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Science Curriculum – Grade 4

ROCHESTER CITY SCHOOL DISTRICTELEMENTARY SCIENCE CURRICULUM

GRADE 4

document.doc 5/20/2023


Notes to the Teacher

This document was based on New York State Core Curriculum K-4 Elementary Science and designed for teachers to use in their development of lessons for standards focused instruction.

Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.

In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.

This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.

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CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary/Visuals

The essential vocabularies were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

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Science Curriculum – Grade 4The Conceptual Question

The Conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

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SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

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GENERAL SCIENCE PROCESS SKILLS

i. follow safety procedures in the classroom, laboratory, and field

ii. safely and accurately use the following tools: hand lens ruler (metric) balance gram weights spring scale thermometer (C, F) measuring cups graduated cylinder timepiece(s)

iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and free discovery

v. use information systems appropriately

vi. select appropriate standard and nonstandard measurement tools for measurement activities

vii. estimate, find, and communicate measurements, using standard and nonstandard units

viii. use and record appropriate units for measured and calculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects and events

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effect relationships

xvi. generate appropriate questions (teacher and student based) in response to observation events, and other experiences

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Science Curriculum – Grade 4xvii. observe, collect, organize, and appropriately record data, then accurately interpret results

xviii. collect and organize data, choosing the appropriate representation:

journal entries graphic representations drawings/pictorial representations

xix. make predictions based on prior experiences and/or information

xx. compare and contrast organisms/objects/events in the living and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem

xxiii. communicate procedures and conclusions through oral and written presentations

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Science Curriculum – Grade 4SCIENCE PROCESSING SKILLS

Observing Using one or more of your senses to gather information about objects or events Seeing, hearing ,touching, smelling, or tasting or combinations of these Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc. Scientific observations are always recorded Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common

properties, methods, patterns, or systems. Based on an identification process objects or events can be grouped according to similarities and differences Objects or events are placed into categories based on their identifiable characteristics or attributes. Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting Identifying observable or measurable similarities and differences between two or more objects, data, events or systems Using specific criteria to establish similarities and /or differences between two or more objects or events. Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring A statement, reasonable judgment or explanation based on an observation or set of observations Drawing a conclusion based on past experiences and observations Inferences are influenced by past experiences Inferences often lead to predictions Taking previous knowledge and linking it to an observation An untested explanation

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Predicting Making a forecast of future events or conditions expected to exist Forecasting an expected result based on past observations, patterns, trends, data, or evidence Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted Using an inference to tell what will happen in the future Interpolated prediction is made between two known data points Extrapolated prediction is made outside or beyond known data points

Measuring Making direct and indirect comparisons to a standard unit Each measurement has a number and a unit Making quantitative observations or comparisons to conventional or non-conventional standards Instruments may be used to make reliable, precise, and accurate measurements

Communicating Verbal, graphic or written exchange of information Describing observations, procedures, results or methods Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing Making a possible explanation based on previous knowledge and observations Making an “educated” guess Proposing a solution to a problem based on some pertinent information on the problem Constructing an explanation based on knowledge of the condition Tells how one variable will affect the other variable A logical explanation that can be tested Identifying variables and their relationship(s) Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

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Testing a Hypothesis/ Experimenting Following a procedure to gather evidence to support or reject the hypothesis Applying the scientific method to gather supportive or non-supportive evidence Testing variables and drawing conclusions based on the results Designing investigations to test hypotheses Testing how one variable affects the other Following a precise method to test a hypothesis Forming conclusions based on information collected Controlling variables to isolate how one will affect the other. Answering a research question

Making Models Creating representations of objects, ideas or events to demonstrate how something looks or works Models may be physical or mental representations Models can be computer generated Displaying information, using multi-sensory representations

Constructing graphs Identifying dependent and independent variables and showing relationships Showing comparisons between two or more , objects or events Distribution of percentages Producing a visual representative of data that shows relationships, comparisons or distribution Labeling and scaling the axis Descriptive data – bar graph Continuous data – line graph Converting discreet data into pictures

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Collecting and Organizing Data Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems Categorizing and tabulating the information to illustrate patterns or trends Recording measurements, male drawings, diagrams, lists or descriptions Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format. Sorting, organizing and presenting information to better display the results Using titles, tables, and units for columns

Analyzing and Interpreting Data Looking for patterns, trends or relationships in the arrangement of data Deciding what the collection of information means Looking at pieces of data to understand the whole Looking at the independent and dependent variables and their relationship Looking for consistency and discrepancies in the data Making sense of the observations, data, etc.

Forming Conclusions Making final statements based on the interpretation of data Making a decision or generalization based on evidence supported by the data Telling whether the data supports the hypothesis or not A factual summary of the data

Researching Information Asking questions and looking for relevant information to answer it Using various methods and sources to find information Identifying variables and asking questions about it followed by gathering relevant information. Research questions may focus on one variable or the relationship between two variables. Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

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Science Curriculum – Grade 4Formulating Questions Asking the who, what, where, when, why, how, what if, of the problem, information, or even Using the given information to search for further understanding Asking textually explicit questions that can be answered by the text. Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating Making a judgment about the size or number of an item, or attribute without actually measuring it Making a judgment based on past experiences or familiarity

Identifying Variables Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships Showing the cause and effect relationship in respect to the variables Any factor, condition, or relationship that can affect the outcome of an experiment, event or system. There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held

constant).

