy from

Heat Advanced: How HOT?

Scott Foresman Leveled Readers: Below Level: Electricity

and Magnetism On-Level: Electric and

Magnetic Power Advanced: Poles Apart

Scott Foresman Leveled Readers:

Below Level: Sound and Light

On-Level: Light and Sound Waves

Advanced: Movie Science

Scott Foresman Leveled Readers: Below Level: Objects in

Motion On-Level: Motion Advanced: Newton and

GRAVITY



http://www.energyquest.ca.gov/


http://www.eia.doe.gov/kids/




McMillan /McGraw Hill Basal

Reading Series: “Windmills on the

Prairies” (478) “Clean as a Breeze”

(472) Additional Titles: The Remarkable Farkle

McBride by John Lithgow

Sound by Jenny Karpelenia Vocabulary:

thermal energy static electricity kinetic energy potential energy

energy electrical energy chemical energy mechanical energy work

reflection absorption transparent translucent

opaque refraction

SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. Science Fusion Text

Unit 6, Lessons 1, 2, & 4

Moderate complexity www.brainpop.com Keyword: motion

www.thinkcentral.com Digging Into FCAT Science: “Time Trials” (34) “Blast Off” (40)

http://www.andythelwell.com/blobz/

Interactive Activity and Quiz on Electricity See NetTrekker Addendum for additional resources

Vocabulary: kinetic energy potential energy work



http://www.andythelwell.com/blobz/




SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. Science Fusion Text (Unit 6, Lesson 1, 3)

High complexity www.brainpop.com Keyword: sound

www.thinkcentral.com The Magic School Bus - Inside the Haunted House (video) Directed Inquiry:

“What makes sound change?” (Scott Foresman Text 404)

Picture Perfect Science Chapter 15, “Sounds of Science” (205) www.aimsedu.org

various sound experiments See NetTrekker Addendum for additional resources

Vocabulary: compression

frequency wavelength pitch

SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. Science Fusion Text

Unit 6, Lesson 4

Moderate complexity www.brainpop.com Keyword: wind, water

AIMS:

Popping with Power “Wind Rollers” (41) http://www.kidwind.org/lessons/teachers.html

Wind Energy Lesson Plans See NetTrekker Addendum for additional resources

Vocabulary:

wind energy hydroelectric energy solar energy





http://www.kidwind.org/lessons/teachers.html




Big Idea 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.


How does heat move?

What is the difference between conductors and insulators?

Benchmark

Text Alignment


other assessments


Vocabulary

Reading


subject, school

SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature Science Fusion Text

Unit 7, Lessons 1, 2, & 4

.

Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 11 give Unit 7 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 7 Benchmark Test (Summative)

www.thinkcentral.com Available through United Streaming:

Bill Nye the Science Guy: Energy (video) Magic School Bus Gets Energized (video) See NetTrekker Addendum for additional resources


Readers: Below Level: Heat On-Level: Energy from

Heat Advanced: How HOT?

McMillan /McGraw Hill Basal Reading Series: “Windmills on the Prairies”

(478) “How Ben Franklin Stole

the Lightning” (226) Vocabulary: thermal energy conduction conductor

insulator convection current radiation heat

SC.4.P.11.2 Identify common materials that conduct heat well or poorly. Science Fusion Text

Unit 7, Lessons, 3, 4

Low complexity www.thinkcentral.com Inquiry: “What material is the best heat conductor?” (Scott

Foresman Text TE: 345E) Aims: Popping with Power “Hot Head” (32) See NetTrekker Addendum for additional resources

Vocabulary:

thermal energy conduction conductor insulator convection current

radiation heat






Quarter 4 Big Idea 12: Motion of Objects

A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.


What is motion?

How does force affect moving objects?

How are force, mass, and energy related?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. Science Fusion Text

Unit 8, Lesson 1

Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 12 give Unit 8 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 8 Benchmark Test (Summative)

www.thinkcentral.com

Guided Inquiry: “How does friction affect motion?” (Scott Foresman Text 450-451)

http://www.learner.org/interactives/parkphysics/

Good background and real world information Activity: Sidetracked Create a path for a marble or toy car that causes it to

slow down, speed up and change direction. Use split empty toilet paper rolls, connect to create trough/chute style track.

Describe the design created in learning logs. http://www.hometrainingtools.com/articles/balloon-rocket-car-project.html

Website with lesson for Balloon Rocket Car See NetTrekker Addendum for additional resources


Readers: Below Level: Objects in

Motion On-Level: Motion Advanced: Newton and

GRAVITY

McMillan /McGraw Hill Basal Reading Series: “Mighty Jackie” (152) “Motions in Baseball” (170)

Additional Titles:

Sheep in a Jeep by Nancy Shaw

Forces and Movement by Peter Riley

Vocabulary:

force friction

SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.

Moderate complexity www.thinkcentral.com Directed Inquiry:

“What can change a marble’s speed?” (Scott Foresman Text 436) Picture Perfect Science Lessons Chapter 14: Sheep in a Jeep (181)

Vocabulary: relative motion

frame of reference speed velocity position

acceleration


http://www.learner.org/interactives/parkphysics/

http://www.sdcoe.k12.ca.us/score/actbank/tlearnlog.htm

http://www.hometrainingtools.com/articles/balloon-rocket-car-project.html

http://www.hometrainingtools.com/articles/balloon-rocket-car-project.html





Science Fusion Text

Unit 8, Lesson 1-2

Full Inquiry:

“How is motion affected by mass?” (Scott Foresman Text 484-485)

http://school.discoveryeducation.com/lessonplans/programs/rulesforces/

Toy Car Experiment http://school.discoveryeducation.com/lessonplans/programs/forces/

Luge experiment on friction

motion

gravity



http://school.discoveryeducation.com/lessonplans/programs/forces/

http://school.discoveryeducation.com/lessonplans/programs/forces/




Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.


What is the process of sexual reproduction in flowering plants?

What are the major stages in the life cycles of Florida plants and animals?

How does heredity and learning shape animal behaviors?

How does the environment affect characteristics of plants and animals?

Benchmark

Text Alignment


other assessments


Vocabulary

Reading


subject, school

SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. Science Fusion Text

Unit 9, Lessons 1-2

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 16 give Unit 9 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 9 Benchmark Test (Summative)

www.brainpop.com Keyword: seed plants, pollination

www.sci.mus.mn.us/sln/tf/d/dandelion/dandelion.html

Dandelion seed travel www.thinkcentral.com Guided Inquiry:

“How can you grow a potato plant without a seed?” (Scott Foresman Text 66)

http://urbanext.illinois.edu/gpe/

The Great Plant Escape Interactive Web Activity http://www.teachersdomain.org/resource/lsps07.sci.life.stru.seedplant/

Life Cycle of a Seed Plant http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/

The Life Cycle of a Plant Interactive Web Activity www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt

The Life Cycle of a Bean Plant PowerPoint See NetTrekker Addendum for additional resources


Readers: Below Level: Classifying

Plants and Animals On-Level: Plant and Animal

Classification Advanced: Reptile or

Amphibian? Scott Foresman Leveled

Readers: Below Level: Energy from

Plants On-Level: How Plants

Grow and Change Advanced: Weird Plants

Additional Titles: Magic School Bus Titles

(“Plants a Seed”, Animal Habitats)

