CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Science Grade: 4

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1 School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Science Grade: 4 Benchmark Assessment 1 Instructional Timeline: Weeks 1-9 Topic(s): Plant and Animal Structures KCAS Standards Learning Target (I Can Statement) Key Vocabulary 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. LS1.A Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. ENGINEERING PRACTICE Construct an argument with evidence, data, and/or a model. Learning Target 1: I can construct an argument that plants have internal structures to support survival, growth, behavior, and reproduction. Learning Target 2: I can construct an argument that plants have external structures to support survival, growth, behavior, and reproduction. Learning Target 3: I can construct an argument that animals have external structures to support survival, growth, behavior, and reproduction. photosynthesis root structure stem structure leaf structure flower structure Reproduction Oxygen carbon dioxide sunlight energy Pollination life cycle Adaptations Petal Stigma Style

2 Ovule Pistil Sepal Stamen Filament anther School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Science Grade: 4 Benchmark Assessment 1 Instructional Timeline: Weeks Topic(s): Plant and Animal Structures KCAS Standards Learning Target (I Can Statement) Key Vocabulary 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. LS1.A Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. ENGINEERING PRACTICE Use a model to test interactions concerning the functioning of a natural system. Learning Target 4: I can construct an argument that animals have internal structures that function to support survival, growth, behavior, and reproduction. Oxygen small intestine large intestine esophagus blood veins circulation nervous system muscles reproduce sperm ovary

3 Construct an argument with evidence, data, and/or a model. 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. LS1.D Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal s brain. Animals are able to use their perceptions and memories to guide their actions. Learning Target 5: I can describe how animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. super senses sense receptors variable behavior stimuli instinct learned behavior

4 School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Science Grade: 4 Benchmark Assessment 1 Instructional Timeline: Weeks Topic(s): Earth Materials, Energy, & Waves KCAS Standards Learning Target (I Can Statement) Key Vocabulary 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. ESS1.C Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossils types indicate the order in which rock layers were formed. ENGINEERING PRACTICE Identify the evidence that supports particular points in an explanation. Learning Target 1: I can explain how fossils are formed and how the landscape has changed over time. Fossil fossil record Extinct Decay Sediment Metamorphic Igneous rock layers minerals luster hardness 4-ESS2-1 Make observations and/or Learning Target 2: I can provide measurements of evidence to prove the erosion weathering deposition

5 measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. effects of weathering or the rate of erosion. geological features ESS2.A Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. ENGINEERING PRACTICE Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth s features. ESS2.B The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Learning Target 3: I can analyze and interpret data from maps to describe patterns of Earth s features. volcano earthquake mountains topographical map magma lava patterns ring of fire layers of the earth plate tectonics fault lines continent drift

6 Maps can help locate the different land and water features areas of Earth. Pangaea ENGINEERING PRACTICE Analyze and interpret data to make sense of phenomena using logical reasoning. 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans. (ESS3.B A variety of hazards result from natural processes (earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. Learning Target 4: I can generate and compare multiple solutions to reduce the impacts of natural earth processes on humans. Natural hazards Tsunamis Volcanic eruptions Earthquake reduce ETS1.B Testing a solution involves investigations how well it performs under a range of likely conditions.) ENGINEERING PRACTICE Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

7 ENERGY UNIT 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object. PS3.A The faster a given object is moving, the more energy it possesses. ENGINEERING PRACTICE Use evidence to construct an explanation. ENERGY UNIT Learning Target 1: I can use evidence to construct an explanation relating speed of an object to the energy of that object. ENERGY UNIT Speed Energy inertia mass force motion 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. PS3.B Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some Learning Target 2: I can make observations to provide evidence that energy can be transferred from place to place. transfer electric current sound energy light energy heat energy conversion

8 energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. PS3.B Light also transfers energy from place to place. ENGINEERING PRACTICE Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. 4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. PS3.D The expression produce energy typically refers to the conversion of stored energy into a desired form for practical use. ENGINEERING PRACTICE Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Learning Target 3: I can explain possible outcomes about the changes in energy that occur when objects collide. constraints series circuit parallel circuit conductor insulator friction gravity transfer kinetic energy potential energy 4-PS3-4 Apply scientific ideas to design, test, Learning Target 4: I can design, test, and design test

9 and refine a device that converts energy from one form to another. PS3.B Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. ETS1.A Possible solutions to a problem are limited by available materials and resources. The success of a designed solution is determined by considering the desired features of a solution. Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. refine a device that converts energy from one form to another. refine convert energy electrical current motion transform sound heat light circuit (close/open) switch conductor insulator ENGINEERING PRACTICE Apply scientific ideas to solve design problems. 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and Learning Target 5: I can explain how using natural resources affects the environment. wind energy fossil fuels renewable energy coal

10 their uses affect the environment. ESS3.A Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. ENGINEERING PRACTICE Obtain and combine information from books and other reliable media to explain phenomena. natural gas petroleum geothermal energy wind energy hydropower solar energy WAVES 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. PS4.A Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. WAVES Learning Target 1: I can describe patterns in terms of amplitude and wavelength. WAVES Reflection Absorption Receptors wave length patterns amplitude waves

11 PS4.A waves of the same type can differ in amplitude and wavelength. ENGINEERING PRACTICE Develop a model using an analogy, example, or abstract representation to describe a scientific principle. 4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information. PS4.C Digitized information transmitted over long distances without significant degradation. Hightech devices, such as computers or cell phones, can receive and decode information- convert it from digitized form to voice- and vice versa. Learning Target 2: I can generate and compare solutions that use patterns to transfer information. digital information information transfer ETS1.C Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. ENGINEERING PRACTICE Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. 4-PS4-2 Develop a model to describe that light reflecting from objects and entering Learning Target 3: I can develop a model to describe how light is reflected and enters the eye so we can see. retina reflection absorption

12 the eye allows to be seen. ENGINEERING PRACTICE Develop a model to describe phenomena. ROYGBIV School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Science Grade: 4 Benchmark Assessment 1 Instructional Timeline: Weeks Topic(s): Culminating KCAS Standards Learning Target (I Can Statement) Key Vocabulary NGSS Fourth Grade Standards Differentiated instruction will be implemented based upon the results of the Benchmark Assessment 3. As listed above