Controlling Variables Keeping variables consistent or constant throughout and experiment Controlling the effect or factors that influence the investigation

Forming Operational Definitions Tell how an object, item, idea, or model functions works or behaves Tells the purpose or the use of the object or model Tells what the term means and how to recognize it

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Reading scales and instruments Identifying the intervals and scales Reading or counting the total number of scales , graduations or points Identifying initial and final measurements, counts or increments

Calibrating instruments Setting the instrument to zero before beginning to use it Adjusting the instrument to measure exact with known copies Setting the instrument measures to a known standard

Following procedures Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying formulas Using theoretical formulas to a concrete or abstract situation Applying a theoretical measurement to a model Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting scientific illustrations Looking for connections, sequences and relationships amongst the components Identifying individual and multiple relationships Categorizing groups and individual entities Reading the label or description of the illustration

Sequencing Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria Identifying the elements and organizing them chronologically

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Conduct an Investigation Identify the question or problem Conduct some preliminary research Identify the variables Develop and follow the procedures Make observations and collect data Analyze the information and report the results

Identifying Properties Selecting items, conditions or events based on specific attributes or features

Evaluating Making a judgment of worth or merit based on a set of criteria Deciding to approve or disapprove a based on some standard Asking how the data was obtained or how the information was collected Asking how the investigation was done

Seeking and Providing Evidence Searching for and sharing factual information Identifying relationships or proofs that support an argument Stating specific and significant or relevant information to support an idea, decision or argument

Making decisions Gathering relevant information, or evidence to support a choice between alternatives

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Manipulating materials Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing Making a general statements from specifics, particulars, or components

Identifying cause and effect relationships Recognizing the influence of the independent variable on the dependent variable Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing tables Placing similar information into categories Ordering discrete information into groups to develop patterns, trends, etc Using columns and rows to distinguish elements and components of the information

Analyzing Results Determine the meaning of the data collected Identifying specific patterns from the information or effects Separating the information to understand the components

Interpreting Graphs Identify the variables and categories Look for relationships and patterns Look for sources of errors Asking what is evident from the information Can interpolations and extrapolations be made from the data

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Interpreting Diagrams Tell what the objects, or items represents Tell what the diagram is a model of, or represents Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes Tell the sequence of events or the chronology of the elements Construct an explanation from the interrelated parts or components

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STANDARD 1

ANALYSIS, INQUIRY, AND DESIGN

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

ELEMENTARY SCIENCE4th Grade

RCSD CURRICULLUM

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Science Curriculum – Grade 4Standard 1: Analysis, Inquiry, and Design

Key Idea 1: The abstractions and symbolic representations are used to communicate mathematically.

Major Understanding Performance Objectives Suggested Assessment

M1.1 Extend mathematically notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships

Identify independent and dependent variables.

Identify relationships among variables including: direct, indirect, cyclic, constant; identify non related material

Apply mathematical equations to describe relationships among variables in the natural world

Label and describe the dependent and independent variables.

Identify and describe the relationship among variables.

Apply mathematical equations to represent the relationship among variables.

Vocabulary Suggested Activities Conceptual Questions

Dependent variableIndependent variableDirect relationshipIndirect relationshipEquationSymbolic representationMathematical representation

Practice developing scientific explanation using mathematical equations and values.

Use graphs to display relationships among variables.

Construct and analyze graphs that represent scientific data.

How can scientific information or relationships be represented mathematically.

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Standard 1: Analysis, Inquiry, and Design

Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.


M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.

Interpolate and extrapolate from data.

Quantify patterns and trends.

Predict quantifiable patterns or trends from data.

Determine unknown values from given known values.

Explain patterns, trends, causes and effects using data.


Inductive reasoningDeductive reasoningGeneralizationEvaluateValidateExtrapolateInterpolate

Analyze case studies, graphs, charts, and tables to determine trends and make predictions.

Why is it important to organize information into charts, graphs, tables, etc.?



Standard 1: Analysis, Inquiry, and Design

Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.


M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from investigation of mathematical ideas, using representations such as picture, charts, and tables.

Use appropriate scientific tools to solve problems about the natural world

Design and explain flow charts that represent procedures.

Construct and explain graphic representation of collected information.

Analyze charts, graphs and tables to explain relationships.


ChartGraphTabulateFlow chart

Conduct activities that engage students in collecting information and representing that information mathematically in graphic, tabular or chart form.

How can scientific information be represented to demonstrate relationships?



SCIENCE

STANDARD 6INTERCONNECTEDNESS

ANDTHEMES

4 th GRADE RCSD CURRICULLUM



Standard 6: Interconnectedness: Common Themes - Systems thinking


KI 6.1 Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions

Describe the difference between dynamic systems and organizational systems.

Describe the differences and similarities among engineering systems, natural systems, and social systems

Describe the difference between open- and closed-loop systems.

Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

Analyze systems and identify the role of each component.

Identify and describe various types of systems.

Describe how various sub systems interact with each other.

Explain why systems are designed to operate and produce certain results.


Dynamic systems

Organizational systems

Open system

Closed-loop-system

Input

Output

Process

Systems

Observe the operation of various systems.

Compare and contrast a living system with a non-living system.

Construct a diagram that represents a system.

Why are systems developed?

What makes a system efficient?


Science Curriculum – Grade 4Standard 6: Interconnectedness: Common Themes – Models


KI 6.2 Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

Select appropriate model to begin the search for answers or solutions to a question or problem.

Use models to study processes that cannot directly (e.g., when real process is too slow, too fast, or too dangerous for direct observation).

Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

Design various models to represent and explain natural phenomena or systems.

Analyze various models to determine how well they represent natural phenomena.


Models

Mental models

Physical models

Design various models to represent and explain various phenomena.

Observe and analyze various models.

Why do we construct and use models?