Seasons of Arnold’s Apple Tree by Gail Gibbons

Wild Babies by Seymour Simon

Vocabulary: sepal pistil

stamen


http://www.sci.mus.mn.us/sln/tf/d/dandelion/


http://urbanext.illinois.edu/gpe/

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/

http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt

http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt




www.mimioconnect.com “Parts of a Flower”

ovary fertilization germination

maturity pollination

SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. Science Fusion Text

Unit 9, Lesson 4

High complexity www.brainpop.com Keyword: plant growth

www.thinkcentral.com AIMS: Budding Botanist: “A Flower Study” (49) http://www.sciencenetlinks.com/lessons.cfm?DocID=81

Bird Beak Lesson http://www.tryscience.org/experiments/experiments_begin.html?botany

Animal Attraction Interactive Activity http://www.sciencenetlinks.com/interactives/class.html

Interactive Game Show with Animal Characteristics http://pelotes.jea.com/ Animals and Plants: Alligators, Amazing Ants, Bats,

Birds, Black Bears, Butterfly Biology, Butterfly Gardens, Caterpillars, Mammals Mammoths, Manatees, Migration, Plant Adaptations, Red Wolves, Reptiles, Spiders, Dragonflies, Longleaf Pines,

Resources & Responsibilities: Clean Coal, Coral Reefs, Electrical Safety, Energy Conservation, Hurricanes, Recycling, Sandy Beaches, Solar Science, Water Conservation, Wetlands, Wild Parrot Pets, Zoo Endangered Species, Fire in the Woods

Project EE Curricula: Project WET: Aquabodies, Piece it Together, What’s the Solution? Project WILD: Animal Poetry, Bearly Born & How Many Bears Live in this Forest? Project Aquatic WILD:Alice in Waterland, Water Wings, Where Have the Salmon Gone?

http://flame.fl-dof.com/apps/trees.php

Forest Trees of Florida See NetTrekker Addendum for additional resources

Vocabulary: adaptation predator

dormant heredity learned behavior instinct

http://www.mimioconnect.com/



http://www.sciencenetlinks.com/lessons.cfm?DocID=81

http://www.tryscience.org/experiments/experiments_begin.html?botany

http://www.tryscience.org/experiments/experiments_begin.html?botany

http://www.sciencenetlinks.com/interactives/class.html

http://pelotes.jea.com/

http://pelotes.jea.com/TeacherInfo/pdfs/Alligators.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/AmazingAnts.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Bats.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Birds.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Black%20Bears.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Butterfly%20Biology.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Butterfly%20Gardens.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Caterpillars.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Mammals.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Mammoths.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Manatees.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Migration.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Plant%20Adaptations.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Red%20Wolves.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Reptiles.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Spiders.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Dragonflies.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Longleaf%20Pines.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Clean%20Coal.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Coral%20Reefs.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Electrical%20Safety.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Energy%20Conservation.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Hurricanes.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Recycling.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Sandy%20Beaches.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Solar%20Science.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Water%20Conservation.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Water%20Conservation.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Wetlands.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Parrot%20Pets.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Zoo%20Endangered%20Species.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Zoo%20Endangered%20Species.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/FIre%20in%20the%20Woods.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WET%20Aquabodies.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WET%20Piece%20it%20Together.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WET%20Whats%20the%20Solution.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WET%20Whats%20the%20Solution.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WILD%20Animal%20Poetry.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WILD%20Bearly%20Born.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/WILD%20Bearly%20Born.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/AQU%20Alice%20in%20Waterland.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/AQU%20Water%20Wings.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/AQU%20Salmon%20Gone.pdf





SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. Science Fusion Text

Unit 9, Lesson 4

High complexity www.brainpop.com Keyword: behavior

Digging Into FCAT Science:

“You Are So Unique!” (78) http://teacher.scholastic.com/dirtrep/animal/index.htm

Investigate and Report Animal Adaptations See NetTrekker Addendum for additional resources

Vocabulary: adaptation

predator instinct learned behavior offspring heredity

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants. Science Fusion Text

Unit 9, Lessons 1, 3 Supplement with Social Studies text and research

Moderate complexity www.thinkcentral.com www.brainpop.com

Keyword: behavior AIMS:

Math + Science: “Dealing with Data” (35) www.fcit.usf.edu/florida/lessons www.dep.state.fl.us/evergladesforever

Florida Then and Now website: “The Florida Everglades” http://www.reachoutmichigan.org/funexperiments/quick/eric/mealworm.html

Mealworm Metamorphosis http://naturalsciences.sdsu.edu/classes/lab2.6/lab2.6.html

How do flowering plants reproduce? See NetTrekker Addendum for additional resources

Vocabulary:

dormant complete metamorphosis incomplete metamorphosis nymph

life cycle


http://teacher.scholastic.com/dirtrep/animal/index.htm



http://www.fcit.usf.edu/florida/lessons

http://www.dep.state.fl.us/evergladesforever

http://www.reachoutmichigan.org/funexperiments/quick/eric/mealworm.html

http://www.reachoutmichigan.org/funexperiments/quick/eric/mealworm.html

http://naturalsciences.sdsu.edu/classes/lab2.6/lab2.6.html




Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic n eeds. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.


What are the seasonal changes in Florida plants and animals?

How does energy flow in a food chain?

How do plants and animals impact the environment?

Benchmark

Text Alignment


other assessments


Vocabulary

Reading


subject, school

SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. Science Fusion Text

Unit 10, Lesson 1

Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 17 give Unit 10 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 10 Benchmark Test (Summative)

See Social Studies Text for additional information. www.basinalliance.org/watershed-intro-lakes.htm

Coastal Dune Lakes www.discover30a.com/discover

Coastal Dune Lakes www.thinkcentral.com http://flame.fl-dof.com/apps/trees.php

Forest Trees of Florida


Readers: Below Level: Ecosystems On-Level: Life in an

Ecosystem Advanced: Pond Life

Scott Foresman Leveled Readers: Below Level: Changes in

Ecosystems On-Level: Ecosystem

Changes Advanced: Parasitic Life

McMillan /McGraw Hill Basal Reading Series: “Food Chains-Predator vs.