Science Curriculum – Grade 4Standard 6: Interconnectedness: Common Themes - Magnitude and scale


KI 6.3 The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scales that affect the behavior and design systems.

Cite examples of how different aspects of natural and design systems change at different rates with changes in scale.

Use powers of ten notation to represent very small and very large numbers.

Convert values from standard notation to exponential notation and vise versa

Describe the ratios and magnitude of changes using scales.


Magnitude

Frequency

Intensity

Duration

Rank order

Relative order

Observe, record, and measure changes over time. Rank order the changes and determine the ratios and magnitudes.

Observe changes over time and look for consistency and inconsistencies.

How can changes be represented to show magnitudes?


Science Curriculum – Grade 4Standard 6: Interconnectedness: Common Themes - Equilibrium and stability


KI 6.4 Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.

Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

Describe positive and negative feedback

Explain why consistency or equilibrium is important in various systems.

Compare static equilibrium with dynamic equilibrium.


Equilibrium

Stability

Static equilibrium

Dynamic Equilibrium

Positive feedback

Negative feedback

Unbalanced force

Balanced Force

Study positive and negative feedback systems and observe how they function in maintaining equilibrium.

Observe how forces work against and with each other to maintain balance.

What is equilibrium?

How is equilibrium achieved?


Science Curriculum – Grade 4Standard 6: Interconnectedness: Common Themes - Patterns of change


KI 6.5 Identifying patterns of change is necessary for making predictions about future behavior and conditions.

Use simple linear equations to represent how a parameter changes with time.

Observe patterns of change in trends or cycles and make predictions on what might happen in the future.

Describe how various patterns are used to make inferences and predictions.

Make inferences and predictions and observe data.

Analyze patterns of change in friends to understand behaviors.


Linear

Cyclical

One-way

Loop

Collect information or changes in behavior and conditions to establish patterns and trends.

Observe changes in patterns and trends to determine causes and make predictions.

How are predictions made?


Science Curriculum – Grade 4Standard 6: Interconnectedness: Common Themes – Optimization


KI 6.6 In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

Determine the criteria and constraints and make trade-offs to determine the best decision.

Use graphs of information for decision-making problem to determine the optimum solution.

Develop various criteria for making decision.

List alternatives for specific choices under various conditions.

List advantages and disadvantages for making certain decisions.


Constraints

Criteria

Alternatives

Disadvantages

Advantages

Practice decision making based on specific criteria.

Practice developing criteria for making decisions under certain conditions.

Why do we need criteria for making decisions?

Why is it important to know advantages and disadvantages before making a decision/choice?


Science Curriculum – Grade 4Standard 1: Analysis, Inquiry and Design

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.


S.2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperatures, and time.

Use appropriate "inquiry and process skills" to collect data.

Record observations accurately and concisely.

Demonstrate that they can follow a written plan.

Construct a list of questions to collect relevant information.

Observe record and tabulate data accurately.

Vocabulary/Visuals Suggested Activities Conceptual Questions

propertiesobservationqualitativequantitativeobject observationmeasurement

Conduct various demonstrations and investigations based on written procedures and have students ask questions of collect data.

How can we identify objects?

How do we plan an investigation?



Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.


S.3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

Accurately transfer data from a science journal or notes to an appropriate graphic organizer.

Accurately construct and use a data chart or table to record the results of a scientific experiment.

Construct a table chart from raw data.

Identify and label the information from a chart/table.

Explain how charts are constructed.

Transfer accumulated desegregated information onto a chart or table.


classificationdatacharttable

Set up a simple classification activity (such as pasta, or buttons, or shells). Have students sort the objects and record on a graphic organizer and a simple chart.

Using a thermometer, a cup of water, and some ice, set up an experiment where students take the temperatures of water, add ice, and record the change in temperature each minute.

Classify objects that sink and float. Record the results in a simple chart.

Collect multiple pieces of information and sort them onto a table.

How to construct a chart or table?

Why are tables and charts important?

Why do we use tables and charts?





S.3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences and relationships

State, orally and in writing, any inferences or generalizations indicated by the data collected.

State, orally and in writing any patterns, sequences, or relationships indicated by the data.

Provide data charts and tables and ask students to identify and explain any relationships.

Identify the variables on a chart or graph and explain their relationships.


sequenceinferencesrelationshipdatapatternsrelationships

After conducting an experiment on objects that sink or float, have students make inferences about what characteristics cause an object to sink or float.

Set up a battery, bulb, and wires. Give students objects to test which either do or don't conduct electricity, having them record their results in a simple chart. Have them infer what objects will conduct electricity and why.

Why do we organize information into charts and tables?





S.3.3 Share their findings with others and actively their seek interpretations and ideas.

Explain their findings to others.

Actively listen to suggestions for possible interpretations and ideas.

Have students report back orally someone else's findings. Keep anecdotal records.

Summarize the information and share with the class.

Identify the key information from various observations or investigations.

List possible ways the same information can be misinterpreted.


interpretationfindings After conducting an individual or group

activity, have students work with a partner or their cooperative groups to explain in their own words what their findings were.

Study the findings/data of various investigations and develop a collective summary.

Why is it important and necessary to share new information?

How many ways can new information be shared?





S.3.4 Adjust their explanations and understandings of objects and events based on their findings and new ideas.

State, orally and in writing any references or generalizations indicated by the data, with appropriate modifications of their original predictions/explanation.

State, orally and in writing, any new questions that arise from their investigation.

Identify and develop questions from an investigation.

Develop questions based on a procedure/plan, observations or data (chart/table).

Modify an explanation to answer deeper questions.

Explain the differences in results from the same experiment.


inferencegeneralizationprediction

Have students pose a question based on a scientific topic. After students design an experiment, perform the experiment and collect data, have them analyze the data and compare their results to their original hypothesis. Compare the results to the hypothesis and modify their explanation.

Why is information necessary to support statements?

What is the purpose of investigations and observations?



STANDARD 4

LIVING ENVIRONMENT AND THE PHYSICAL SETTING

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

ELEMENTARY SCIENCE4th GRADE

RCSD CURRICULLUM



STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.2: Describe the life processes common to all living things.


1.2a Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

Describe life as a combination of processes.

Explain why living things carry out life functions.

Identify and list the life functions.

Compare the similarity of life functions to different organisms.

Briefly describe each life function.


life functionslife processgrowthrespirationresponding to stimulinutritionmovementexcretionreproductionadaptation

Observe various organisms and record their life processes.

(aquatic, terrestrial)

How can I tell it’s alive?

How can we identify if an organism is living or dead?


Science Curriculum – Grade 4STANDARD 4: Living Environment

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).


5.1a All living things grow, take in nutrients, breathe, reproduce and eliminate waste.

Describe the common life functions to all living things.

Explain why living things must carry out specific life functions.

Identify the various life functions.

Match a life function to a description or activity.


nutrientsreproduceeliminatepollinationfood chainlife cycle

Students care for a class pet and chart observations of the animal’s life functions.

Observe videos of organisms and identify their life functions.

What processes are common to all living things?



Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Describe how the structures of plants and animals compliment the environment of the plant or animal.


3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. wings, legs, or fins enable some

animals to seek shelter and escape predators

the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink

eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings

claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food

some animals have parts that are used to produce sounds and smells to help the animal meet its needs

the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)

Describe how the structure of animals that helps them to survive to the environment.

Explain the changes that animals go through during the different seasons.

Continued on the next page

Identify physical characteristics of living organisms and describe the survival functions.

Match body structures with then survival functions.

Explain the life functions of specific body structures.

Explain how body structures work to different environments.

Identify and distinguish variations to the body parts of organisms.




Continued - 3.1a


habitatvariationsurvivalbody structurecamouflage

Observe survival behavior of animals in their habitat.

Observe camouflage characteristics of specific organisms in the environment.

Observe and categorize how certain organisms hunt for food.

How do animals survive in their environment?



Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Performance Indicator 2.1: Recognize that traits of living things are both inherited and acquired or learned.


2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals).

Identify traits that are inherited from parents to offspring.

Explain why traits are inherited.

List various inherited traits.

Tell which traits are inherited from parents.

Identify similar traits in both the parents and offspring.


Traitinheritedparentoffspring

Compare pictures of parents and children (offspring) and look for similar traits.

Compare pictures/illustrations of parents and individuals or siblings and look for similar traits.

Who do I look like?

Where do my traits come from?




Performance Indicator 2.2: Recognize that for humans and other living things there is genetic continuity between generations.


2.2a Plants and animals closely resemble their parents and other individuals in their species.

Identify the similarities of traits in the generations.

Identify the similarities of traits in the species.

Explain why organisms within species look/are similar.

List similar traits or characteristics in organisms of the same species.

Identify organisms of the same species.

Explain why generations of species look similar.

Group organisms according to similar traits.


speciesgenerationgeneticsinherit

Use criteria to group organisms.

Collect pictures of organisms of the same species.

Observe traits that are common to parent and offspring.

Why do offspring resemble their parents and their siblings?

What makes organism of the same species look alike?




Performance Indicator 2.2: Recognize that for humans and other living things there is genetic continuity between generations.


2.2b Plants and animals can transfer specific traits to their offspring when they reproduce.

Explain how offspring get their traits from parents.

Explain how traits can be used to group similar organisms.

Explain why organisms from one species cannot produce organisms of another.

Identify similar species.

Match the parent and the offspring.

Identify the common trait amongst the different species.


transferoffspringreproduceparent

Trace an organism characteristic through the generation.

Select a trait and identify how many organisms of the species have the trait.

Why do offspring look like their parents?




Performance Indicator 2.1: Recognize that traits of living things are both inherited and acquired or learned.


2.1b Some characteristics result from an individual's interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).

Identify a learned behavior that is a result from interaction with the environment.

Compare and contrast inherited traits versus characteristics that result from interaction with the environment.

List a set of learned characteristics.

Select or identify which are environmental or learned traits and which are inherited traits.

Distinguish between an inheritable trait and learned trait.


characteristicsinteractionlearned behaviorenvironmental trait

Using pictures identify traits that are inherited from parents to offspring.

Using pictures identify traits that are acquired from interaction with the environment.

How does my environment affect me?




Performance Indicator 3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.


3.2a Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment.

Explain why organisms compete.

Explain how population and communities change as living organisms compete for food, mates, space, water and shelter.

Give/Select Reasons why organisms compete for survival.

Identify the variations of individuals within a species.


variationspeciescompetitioncompetitive advantageindividualsnatural selection

Use plastic spoons, forks, knives to pick up marbles and wooden blocks.

Observe structure and feeding patterns.

Why do organisms compete?




Performance Indicator 3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.


3.2b All individuals have variations, and because of these variations individuals of a species may have an advantage in surviving and reproducing.

Describe how variations may give an organism a competitive advantage.

Explain how reproductive and survival is related to variations within organisms.

Identify the variation and the competitive advantage.

Explain how survival may occur in a group of individuals and not in others because of variation.

Identify the variations within a species.

Explain what gives an organism a competitive advantage.


speciessurvivalvariationadvantagestructural adaptationbehavioral adaptationevolution

Observe variation in corn seedlings.