Prey” (298) “Let It Snow” (376) “Waves and Climate”

(530) “Snakes” (266) “Getting to Know Sharks”

(660) “Protect Our Valuable

Oceans” (274) “Adapting to Survive”

(714)

http://www.basinalliance.org/watershed-intro-lakes.htm

http://www.discover30a.com/discover






Additional Titles:

Turtle Bay by Saviour Pirotta Turtle, Turtle, Watch Out! by

April Pulley Sayre

Who Eats What? by Patricia Lauber

Vocabulary:

dormancy hibernation migration

SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. Science Fusion Text

Unit 10, Lesson 2

Moderate complexity www.brainpop.com Keyword: food chain

www.thinkcentral.com See NetTrekker Addendum for additional resources

Vocabulary:

decomposers consumers energy transfer producers nutrients

photosynthesis

SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. Science Fusion Text

Unit 10, Lesson 3

Moderate complexity

www.brainpop.com Keyword: ecosystems

www.thinkcentral.com Digging Into FCAT Science:

“Web of Life” (72) “Making a Food Web” (89) Guided Inquiry:

“What do decomposers do?” (Scott Foresman Text 96-97)

See NetTrekker Addendum for additional resources

Vocabulary:

herbivores carnivores omnivores food chain

food web prey

Left blank intentionally








SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. Science Fusion Text

Unit 10, Lessons 4, 5

High complexity www.thinkcentral.com http://www.teachersdomain.org/resource/tdc02.sci.life.colt.beaver/

Beavers: Video http://www.sciencenetlinks.com/lessons.php?BenchmarkID=3&DocID=139

Engineering Solutions Directed Inquiry: “What is the effect of crowding on plants?” (Scott

Foresman Text 108)

“How can you make a model of an earthworm habitat?” (Scott Foresman Text 76-77)

Guided Inquiry:

“How can a change in the environment affect plant growth?” (130)

Picture Perfect Science:

Chapter 12 “Turtle Hurdles” (153) See NetTrekker Addendum for additional resources

Vocabulary: succession

extinct endangered environment hazardous waste pollution

conservation


http://www.teachersdomain.org/resource/tdc02.sci.life.colt.beaver/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.beaver/






NetTrekker Addendum

(Additional Resources by Benchmark)

Web Address: http://school.nettrekker.com

How to Sign In:

o Username: Your user name is comprised of 46 (the district number), your whole last name, and the first three letters of your fi rst name.

Example: Jennifer Jones’ username would be: 46jonesjen

o Password: Your password will always be Okaloosa

Big Idea 1: The Practice of Science

o SC.4.N.1.1:

http://www.hunkinsexperiments.com/ (Hunkin’s Experiments)

http://www.spartechsoftware.com/reeko/ (Reeko’s Mad Scientist Lab)

http://www.iknowthat.com/com/L3?Area=Science%20Lab (I Know That : Science Lab)

o SC.4.N.1.2:

http://www.brainpopjr.com/science/scienceskills/makingobservations/ (BrainPop Jr.: Making Observations)

o SC.4.N.1.3:

http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=78fc114d-bec1-4208-bebd-1d932a5b8a1d (Discovery Education:

Scientific Inquiry Simulation)

http://www.wonderville.ca/v1/activities/pipeline/pipeline.html (Wonderville: The Great Pipeline Plan)

http://pbskids.org/dragonflytv/games/game_balance.html (PBS Teachers: Weebit World)

http://pbskids.org/dragonflytv/show/taekwondo.html (PBS Teachers: Tae Kwon Do)

http://www.quia.com/custom/457main.html (Nature of Science: Scientific Method)

o SC.4.N.1.4

o SC.4.N.1.5

http://www.sciencebuddies.org/mentoring/project_data_analysis.shtml (Science Buddies: Scientific Method: Data Analysis/Graphs)

http://library.thinkquest.org/J001402F/observing.htm (ThinkQuest: Scientific Method: Observing and Recording)

o SC.4.N.1.6

o SC.4.N.1.7

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=117 (Color Burst)

o SC.4.N.1.8

Big Idea 2: The Characteristics of Scientific Knowledge

o SC.4.N.2.1

Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models

o SC.4.N.3.1

http://pbskids.org/dragonflytv//show/modelrockets.html (PBS Teachers: Model Rockets)

http://school.nettrekker.com/

http://www.hunkinsexperiments.com/

http://www.spartechsoftware.com/reeko/

http://www.iknowthat.com/com/L3?Area=Science%20Lab

http://www.brainpopjr.com/science/scienceskills/makingobservations/

http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=78fc114d-bec1-4208-bebd-1d932a5b8a1d

http://www.wonderville.ca/v1/activities/pipeline/pipeline.html

http://pbskids.org/dragonflytv/games/game_balance.html

http://pbskids.org/dragonflytv/show/taekwondo.html

http://www.quia.com/custom/457main.html

http://www.sciencebuddies.org/mentoring/project_data_analysis.shtml

http://library.thinkquest.org/J001402F/observing.htm


http://pbskids.org/dragonflytv/show/modelrockets.html




Big Idea 5: Earth in Space and Time

o SC.4.E.5.1

http://www.nrc-cnrc.gc.ca/eng/education/astronomy/constellations/planisphere.html (Planisphere)

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0407/es0407page01.cfm?chapter_no=visualization

(Observe the Night Sky Over a Year)

o SC.4.E.5.2

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/phases.asp (University of Manchester: Phases of

the Moon)

http://www.harcourtschool.com/activity/science_up_close/611/deploy/interface.html (HMH: Science CloseUp: Phases of the Moon)

o SC.4.E.5.3

http://oceancolor.gsfc.nasa.gov/cgi/biosphere_globes.pl (NASA: Biosphere Globes)

http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm (As the Earth Turns)

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml (BBC: Earth, Sun, and Moon)

o SC.4.E.5.4

http://www.eyeonthesky.org/lessonplans/05sun_daynight.html (What Makes Day and Night?)

http://www.prometheanplanet.com/server.php?show=conResource.7758 (Promethean Planet: Earth and Space – Day and Night)

o SC.4.E.5.5

http://dln.nasa.gov/dln/content/catalog/details/?cid=610 (Celebrate NASA’s 50th

Birthday)

http://spaceplace.jpl.nasa.gov/en/educators/teachers_rocket_images.shtml (NASA: The Space Place)

Big Idea 6: Earth Structures

o SC.4.E.6.1

http://www.windows.ucar.edu/tour/link=/earth/geology/ig_intro.html (Window To the Universe: Igneous Rocks)

http://library.thinkquest.org/J002289/meta.html?tqskip1=1 (This Planet Really Rocks: Metamorphic Rocks)

http://www.windows.ucar.edu/tour/link=/earth/geology/sed_clastic.html (Windows To the Universe: Sedimentary Rocks)

o SC.4.E.6.2

http://library.thinkquest.org/J002289/ident.html?tqskip1=1 (This Planet Really Rocks: How Are Minerals Identified?)

http://www.schools.utah.gov/curr/science/sciber00/7th/earth/sciber/minerid.htm (Identifying and Classifying Minerals)

o SC.4.E.6.3

http://urbanext.illinois.edu/world/nres.html (Schools Online: Knowing Your World: Natural Resources)

o SC.4.E.6.4

http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.erosion/ (Teacher’s Domain: Erosion and Weathering)

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_earth/cu b_earth_le

sson5_activity1.xml (Teach Engineering: Glaciers, Water, and Wind, Oh My!)

o SC.4.E.6.5

http://www.cartage.org.lb/en/themes/Sciences/Chemistry/Analyticalchemistry/LabEquipment/LabEquipment.htm (Lab Equipment)

http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.ztelegirl/ (Telescope Girl)

http://www.nrc-cnrc.gc.ca/eng/education/astronomy/constellations/planisphere.html

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0407/es0407page01.cfm?chapter_no=visualization