Observation variation to bird breaks, feet, body structure, and wings.

How can variation lead to survival?




Performance Indicator 5.2: Describe some survival behaviors of common living specimens.


5.2a Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow.

Explain how roots, stems, leaves, flowers and seeds respond to environmental changes such as temperature, amount of light and water.

Identify the parts of a flower and what are their functions?

List what plants need to survive?

Explain how plant structures are important for survival?

Give examples of how some plants respond to changes in the amount of light, temperature and/or water.


roots stem leavesflower seed seedlingmature plant sepal petalstamen pistil ovarypollen monocot seed dicot seedclassify reproduce coniferspore ferns mossespollination embryo ovuledormant adaptationcamouflage geotropismphototropism

Design an experiment relating to seed germination (light/dark, position of the seeds, cold/room temperature, etc.)

Perform an experiment to find out how changing the amount of water affects the germination of seeds.

What do plants need to survive?

What can plants do to adapt to change?

How do seasonal changes affect plants?






5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering and salivating).

Describe changes in the systems of the body during a fight or flight response:

respiratory (lungs, trachea) circulatory (heart, veins, arteries) digestive (esophagus, stomach,

intestine) nervous (brain, spinal cord,

nerves)

Describe how the body can change to adapt to environmental conditions.

Name three systems involved in the fight or flight response and describe the changes in them that occur.

How does the brain help all the body systems work together?

Label the systems of the human body and describe how an environmental change may affect them.


fight or flight response brainstimulus spinal cordrespiratory system nervescirculatory system reactiondigestive system stomachskeletal system intestinesnervous systemlungstracheaheartveinsarteriesesophagus

Partners observe each other's pupils during light and dark. Record observations and come up with possible explanation.

Examine human reflexes (ex.: knee-jerk, etc.).

Examine changes in heart rate and breathing rate at rest and after exertion.

Students make a "System of the Body" book with diagrams they create.

How do the systems of the body work to keep the organism alive?

Explain how body adaptations survive to environmental conditions.






5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.

Explain the importance of senses in animal survival.

Explain how senses work in understanding survival.

Explain how the senses provide important information to animals to help them survive in their environment?

Identify some senses that animals depend on in order to survive.


smell taste heartouch sight reflexstimulus response instinctbehavior reproduction senseshabitats sonar

Explore ways in which an animal's coloring or pattern may signal danger to another animal.

Investigate how an earthworm responds to stimuli.

Visit the zoo and create a chart with the senses, and classify animals according to the particular sense they depend on.

View a video on bats and how they use sonar.

How can an animal's senses be helpful in survival?






5.2d Some animals, including humans, move from place to place to meet their needs.

Explain why some animals migrate.

Describe the migratory patterns of some animals.

Give reasons for animals and humans to change their habitat.

Describe the migration of various animals.

Demonstrate how migration helps with survival.


locationlocomotionmigrationmigratory patternshabitat

Watch videos on migration of various animals.

Construct a diagram to demonstrate the migratory patterns of various animals.

Why do animals, including humans move?






5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur.

Explain the differences in size and body insulation in different seasons.

Explain whether adaptations are inherited or developed over a lifetime.

List three ways animals adapt to harsh winter temperature.

Describe how different body parts in animals help them survive in different habitats.

List what kinds of adaptations can be made to different body parts.

Describe similarities and differences of different body adaptations.

Graph estimated hair growth on a monthly basis and explain reasons for seasonal differences.

Match the body part adaptations to its purpose.


stimulus photographsadaptationenvironments animals incamouflagepredatorpreyhabitatinherited

Continued

Observe photographs of animals camouflaged in their natural environment, draw, and explain its purpose.

Make a chart listing different environments and explain how body parts can adapt to meet physical needs in that environment.

How the colors, shapes, and patterns protect animals from predators?

How are structures important in animal survival?




Continued


protectionstructureblubberfunctionenvironment

Borrow classroom animals throughout the building and describe specialized body parts and their functions.

Discuss Galapagos finches and specialized micro-adaptations.






5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, and hunting, migrating, and communicating.

Explain how hibernation and migration help animals to survive.

Explain how animal communication helps in survival.

Explain how an individual animal benefits by being part of a group.

Describe how some animals react to different environmental conditions.

Compare heart rate, eating, and activity levels for hibernating and non-hibernating animals.

Give three examples of how a parent protects its young from predators.

Identify advantages in having animals with specialized jobs within a group?

Explain a parasitic relationship and a symbiotic one.


hibernatemigrateadaptationsurvivalbehaviorpredatorpreysymbiosisparasitehost

Observe videos of animal behavior to different climates.

Select an animal and study its behavior with environmental changes.

What adult behaviors help young animals survive?

How do environmental changes affect survival?

How do environmental changes affect animal behaviors?






5.2g The health, growth, and development of organisms are affected by environment conditions such as the availability of food, air, water, space, shelter, heat and sunlight.

Explain how certain environmental factors affect the development of organisms.

List the environmental factors that influence the development and survival of organisms.

Describe how limiting environmental conditions may affect population.

Describe the optimum conditions for populations to survive.


limiting conditionsoptimum conditionsenvironmental conditionslethal effectsnatural selection

Watch videos on the habitats of various population and determine their optimum environmental conditions.

Observe various organisms in their natural habitat and describe what type of environment that suits their best.

How do environmental conditions affect the development and survival of organisms?


Science Curriculum – Grade 4 STANDARD 4: Living Environment

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.


6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

Explain how environmental changes affect the habitat and survival of plants and animals.

Describe the role of the environment in the survival of plants and animals.

Identify changes in the environment that affects organism's survival.

Compare the habitats of various organisms.