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/phases.asp

http://www.harcourtschool.com/activity/science_up_close/611/deploy/interface.html

http://oceancolor.gsfc.nasa.gov/cgi/biosphere_globes.pl

http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml


http://www.prometheanplanet.com/server.php?show=conResource.7758

http://dln.nasa.gov/dln/content/catalog/details/?cid=610

http://spaceplace.jpl.nasa.gov/en/educators/teachers_rocket_images.shtml

http://www.windows.ucar.edu/tour/link=/earth/geology/ig_intro.html

http://library.thinkquest.org/J002289/meta.html?tqskip1=1

http://www.windows.ucar.edu/tour/link=/earth/geology/sed_clastic.html

http://library.thinkquest.org/J002289/ident.html?tqskip1=1

http://www.schools.utah.gov/curr/science/sciber00/7th/earth/sciber/minerid.htm

http://urbanext.illinois.edu/world/nres.html

http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.erosion/

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_earth/cub_earth_lesson5_activity1.xml

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_earth/cub_earth_lesson5_activity1.xml

http://www.cartage.org.lb/en/themes/Sciences/Chemistry/Analyticalchemistry/LabEquipment/LabEquipment.htm

http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.ztelegirl/




o SC.4.E.6.6

http://www.sciencemuseum.org.uk/exhibitions/energy/site/EIZCaseStudy4Item4.asp (Science Museum: Solar Power)

http://tonto.eia.doe.gov/kids/energy.cfm?page=wind_home-basics-k.cfm (Wind Energy – Moving Air)

Big Idea 8: Properties of Matter

o SC.4.P.8.1

http://www.amnh.org/ology/xCards/index.php?cardNumber=172 (American Museum of Natural History: Mass and Weight Ology Card)

http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.cgvolume/ (Teacher’s Domain: Volume and Shape)

o SC.4.P.8.2

http://pbskids.org/jayjay/care.curr.cl.l3.act.html (PBS Kids: Experiments with Water)

http://www.nyu.edu/pages/mathmol/textbook/3gradecover.html (NYU: Welcome to Water)

o SC.4.P.8.3

o SC.4.P.8.4

http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210 (Magnets and Forces)

http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210 (Teach Engineering: Magnetic

Personality)

Big Idea 9: Changes in Matter

o SC.4.P.9.1

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_decomposers_mar

y_act/duk_decomposers_mary_act.xml (How Fast Can a Carrot Rot?)

Big Idea 10: Forms of Energy

o SC.4.P.10.1

http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfgames/ (Teacher’s Domain: Carnival Physics: Midway Games)

http://www.physics4kids.com/files/motion_energy.html (Physics4Kids: Energy Around Us)

o SC.4.P.10.2

http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/ (Teacher’s Domain: Invisible Forces)

http://www.ambromley.co.uk/fizz.html (Real Time 3D Physics Simulator)

o SC.4.P.10.3

http://www.teachersdomain.org/resource/phy03.sci.phys.howmove.collage/ (Teachers Domain: Understanding Vibration and Pitch)

http://www.smm.org/sound/activity/ssl10.htm (Changing Pitch By Changing Tension)

o SC.4.P.10.4

http://www.thecoolroom.org/education/ed_apple.htm (The Cool Room: Energy From the Sun)

Big Idea 11: Energy Transfer and Transformations

o SC.4.P.11.1

http://www.harcourtschool.com/activity/science_up_close/615/deploy/interface.html (HMH: Thermal Energy Transfer)

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_heattransfer_smar

y_act/duk_heattransfer_smary_act.xml (Teaching Engineering: Hot Cans and Cold Cans)

http://www.sciencemuseum.org.uk/exhibitions/energy/site/EIZCaseStudy4Item4.asp

http://tonto.eia.doe.gov/kids/energy.cfm?page=wind_home-basics-k.cfm

http://www.amnh.org/ology/xCards/index.php?cardNumber=172

http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.cgvolume/

http://pbskids.org/jayjay/care.curr.cl.l3.act.html

http://www.nyu.edu/pages/mathmol/textbook/3gradecover.html

http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210

http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_decomposers_mary_act/duk_decomposers_mary_act.xml

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_decomposers_mary_act/duk_decomposers_mary_act.xml

http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfgames/

http://www.physics4kids.com/files/motion_energy.html

http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/

http://www.ambromley.co.uk/fizz.html

http://www.teachersdomain.org/resource/phy03.sci.phys.howmove.collage/

http://www.smm.org/sound/activity/ssl10.htm

http://www.thecoolroom.org/education/ed_apple.htm

http://www.harcourtschool.com/activity/science_up_close/615/deploy/interface.html

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_heattransfer_smary_act/duk_heattransfer_smary_act.xml

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_heattransfer_smary_act/duk_heattransfer_smary_act.xml




o SC.4.P.11.2

http://mypages.iit.edu/~smile/ch9508.html (Passing the Heat Along)

Big Idea 12: Motion of Objects

o SC.4.P.12.1

http://www.eduplace.com/science/sla/tg/k/wheel_tg.html (Science Library Adventures: Wheel Away)

http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/ (Teacher’s Domain: Invisible Forces)

o SC.4.P.12.2

http://www.physics4kids.com/files/motion_velocity.html (Physics4Kids: Velocity, Motion, and Speed, Oh, My!)

http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfwaterslide/ (Waterslides)

Big Idea 16: Heredity and Reproduction

o SC.4.L.16.1

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/play.shtml (BBC: Living Things - Interactive Game)

http://school.nettrekker.com/goExternal?np=/external.ftl&pp=/error_ie6.ftl&evlCode=299807&productName=school (Teacher’s Domain:

From Seed to Flower)

o SC.4.L.16.2

http://www.nature.ca/genome/04/042/042_10_e.cfm (Heredity Traits Poll)

o SC.4.L.16.3

http://animals.howstuffworks.com/animal-facts/animal-camouflage.htm (Animal Camouflage)

http://www.pbs.org/wnet/nature/episodes/inside-the-animal-mind/introduction/2081/ (PBS: Animal Minds)

o SC.4.L.16.4

http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.stagecards/ (Teacher’s Domain: Life Stages Cards)

http://education.smarttech.com/ste/en-

US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/K-

3/Science/Life+Cycles+of+Plants+and+Animals.htm (Smart: Life Cycles Plants and Resources)

Big Idea 17: Interdependence

o SC.4.L.17.1

o SC.4.L.17.2

http://www.schools.utah.gov/curr/science/core/8thgrd/sciber8/bio_ener/html/chains.htm (Food Chain Practice)

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_environ/ cub_enviro

n_lesson01_activity1.xml (TeachEngineering: Environmental Interactions)

o SC.4.L.17.3

http://www.teachersdomain.org/resource/tdc02.sci.life.oate.energyflow/ (Teacher’s Domain: Energy Flow)

http://education.smarttech.com/ste/en-

US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/4 -6/Science/Food+Chain.htm

(SMART: Food Chain)

http://mypages.iit.edu/~smile/ch9508.html

http://www.eduplace.com/science/sla/tg/k/wheel_tg.html

http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/

http://www.physics4kids.com/files/motion_velocity.html

http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfwaterslide/

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/play.shtml

http://school.nettrekker.com/goExternal?np=/external.ftl&pp=/error_ie6.ftl&evlCode=299807&productName=school

http://www.nature.ca/genome/04/042/042_10_e.cfm

http://animals.howstuffworks.com/animal-facts/animal-camouflage.htm

http://www.pbs.org/wnet/nature/episodes/inside-the-animal-mind/introduction/2081/

http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.stagecards/

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/K-3/Science/Life+Cycles+of+Plants+and+Animals.htm



http://www.schools.utah.gov/curr/science/core/8thgrd/sciber8/bio_ener/html/chains.htm

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_environ/cub_environ_lesson01_activity1.xml

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_environ/cub_environ_lesson01_activity1.xml

http://www.teachersdomain.org/resource/tdc02.sci.life.oate.energyflow/

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/4-6/Science/Food+Chain.htm

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/4-6/Science/Food+Chain.htm




o SC.4.L.17.4

http://www.rustletheleaf.com/lessonplans.html (Rustle the Leaf: Teaching Resources)

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_air/cub_ air_lesson

01_activity4.xml (TeachEngineering: Environmental History Timeline)

http://www.rustletheleaf.com/lessonplans.html

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_air/cub_air_lesson01_activity4.xml

http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_air/cub_air_lesson01_activity4.xml




Textbook Correlation to Florida Science Standards

Houghton Mifflin Harcourt Science Fusion Correlation - See TE T20-T27

Scott Foresman Science Correlation follows

Introduction

This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher’s Edition with additional references to the FCAT Test Prep Booklet.

Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry

Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.




Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short.

Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizab le Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Benchmark Code

Florida Sunshine State Standards Scott Foresman Science

SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.

SE/TE: 494–495, 504–505 FCAT Test Prep: 119

SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month.

SE/TE: 500–503 FCAT Test Prep: 117, 118, 134, 151

SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.

SE/TE: 494–499 FCAT Test Prep: 115, 116, 120, 133, 138, 151

SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.

SE/TE: 489E, 496–499, 500–505, 524–525 FCAT Test Prep: 117, 118, 121, 134, 138, 151

SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida.

SE/TE: Grade 3: 96; Grade 5: Space and Technology in Florida Science Online p. 4

SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).

SE/TE: 242–245, 246–249 FCAT Test Prep: 50, 53, 54, 69, 70, 72, 144




Benchmark Code


SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

SE/TE: 236, 238–241, 250–251 FCAT Test Prep: 49, 68

SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SE/TE: 284, 286–291, 292–297, 298–299, 300–301, 304 FCAT Test Prep: 61, 62, 63, 64, 66, 71, 143, 145, 154

SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

SE/TE: 260, 262–265, 266–269, 308–311 FCAT Test Prep: 55, 56, 69, 72, 153

SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.

SE/TE: 4, 206–207, 554–555, 566–567 FCAT Test Prep: 1

SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

Related content: SE/TE: 284, 286–291, 292–295 See also Physical Science in Florida–Science Online p. 2 FCAT Test Prep: 61, 63, 89

SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

SE/TE: 16–17, 54–57, 58–65 FCAT Test Prep: 8, 10, 11, 12, 32, 33, 140

SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

SE/TE: 26–29, 50–53 FCAT Test Prep: 4, 13, 21, 22, 23, 34, 141

SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. SE/TE: 1E, 26–33 FCAT Test Prep: 15, 31

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and f lowering and non-flowering seed-bearing plants.

SE/TE: 40, 136 FCAT Test Prep: 4, 5, 10

SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

SE/TE: 90–91




Benchmark Code


SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.

SE/TE: 84–89 FCAT Test Prep: 14, 15, 16, 18, 19, 36

SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

SE/TE: 73E, 84–89, 92–95 FCAT Test Prep: 14, 15, 16, 17, 18, 20, 32, 33, 36, 139, 140

SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SE/TE: 118–123, 124–129 FCAT Test Prep: 21, 23, 24

SC.4.N.1.1

Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

These are some of the many examples. SE/TE: 34–35, 44, 96–97, 108, 130–131, 172–175, 212, 274–275, 308–311, 338–339, 394–395, 404, 474–475, 484–487, 572–575

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

SE/TE: 176, 226–227, 236, 250–251, 312, 436, 450–451, 474–475, 484–487, 488, 576

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.

SE/TE: 44, 140, 180, 212, 226–227, 260, 274–275, 316, 348, 372, 404, 426–427, 492, 506–507, 538–539

SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SE/TE: 172–175, 308–311, 484–487, 572–575

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SE/TE: 176, 312, 488, 576

SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

SE/TE: 172–175, 250–251, 308–311, 338–339, 450–451, 484–487, 506–507, 572–575

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SE/TE: 40, 72, 104, 136, 168, 208, 232, 256, 280, 344, 368, 400, 432, 480, 512, 544, 568

SC.4.N.1.8 Recognize that science involves creativity in designing experiments. SE/TE: 176, 304, 312, 456, 488, 568, 576

SC.4.N.2.1 Explain that science focuses solely on the natural world. SE/TE: 105D, 130–131, 172–175, 177D, 200–201, 281D, 298–299, 308–311, 345D, 360–361, 484–487, 572–575

SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

SE/TE: 76, 140, 162–163, 176, 209E, 212, 223E, 298–299, 312, 369E, 457E, 489E, 513E, 516, 538–539, 545E, 548, 530–561, 572–575, 576




Benchmark Code


SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

SE/TE: 316, 322–327, 340–341 FCAT Test Prep: 73, 74, 75, 77, 146

SC.4.P.8.2 Identify properties and common uses of water in each of its states. SE/TE: 320–321, 334–335 FCAT Test Prep: 73, 79, 109, 147

SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.

SE/TE: 322–323 FCAT Test Prep: 109

SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.

SE/TE: 382–385, 386–389, 390–391, 394–395 FCAT Test Prep: 86, 87, 147

SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.

SE/TE: 86–89, 94–95, 332–337, 338–339 FCAT Test Prep: 32, 76, 78, 109, 139, 146

SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

SE/TE: 348, 350–353, 360–361, 366–367, 372, 378–381, 392–393, 406–409, 416–419, 448–449 FCAT Test Prep: 86, 91, 92, 93, 94, 101, 112

SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. SE/TE: 352–353, 356–357, 386–389, 390–393 FCAT Test Prep: 79, 80, 81, 82, 83, 84, 109

SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.

SE/TE: 404, 406–411, 412–415 FCAT Test Prep: 91, 92, 111

SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things.

SE/TE: 266–269, 308–311, 392–393, 572–575 FCAT Test Prep: 56, 63, 89, 113

SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.

SE/TE: 354–359, 360–361 FCAT Test Prep: 80, 81

SC.4.P.11.2 Identify common materials that conduct heat well or poorly. SE/TE: 345E, 354–355 FCAT Test Prep: 81, 82, 83, 84

SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction.

SE/TE: 438–441 FCAT Test Prep: 97, 98, 112

SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.