Explain how changes in the environment cause some organisms to perish.


endangeredprolificmigrationhibernationsymbiosisparasitehost

Grow plants under different conditions and observe the effects.

Trace a pollutant in the food chain.

What are negative environmental changes?






6.1a Green plants are producers because they provide the basic food supply for themselves and animals.

Explain how green plants make food through the process of photosynthesis.

Describe how plants depend on the physical environment and animals for their needs.

Explain how animals depend on plants.

Identify the steps of photosynthesis.

Sequence and label the process of photosynthesis.


energyfruitleafstemrootchlorophylloxygencarbon dioxidesugar

Label a diagram of parts of a plant.

Illustrate the process by which green plants make food.

Show different animals (consumers) that use parts of plants where energy is stored.

How do plants and animals depend on each other?




Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles.


6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.

Describe how green plants produce food.

Identify the steps and important components in photosynthesis.

Draw a green plant producing food, labeling all things necessary for and produced in this process.

Identify and define the major component of photosynthesis.

Outline the steps on major components to the process of photosynthesis.


producersphotosynthesischlorophylloxygencarbon dioxideminerals

Have students set up experiments with controls to see and discuss the affect of plant growing:

a) without lightb) without waterc) without fresh aird) without minerals

How do plants use the sun's energy to make food?






6.1b All animals depend on plants. Some animals (predators) eat other animals (prey).

Describe how animals depend on plants.

Describe the predator prey relationships.

Give five examples of animals that eat only plants.

Give five examples of predators and their prey.

Given a list of plants and animals match predators with prey and animal with its plant food.

Define predator and prey.


predatorpreyabundantcommonscarce

Make a diorama showing a predator/prey relationship.

Give five examples of wild animals eating plants.

Why do all animals depend on green plants?






6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.

Describe the relationship between different members of a food chain beginning with green plants.

Explain the difference between levels of the food chain.

Show how different food chains may be connected.

Trace the energy in a food chain beginning with the sun.

Explain what a food chain is.

Show the relationships of the organisms in a food chain.

Identify the parts of a food chain from description or illustration of producers, consumers, sunlight, etc.


producersconsumerspredatorpreyenergy flowbrowsingfood chainfood web

Construct paper food chains. Write names and draw or cut out pictures from magazines and glue on the links.

Practice constructing as many food chains as possible from hand made cards of producers and consumers.

What are the relationships between the organisms in a food chain?




Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles.


6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain.

Draw a diagram that illustrates the energy flow in a food chain.

Explain the importance of producers in every food chain.

Create a food chain for a mammal that is at least four organisms long.

Explain how energy is transferred in a food chain.

Explain what would happen to sources of food for animals if the Sun no longer provided light and heat energy to the Earth.


producersconsumersherbivorescarnivoresfood chainsfood webs

Cut and paste pictures of plants, insects and animals to create food chains.

Label students with the names of various plants, insects and animals. See how many different food chains they can create by linking up with other students. Follow the flow of energy through each food chain.

How is the Sun's energy transferred from plants to animals?

What is a food chain?






6.1d Decomposers are living things that play a vital role in recycling nutrients.

Describe the role decomposers play in the food chain.

Many producers and consumers die every year. Draw and label the relationships with decomposers that allow nutrients to return to the food chain.

Name three organism that are decomposers and explain the relationship between them and the organism they rely on for food.

Explain the role of decomposers in a food chain.

Identify the decomposers in a food chain.


decomposernutrientsbacteriafungiinsects

With hand lenses ready taken apart a rotting log in the woods. Look for the white threads of fungal mycelia, reproductive bodies (mushrooms or conches), insects and insect’s holes and discus bacterial action.

Make a large diagram of how the nutrients of dead consumers and producers are returned to the soil.

How do the nutrients in living things return to the soil when they die?


Science Curriculum – Grade 4STANDARD 4: The Physical Setting

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.Major Understanding Performance Objectives Suggested Assessment

1.1a Natural cycles and patterns include: Earth spinning around once every 24

hours (rotation), resulting in day and night.

Earth moving in a path around the Sun (revolution), resulting in one Earth year.

The length of daylight and darkness varying with the seasons.

Weather changing from day to day and through the seasons.

The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle.

Describe the pattern of the moon as it goes through a complete cycle.

Explain how the tilt of the Earth on its axis results in seasons.

Explain how the Earth’s rotation on its axis causes day and night.

Arrange in order pictures of the moon phases as it goes through a complete cycle.

Demonstrate how the tilt of the Earth changes from fall to spring causing the seasons.

Draw a picture of the Earth and label the day and night sides.

Label the day and night episodes on the Earth as it rotates.


natural cyclerotationaxisorbitrevolutionsolar systempatternweatherseasonmoon phases

Observe and record how the shape of the moon changes over a month’s time.

Observe how the weather changes over the course of a week, month, and season.

Chart the amount of daylight on the first day of each month.

Use a globe and a flashlight to demonstrate:

the rising and setting of the sun the rays of the sun striking the Earth

during the four seasons.

Why does the weather change from season to season?

Why is the daylight long in summer and short in winter?




Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.


1.1b Humans organize time into units based on natural motions of Earth: Second, minute, hour Week, month, year

Describe the relationships between: seconds and minutes minutes and hours hours and days days and weeks weeks and months Explain how the Earth rotates

every twenty-four hours

Tell how many minutes in an hour. -hours in a day -days in a week -etc. List in sequential order the units of time. Describe how the rotation of the Earth

produces day and night.


rotationhoursminutessecondsdaysweeksmonthsunitsnatural notionsrevolution

Demonstrate how sunlight hits the surface of the Earth as the Earth rotates.