SE/TE: 428–429, 436, 440–441, 452–453 FCAT Test Prep: 97, 98, 112, 149




Science Resources Guide Read and Understand Science Series

Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

Project Wild Activity Guide

Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390

http://www.projectwild.org/educators.htm

Digging Into FCAT Science – Inquiry Based Activities

Florida Educational Tools, (904) 998-1918 or (800) 586-9940

www.fledtools.com

Integrating Science with Reading Instruction Grades 5&6

By Trisha Callella and Marilyn Marks, Creative Teaching Press

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

AIMS Education Foundation On-line Store

Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry

By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431

More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4

By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten

By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press

http://www.redleafpress.org/productdetails.cfm?PC=183

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

http://www.projectwild.org/educators.htm

http://www.fledtools.com/

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

http://wwws.aimsedu.org/aims_store/home.php

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/productdetails.cfm?PC=183




Science Literature by Grade Level with Benchmarks

Title Author Science Concept or Skill Grade Level

Benchmark

On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1

A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1

The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1 Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1

Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1

Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2 A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3

We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1st

SC.1.N.1.1

Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st

SC.1.N.1.1 Seven Blind Mice Ed Young Observation/Inference 1

st SC.1.N.1.2

Let’s Experiment Thinking Like a Scientist Series by Newbridge

Experiments/Investigations 1st

SC.1.N.1.3

Real Stuck, Way Up Benette W. Tiffault Gravity 1st

SC.1.E.5.2 All About Magnifying Glasses Melvin Berger Magnifying glasses 1

st SC.1.E.5.3

Stone Soup Jon J. Muth Sink or float 1st

SC.1.P.8.1

The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st

SC.1.P.8.1 Cactus Soup Eric A. Kimmel Sink or float 1

st SC.1.P.8.1

Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1st

SC.1.P.13.1

Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st

SC.1.L.14.1 The Story of Jumping Mouse John Steptoe Using five senses for observation 1

st SC.1.L.14.1

What’s Alive? Kathleen Weidner Living vs. nonliving 1st

SC.1.L.14.3

Is it Alive? Kimberlee Graves Living vs. nonliving 1st

SC.1.L.14.3 Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1

st SC.1.L.16.1

You’re All My Favorites Sam McBratney Shows offspring of same parent can have differences

1st

SC.1.L.16.1

The Magic School Bus Hops Home: A Book About Animal Habitats

Joanna Cole Animal habitats 1st

SC.1.L.17.1

Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st

SC.1.L.14.2

Letting Swift River Go Jane Yolen Change in nature over time 2nd

SC.2.N.1.1

Who Made These Holes? Published by Newbridge Inference and observation 2nd

SC.2.N.1.3 Soil Robin Nelson Soil 2

nd SC.2.E.6.2

Rocks Robin Nelson Rocks 2nd

SC.2.E.6.1

Rocks and Soil Maria Gordon Rocks and soil 2nd

SC.2.E.6.1 SC.2.E.6.2

Soil Rebecca Faulkner Soil 2nd

SC.2.E.6.2

The Pebble in My Pocket M. Hooper Rocks 2nd

SC.2.E.6.1





Benchmark

Sun S. Tomecek Sun/sunshine 2nd

SC.2.E.7.2 Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2

nd SC.2.P.9.1

From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd

SC.2.L.16.1

Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd

SC.2.L.16.1 From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2

nd SC.2.L.16.1

From Seed to Plant Allan Fowler Life cycle of a plant 2nd

SC.2.L.16.1

A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd

SC.2.L.16.1 Little Lost Bat Sandra Markle Life of bats 2

nd SC.2.L.16.1

I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd

SC.3.N.1.1

Owl Moon Jane Yolen Observing the natural world/questioning 3rd

SC.3.N.1.1 Big Tracks, Little Tracks: Following Animal Prints

M.E. Selsam Observation/inference 3rd

SC.3.N.1.1

The New Way Things Work David Macaulay Models 3rd

SC.3.N.3.2 SC.3.N.3.3

Telescopes Adele Richardson Telescopes 3rd

SC.3.E.5.5 The Sun Seymour Simon Sun 3

rd SC.3.E.6.1

Temperature Chris Woodford Measuring temperature 3rd

SC.3.P.8.1

Measuring Penny Loreen Leedy Measurement 3rd

SC.3.P.8.2 Sun Up, Sun Down Gail Gibbons Sun 3

rd SC.3.E.6.1

Rise the Moon Eileen Spinelli Moon 4th

SC.4.E.5.2

The Moon Book Gail Gibbons Moon 4th

SC.4.E.5.2 The Moon Seymour Simon Moon 4

th SC.4.E.5.2

What the Moon is Like F.M. Branley Moon 4th

SC.4.E.5.2

Prince William Gloria Rand Oil spills/human effects on nature 4th

SC.4.E.6.3 Pancakes, Pancakes! Eric Carle Chemical changes 4

th SC.4.P.9.1

One Tiny Turtle N. Davies Humans and the environment 4th

SC.4.L.17.4

Interrupted Journey: Saving Endangered Sea Turtles

K. Lasky Humans and the environment 4th

SC.4.L.17.4

Almost Gone: The World’s Rarest Animals

Steve Jenkins Extinction 4th

SC.4.L.17.4

Weather Forecasting Gail Gibbons Weather 5th

SC.5.E.7.3

Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5th

SC.5.N.1.1 Girls Think of Everything: Stories of Ingenious Inventions by Women

Catherine Thimmesh Inventions/Scientific method 5th

SC.5.N.1.1

Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th

SC.5.N.1.5

In the Blink of an Eye Dieter Wiesmuller Inference/animals 5th

SC.5.N.1.6 John Muir: America’s First Environmentalist

Kathryn Lasky Scientists/Biography of an environmentalist 5th

SC.5.N.1.5





Benchmark

Rachel Carson: Preserving a Sense of Wonder

Thomas Locker Scientists/Biography of a biologist 5th

SC.5.N.1.5

Science Verse Jon Scieszka Variety of topics in poem form 5th

SC.5.N.1.1

Earthlets, as Explained by Professor Xargle

Jeanne Willis Observation and Inference 5th

SC.5.N.1.6

A Look at Pluto and Other Dwarf Planets Anna Kaspar Pluto/planets 5th

SC.5.E.5.2 Learning About the Water Cycle With Graphic Organizers

Isaac Nadeau Water cycle/using graphic organizers 5th

SC.5.E.7.1

The Big Storm Bruce Hiscock Storms/effects of weather 5th

SC.5.E.7.7

Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Mary Batten Ecosystems/change/survival 5th

SC.5.P.15.1

And Then There Was One: The Mysteries of Extinction

Margery Facklam Extinction 5th

SC.5.P.15.1

Science Literature by Grade Level **NOTE: Duplicate titles listed in red, and are appropriate for each grade level.

Title Author Grade Level

5 Sense Ruis K

A Closer Look McCarthy, M. K

Amy Loves the Sun Hoban K

Amy Loves the Wind Hoban K

Be A Friend to Trees Lauber K

Bear Shadow Asch K

Bubble, Bubble Mayer, M. K

Cactus Hotel Guiberson K

Day Light, Night Light Branley K

Energy Makes Things Happen Bradley K

First Flight K

Forest Bright, Forest Night Ward, J. K

Freight Train Crew, D. K

From Seed to Pumpkin Pfeffer K





Goodnight Moon Brown K

Gravity (song) Wright Group Songbook K

Gravity is A Mystery Branley K

Groundhog Day (multiple) K

Happy Birthday Moon Asch K

Hearing Ruis, Parramon, Puig K

How Many Teeth? Showers K

I Have A Cold Maccarone K

In the Small, Small Pond Fleming K

Inch by Inch Lionni K

It Looked Like Spilt Milk Shaw K

Jack's Garden Cole K

Light: What is A Shadow? Holderness K

Little Blue, Little Yellow Lionni K

Little Cloud Carle K

Little Engine That Could Piper K

Magnification: A Closer Look Bender, L. K

Mike Mulligan & His Steam Shovel Burton K

Moon Jump Into Science Series K

Mouse Paint Walsh K

My Five Senses Aliki K

Napping House Wood K

On the Way to the Beach Cole, H. K

On the Way to the Beach Keats, E. K

Pop! A Book About Bubbles Bradley K

Science Safety: Being Careful Bender, L. K

Scruffy the Tugboat K

Shadow Play Fleischman K

Sight Ruis, Parramon, Puig K

Skeletons Wood K

Sky Fire Asch K





Smell Ruis, Parramon, Puig K

Sound: Loud, Soft, High, & Low Rosinsky, N. K

Sounds All Around Pfeffer K

Switch On, Switch Off Berger K

Taste Ruis, Parramon, Puig K

The Bubble Factory dePaola, T. K

The Moon Yusof K

The Skeleton Inside You Valestrino K

The Snowy Day Keats, E. K

The Sun Our Nearest Star Branlin K

The Very Busy Spider Carle, E. K

The Very Grouchy Ladybug Carle, E. K

The Very Hungry Caterpillar Carle, E. K

The Very Lonely Firefly Carle, E. K

The Very Quiet Cricket Carle, E. K

Touch Ruis, Parramon, Puig K

Trucks K

Vibrations Schaefer, L. K

What Is a Scientist? Lehn K

What is My Shadow Made Of? Morris K

What is Science? Dotlch, R. K. K

What Makes a Magnet? Branlyn K

What Makes A Shadow? Bulla & Otani K

When You Look Up At the Moon Rookie Reader K

Who Eats What? Lauber K

You Can't See Your Bones With Binoculars Ziefert K

Zoom Banyai K

A Parade of Plants Stewart 1

A Second is a Hiccup Hutchins 1

A Seed Is A Promise Merrill 1

Alexander and the Wind-Up Mouse Lionni 1





All About Magnifying Glasses Berger 1

And Everyone Shouted "Pull!" Llewellyn, C. 1

Animal Patterns Olson 1

Astronaut Living in Space Hayden 1

Bartholomew and the Oobleck Seuss 1

Butterflies Howard 1

Cactus Soup Kimmel, E. 1

Caps For Sale Stobodkina 1

Cracking Up: A Story About Erosion Bailey, Lilly 1

DK Series: Eye Wonder Holland, Stott 1

Does a Kangaroo Have a Mother Too? Carle 1

Edward in Deep Water Wells 1

Everybody Needs a Rock Baylor 1

Force Makes Things Kimberly 1

Forces and Movement Llevellyn 1

From Seed to Plant Gibbons 1

From Seed to Sunflower Legg 1

From Seeds to Flower Legg 1

Help I Can't Swim Leaney 1

Hill of Fire Lewis 1

How Heavy? How Long? How Hot? Eboch, C. 1

How Mountains Are Formed Zoehfeld 1

I Am Water Marzollo 1

I Fall Down Cobb, V. 1

I Wonder Why Stars Twinkle Stott 1

If You Find a Rock Christian 1

If You Hopped Like a Frog Schwartz 1

Is it Alive? Graves 1

Is It Rough? Hoban 1

It All Makes Sense: A First Look at the Senses Godwin 1

John Denver's Sunshine On My Shoulders Canyon 1





Let's Experiment Thinking like a scientist series 1

Let's Go Rock Collecting Gans 1

Living In a Biome Series: Life In a Desert Lindeen 1

Looking Through a Telescope Bullock, Vargus, Larwa 1

Magic School Bus Hops Home Cole 1

Magic School Bus Plays Ball Cole 1

Magic School Bus Ups and Downs Cole 1

Magnets: Pulling Together, Pushing Apart Rosinsky 1

Make Way for Ducklings McCloskey 1

Man on the Moon Suen 1

Math Series: Sorting Pluckrose 1

Moths Rustad 1

Motion: Push and Pull, Fast and Slow Stille, D. 1

My Eyes Can See (poem, song) Gazlay 1

Near Water Llewellyn, C. 1

Oh Say Can You Seed? Worth 1

Planets Around the Sun Simon 1

Plant Cycle James 1

Plants and Flowers Cooper 1

Push and Pull (big book) Freeman, M. 1

Real Stuck, Way Up Tiffault 1

Red Leaf, Yellow Leaf Ehlert 1

Rocks In His Head Hurst 1

Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1

Roller Coaster Frazee, M. 1

Rolling Whitehouse 1

Science Tools: Using Machines and Instruments Eboch, C. 1

Senses Glover 1

Seven Blind Mice Young, E. 1

Shape of Me and Other Stuff Seuss 1

Sheep In a Jeep Shaw 1





Short, Tall, Big or Small? Gold 1

Sink and Floating Rosinsky 1

Sink or Float Khisty 1

Sort It Out Mariconda, Rogers 1

Sorting Plants: What is a Flower? Hewitt 1

Spots of Light Rau and Shea 1

Stone Soup Muth 1

Sunshine On My Shoulders Ansberry, Morgan 1

Sunshine: A Book About Sunlight Sherman 1

Tadpole Diary Literacy Tree Series 1

The Bears' Vacation Berenstein 1

The Gift of the Sea Tresselt 1

The Grand Canyon Bauer 1

The Magnetic Dog Whatley 1

The Real Story of Stone Soup Compestine 1

The Reason For a Flower Heller 1

The Rocky Mountain Bauer 1

The Story of Jumping Mouse Steptoe 1

The Tiny Seed Carle 1

The Very Hungry Caterpillar Carle 1

There's No Place Like Space Rabe 1

Tops and Bottoms Stevens 1

Treasure at Sea for Dragon and Me Pendziwol 1

Trout Are Made of Trees Sayre 1

Waiting for Wings Ehlert 1

Water's Journey Robinson 1

We Need Water Frost 1

We're Going On a Bear Hunt Rosen, M. 1

What Is the World Made Of? Zoehfeld 1

What Makes Day and Night? Branley 1

What's Alive? Weidner 1





When I Heard the Learn'd Astronomer Whitman 1

You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1

You're All My Favorites McBratney 1

A Drop of Water: A Book of Science Wonder Wick 2

A Log's Life Pfeffer 2

Alexander and the Wind-Up Mouse Lionni 2

Amelia Bedelia, Rocket Scientist Parish 2

An Extraordinary Egg Lionni 2

Bringing the Rain to Kapiti Plain Aardema 2

Chickens Aren't the Only Ones* Heller 2

Cloudy With a Chance of Meatballs Barrett 2

Diary of a Worm Cronin 2

Electricity and Magnets Angliss 2

Energy From the Sun Fowler 2

Everybody Needs a Rock Baylor 2

Forces and Motion Graham 2

Forces Around Us Hewitt 2

From Bean to Bean Plant Ganen 2

From Caterpillar to Butterfly Heiligman 2

From Seed to Plant Fowler 2

From Tadpole to Frog Pfeffer 2

Henry Hikes to Fitchburg Johnson 2

How to Dig a Hole to the Other Side of the Earth McNulty 2

If You Find a Rock Christian 2

Let's Go Rock Collecting Gans 2

Letting Swift River Go Yolen 2