Observe the position of the Sun over time.

Show an animated video of the rotation of the earth and its revolutions around the sun/

How does the motion of the Earth result in day and night?

How does the motion of the Earth result in a year?

How does the Earth revolve around the Sun?




Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.


1.1c The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

Describe the similar behavior of the stars in the solar system.

Explain the movement of the planets around the sun.

Explain how the action of the Earth impacts the appearance of the sun over time (days, months).

Explain how the stars become visible at night and invisible during the day.

Explain how the tilt of the Earth’s axis impacts the appearance of stars.

Identify and distinguish stars from other celestial bodies?

What is the path of the Earth in the solar system?


patternsunstarssatellitesolar systemellipseearthaxistelescopeconstellationplanets

Project a simulated star pattern and have students observe constellations.

Compare a summer map of the sky to a winter map of the sky.

What is the pattern that stars follow on a daily basis?

Why don’t we see the Sun at night?

Why does the pattern of stars in the sky look different in summer and winter?



Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.


2.1b Weather can be described and measured by: Temperature Wind speed and direction Form and amount of precipitation General sky conditions (cloudy,

sunny, partly cloudy)

Describe how a thermometer would look different in the summer than in the winter.

Describe the differences between various types of precipitation.

Match outside weather conditions with appropriate pictures of thermometers.

Describe the weather in a picture. What is the difference between rain and

snow? Based on a chart describe the weather

condition. What are the different types of

precipitation? How are clouds formed?

Interpret and chart weather conditions.


precipitationtemperaturethermometerwater vaporwind speed

Make (use) a kite or windsock to determine the wind conditions.

Use a cup to measure the amount of rain (or snow) in a rain (snow) storm.

Make a weather wheel. Make a cloud Use a thermometer to indicate where the

red line would be on a hot and a cold day. Study charts and practice describing the

weather.

What can you tell about the weather?

How can we determine the weather conditions?



Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.


2.1d Erosion and deposition result from the interaction among air, water, and land. Interaction between air and water

breaks down earth materials. Pieces of earth material may be

moved by air, water, wind, and gravity.

Pieces of earth material will settle or

deposit on land or in the water in different places.

Soil is composed of broken-down pieces of living and nonliving earth material.

Describe the relationship between air and water and the weathering of the Earth’s surface.

Explain the process of erosion.

Explain how air and water changes the Earth’s surface.

Identify the processes of erosion.

Label and sequence the process of erosion.


interactionsoil compositionprecipitationrunoffgroundwatererosionweatheringdeposit

Place a piece of sandstone and some water in a plastic container, shake, and observe the effects of weathering.

Have students construct islands of soil or sand and rock. Using a plant watering canister, sprinkle water to simulate precipitation and the effects of erosion.

Compare and contrast two soil samples taken from different locations.

How does air and water affect the Earth’s surface?



Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.


4.1e Electricity travels in a closed circuit. Outline the steps necessary for electricity to flow through a circuit.

Explain how electricity flows through a circuit.

Describe how objects can become charged.

Construct a completed circuit that will light up a light bulb.

Identify the parts of a circuit.


electric chargecircuitpathwayseries circuitparallel circuit

Use balloons to demonstrate static (charge) electricity.

Provide students with different materials (conductors and nonconductors) to build a circuit. Allow students to build a circuit through experimentation with the materials. Have students draw what their circuit looks like. Also, have students list what types of materials allow the electricity to flow.

As an extension, have students make series and parallel circuits. Have them investigate the similarities and differences between these two types of circuits.

How do objects get an electric charge?

How does an electric circuit work?






4.1f Heat can be released in many ways, for example, by burning, rubbing (friction), or combining one substance with another.

Explain how heat can be released from other forms of energy.

Describe how energy can be stored in chemicals.

Outline how energy from movement can produce heat.

Trace the flow of heat from different forms of energy.


chemical energyfrictionchemical changeheattemperature

Have students rub there hands together quickly for 10 seconds. Use this demonstration to discuss friction and for students to brainstorm other times when friction produces heat.

Show students a piece of charred wood. Have students write a paragraph explaining how the piece of wood might have looked or felt (temperature) before it was burned, during the burning of the wood, and after it was burned.

What are some sources of heat energy?

How is heat produced?






4.1d Energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.

Explain the ways that energy can interact and change matter.

Explain why energy is needed to convert matter into a different form.

Explain how sounds are made. Describe the effect of sound on objects. Tell how adding heat to an ice cube

would change the ice. Explain how the water would be effected

if you continue to add heat energy. Describe the difference between colors in

the dark and in bright light. Infer why the colors look different in the

light than in the dark.


evaporationsolar energychange of statevibrationreflection

Have students make sounds (using rubber bands and a tissue box, bottles with different amounts of water, drumming on different materials, etc.) while a partner feels the objects for the vibrations that will be made.

Have students explain how the sounds that they are making are affecting the sound making objects.

Apply heat to ice cubes and observe the results.

Have students predict what would happen if you continue to add more heat to the water.

Continued on next page

How does energy interact with matter?




Continued


Have students describe a colorful object in a dimly lit place. Bring the object into regular light and ask students to once again observe the object. Compare and contrast the descriptions.






4.1g Interactions with forms of energy can be either helpful or harmful.

Describe how energy can help humans but can also be dangerous.

Explain how energy can be harmful to humans.

Describe the steps of a safety plan for your family that would protect them from being harmed by electricity.


electrical safety Have students examine a safety warning label (from a blow dryer, kitchen appliance, etc.). Discuss why the labels are warning people.

Have students design a safety poster to warn a younger child of the dangers of electricity.

Have students make posters celebrating the usefulness of electricity.

Why must we follow safety rules when dealing with electricity?

How can you protect yourself from being harmed by electricity?



Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.


5.1e Magnetism is a force that may attract or repel certain materials.

Identify objects that are and are not magnetic.

Describe what makes an object magnetic.

Explain how magnets attract or repel objects.

List several names of common objects that are magnetic or non-magnetic.

Identify objects that will be attracted to a magnet.


magneticattractrepelmagnetmagnetism fieldmagnetic fieldpolecompass

Provide several magnetic and non-magnetic objects and have students test them.

Test several objects to see if they are magnetic.

Show students how like poles repel by moving objects that repel.

Show students how unlike poles attract by pulling objects together.

Why do objects get attracted to magnets?




Performance Indicator 5.2: Describe how forces can operate across distances.


5.2a The forces of gravity and magnetism can affect objects through gases, liquids and solids

Describe how forces operate in solids, liquids gases across distances.

List the effects of increased distance on the forces of gravity and magnetism through gases, liquids and solids.

Describe the effects of distance on gravity and magnetism.


forcegravitysolidliquidgasdistance

Experiment with gravity and magnetism, observing how distance can affect them.

Explore different effects of states of matter when using gravity and magnetism.

How does distance affect the forces of gravity and negativism through gases, solids and liquids?




Performance Indicator 5.2: Describe how forces can operate across distances.


5.2b The force of magnetism on objects decreases as distance increases.

Describe the relation between distance and magnetic force.

Describe why the force lessons as the objects grow further away.

Determine the change in force of magnetism when there is a change in distance.


magnetismdistancepolesmagnetic field

Experiment with different objects and distances between them to test magnetism.

Conduct investigation to have students predict whether or not an object will still be able to be attracted to another across distances.

Has does distance effect the magnetic force?




Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.


5.1f Mechanical energy may cause change in motion through the application of force through the use of simple machines such as pulleys, levers, and inclined planes

Describe how using a simple machine can cause a change in motion through the use of force.

Describe how machines reduce the amount of force needed to do work.

Identify the different types of simple machines.

Determine how different machines reduce the force necessary to do work.

Explain how simple machines work.


simple machinewheel and axlewedgeinclined planeeverscrewpulleywork, forcemotioncomplex machinecompound machine

Set up stations in your room with each simple machine displayed for students to use.

Give students a challenge at each station.

Have students walk around the community pointing out the use of different simple machines.

Investigate how simple machines work.

How does a change in motion affect the use of force?

How do machines work to change the force needed?



Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.


3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time.

Describe the size and weight of a given object.

Describe properties of objects based on measurements of mass and volume.

Give some examples of objects that have matter.

Explain why the level of water in a glass raises after you add several ice cubes.

Identify descriptions and measurement of size (volume/space).

Categorize objects as solids, liquids and gases.


mattermassobjectsolidliquidgasair

List ten objects in the classroom that are classified as matter.

Use balloons to demonstrate that air has mass.

Conduct measurement activities with objects of similar size but different names.

What is matter?

Are solids made up of matter? How do you know?

Are liquids made up of matter? How do you know?

Are gases made up of matter? How do you know?

How can we classify an object as matter?






3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

Compare and contrast the properties of different objects based on measurements.

Categorize objects according to their physical properties.

Measure the width of a various objects.

Sequence a group of objects by increasing volume.

Determine the difference in length, width, volume, mass, temperature, or flexibility between two objects.

Describe objects based on a set of properties.


volumetextureflexibilityreflectiveness of lighttemperaturemeasurement

Measure the length of several objects (paperclip, pencil, book) using a metric ruler.

Use a graduated cylinder to measure different volumes of liquids.

Determine the length of an object that is not straight using a piece of string and a ruler.

What properties can be used to describe the appearance of matter?

How can various measurements be used to describe objects?






3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders.

Describe and/or measure different properties of a given object using the following properties:

Conductivity Magnetism Sink/float in water (density) Mass Volume Length (when appropriate) Hardness

Identify and list the properties of various objects.

Determine the metric dimensions of various objects through measurement.

Compare and contrast the properties of various objects.


densityconductivitymagnetismmetalnonmetalbrittle

Investigate and observe the properties of various objects.

Based on properties identify specific objects.

What properties can be used to describe an object?

How can we identify and classify objects?






3.1d Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.)

Recognize measurements made in science that do not use the metric system.

Use prefixes to modify the base units of the metric system for large or small measurements.

Measure and record the volumes and masses of various objects.

Describe the mass and length of a paperclip and an eraser using prefixes to modify the metric base units (ex. Length in centimeters or millimeters).


mattermassvolumemeterprefixescenti-milli-kilo-litermassbalancethermometer

Observe and record on a chart the following properties of different objects:

Record the weather conditions and the millimeters/inches of mercury for two weeks. (daily pressure)

Conduct activities that involve measurement and the various instruments for measurements.

How can you describe an object using measurements?




Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter.


3.2c Changes in the properties or materials of objects can be observed and described.

Explain how an object can be changed both chemically and physically.

Describe a chemical change.

Describe a physical change.

List three examples of chemical changes and three examples of physical changes.

Describe how a chemical change is different from a physical change.

Explain how you could physically change a piece of paper and how you could chemically change a piece of paper.


physical changechemical changeproperties

Examine several different chemical changes. Observe and record the activities that showed a chemical change was occurring.

Classify changes as chemical or physical changes based on observations and descriptions from investigations.

How is a physical change different than a chemical change?

What are some observations that indicate a chemical change is occurring?

How is an object changed physically/chemically?


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