Life In a Bucket of Soil Silverstein 2

Little Lost Bat Markle 2

Magic School Bus and the Electric Field Trip Cole 2

Magic School Bus at the Water Works Cole 2

Magic School Bus Desert Animal Adaptation Cole 2





Magic School Bus Dries Up Cole 2

Magic School Bus Flexes Its Muscles Cole 2

Magic School Bus For Lunch Cole 2

Magic School Bus Gains Weight Cole 2

Magic School Bus Gets Eaten Cole 2

Magic School Bus Inside the Earth Cole 2

Magic School Bus Inside the Human Body Cole 2

Magic School Bus Kicks Up a Storm Cole 2

Magic School Bus Meets the Rot Squad Cole 2


Magic School Bus Wet All Over Cole 2

Magic School Bus Works Out Cole 2

Matter: See It, Touch It, Taste It, Smell It Stille, D. 2

Nitrogen Tocci 2

Pumpkin Circle: The Story of a Garden Levenson 2

Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2

Scientists Ask Questions Garrett, Rookie Reader 2

Snowflake Bentley Martin 2

Soil Faulkner 2

Solid, Liquid, or Gas Robinson 2

Solids, Liquids, Gases Simon 2

Sun Tomecek 2

Sunshine On My Shoulders Ansberry, Morgan 2

Sylvester and Magic Pebble Stieg 2

The Great Kapok Tree Cherry 2

The Pebble in My Pocket Hooper 2

The Tiny Seed Carle 2

Thunder Cake Polacco 2

What Happened? Williams 2

What Is a Scientist? Lehn 2

What is Mass? Curry 2





What is the World Made Of? Zoehfeld 2

When Winter Comes Neuman 2

Where Do Puddles Go? Robinson 2

Who Made These Holes? Published by Newbridge 2

A Drop Around the World McKinney 3

Big Tracks, Little Tracks: Following Animal Prints Selsam 3

Day Light, Night Light Branley 3

Energy Makes Things Happen* Bradley 3

Gravity Is A Mystery Branley 3

How a Plant Grows Kalman 3

I Fall Down Cobb, V. 3

I See Myself Cobb, V. 3

I Wonder If I'll See a Whale Weller 3

Magic School Bus and the Electric Field Trip Cole 3

Magic School Bus Gets a Bright Idea Cole 3

Magic School Bus Gets Cold Feet Cole 3

Magic School Bus Gets Planted Cole 3

Magic School bus in the Arctic Cole 3

Magic School Bus in the Haunted Museum Cole 3

Magic School Bus Makes a Rainbow Cole 3

Magic School Bus Plants a Seed* Cole 3


Magic School Bus Sees Stars Cole 3

Magic School Bus Wet All Over Cole 3

Measuring Penny Leedy 3

Owl Moon Yolen 3


Spots of Light Rau and Shea 3

Sun Up, Sun Down Gibbons 3

Sunshine: A Book About Sunlight Sherman 3

Telescopes Richardson 3





Temperature Woodford 3

The New Way Things Work Macaulay 3

The Sky is Full of Stars Branley 3

The Snowflake: A Water Cycle Story Waldman 3

The Sun Simon 3

Water Dance Locker 3

What is a Bird? Kalman 3

What is a Fish? Kalman 3

What is a Mammal? Snedden 3

What is a Plant? Kalman 3

What is a Reptile? Kalman 3

What is an Amphibian? Kalman 3

What is the Animal Kingdom? Kalman 3

Where are the Stars During the Day? Berger 3

Almost Gone: The World's Rarest Animals Jenkins 4

Bartholomew and the Oobleck* Seuss 4

Caves Morris 4

Eye Wonder Science Series: Magnets 4

Forces and Movement Riley 4

Galaxies, Galaxies Gibbons 4

Galileo Fisher 4

Girls Think of Everything: Women Inventors Thimmesh 4

Glaciers Gallant 4

Grand Canyon: A Trail Through Time Vieira 4

Imaginative Inventions Harper 4

Interrupted Journey: Saving Endangered Sea Turtles Lasky 4

Magic School Bus Animal Habitats Cole 4

Magic School Bus Plants a Seed Cole 4

Oil Spill Berger 4

One Tiny Turtle Davies 4

Pancakes, Pancakes! Carle 4





Prince William Rand 4

Rise the Moon Spinelli 4

River Ran Wild Cherry 4

Seasons of Arnold's Apple Tree Gibbons 4


Sound Karpelenia 4

Star Tales: North American Indian Stories About the Stars Mayo 4

The Big Wave Buck 4

The Great Kapok Tree Cherry 4

The Moon Simon 4

The Moon Book Gibbons 4

The Night Sky Stott 4

The Remarkable Farkle McBride Lithgow 4

Turtle Bay Pirotta 4

Turtle, Turtle, Watch Out! Sayre 4

What the Moon is Like Branley 4

Who Eats What? Lauber 4

Wild Babies Simon 4

1000 Facts About Space Beasant 5

A Drop of Water: A Book of Science Wonder Wick 5

A Look at Pluto and Other Dwarf Planets Kaspar 5

Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Batten 5

And Then There Was One: The Mysteries of Extinction Facklam 5

Do Tornadoes Really Twist? Berger 5

Earthlets, as Explained by Professor Xargle Willis 5

Girls Think of Everything: Women Inventors* Thimmesh 5

Hurricanes Roydhouse 5

Imaginative Inventions* Harper 5

In the Blink of an Eye Wiesmuller 5

John Muir: America's First Environmentalist Lasky 5

Learning About the Water Cycle With Graphic Organizers Nadeau 5





Magic School Bus Lost In the Solar System Cole 5

Mistakes That Worked Jones 5

Rachel Carson: Preserving a Sense of Wonder Locker 5

Science Verse Scieszka 5

Sound, Heat, and Light Energy at Work Berger 5

Storms Wood 5

The Big Storm Hiscock 5

Weather Forecasting Gibbons 5

Weather Words and What They Mean Gibbons 5

What Do You Do With a Tale Like This? Jenkins, Page 5




Research

As students progress through the three stages

of inquiry, support from the teacher diminishes

and student ownership increases.

This developmental process is crucial for

students to reach the ultimate goal of

conducting science investigations

independently-engaging in Full Inquiry.

Inquiry prepares students to answer visual

analysis and critical interpretation questions.




5 Questions to Deeper Understanding

Direct Data -a question that requires the student to look at

his/her data/measurements

Mathematical Interpretation -requires the student to compare,

contrast or make a calculate using two or more of his/her

measurements

Hypothesis Revisit –student is asked to infer from

observations, measurements, and results

Application to Other Context-question that requires the

students to apply knowledge to a different context/setting

World Connection-requires the students to consider the

impact of human/social system




Standards-Based Instruction

Standards-Based Instruction means designing instruction to help

students understand the science outlined in the standards

It is NOT linking a standard to what you already do or to a favorite

lesson.

Backward by Design A way to design lessons/units of instruction consistent with standards-

based instruction

Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy of

understanding?)

2. Identify assessment (What is evidence of this understanding?)

3. Design instruction (What learning experiences and teaching will promote this type of

understanding?)

okaloosa county school district science curriculum guide · okaloosa county school district science...

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