4th Grade Science 2011 Science

Transcription

1 Course Description The 4th grade science work will develop a greater understanding of basic scientific principles. Students will achieve understanding in scientific inquiry along with ecosystems and adaptations. Also, students will describe matter and energy and investigate force and motion. Finally, students will identify categories of Earth's systems. Scope And Sequence Timeframe Unit Instructional Topics 5 Week(s) 4 Week(s) 3 Week(s) 3 Week(s) 4 Week(s) Ongoing Course Rationale The fourth grade science curriculum is important to develop an understanding of the scientific inquiry process. Students will develop an understanding of ecosystems and how organisms interact and adapt to their environment. Students will also deepen their understanding of the phases of matter in relation to Newton's Law. Additionally, students will focus on specific fossils found in Missouri and plant and animal break down in the soil. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. Changes in ecosystems effect how animals interact and adapt. {Organize information about mass, measurement and mixtures.} Forces are at work and in motion all around us. Key Resources Scott Foresman,, 2006 Board Approval Date July 28, 2011 Unit: Ecosystem Ecosystem Matter and Energy Force and Motion Earth's Systems, Technology and Human Activity Scientific Inquiry 1. Ecosystems 2. Adaptations (1) 3. Adaptations (2) 1. Properties of Mixtures 2. Properties of Objects 3. Forms of Energy 1. Types of Forces 2. Motion of Objects 3. Newton's Law of Motion 1. Human Impact on the Earth 2. Earth's Crust 1. Technology 2. History of 1. Developing Investigations 2. Conducting Investigations 3. Evaluating and Analyzing Results 4. Communicating Results Course Details Duration: 5 Week(s) Page 1

2 The students will explore the different types of organisms and and the adaptations and interactions within various environments. Organisms interact with other organisms and within their environment. Organisms contain specialized structures and behaviors that allow for adaptation and survival within their environment. There are differences and similarities between in Missouri fossils and present day animals. How do organisms interact with other organisms and within their environment? How do specialized structures and internal cues affect an organism's survival? Why was the environment best suited for the common fossils found in Missouri? Choose an animal and create a flow chart depicting how their environment supports its needs, labeling each element that supports life. Illustrate and label on a chart the specialized structures and behaviors that help a given plant or animal survive in their environment. Given 3 different Missouri fossils, match the specialized structures and behaviors that made it best suited for their environment. carnivore decomposer fungi herbivore hibernation omnivore pollination Other content words: camouflage Topic: Ecosystems Duration: 10 Day(s) The student will describe how different environments (e.g., pond, forest, prairie) support life. classify organisms as producers and consumers and differentiate between the types of consumers (e.g., herbivores, carnivore, omnivores and decomposers). The student will explain how a specific organism may interact with other organisms or with their environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defense mechanism). The student will classify organisms as producers and consumers and differentiate between the types of consumers (e.g., herbivores, carnivores, omnivores, and decomposers). The student will identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms. Topic: Duration: 10 Day(s) Adaptations (1) The student will identify specialized structures that help plants and animals survive in their environment (e.g., roots, cactus needles, thorns) or (e.g., antennae, body covering, teeth, beaks) and predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors. The student will identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation). Adaptations (2) The student will compare and contrast common fossils in Missouri (e.g., trilobites, ferns, crinoids, fish, mastodons) to organisms present on Earth today and explain what environment is best suited for its special structures or behaviors. Unit: Matter and Energy Duration: 4 Week(s) Page 2

3 The students will explore classification and measurement of matter and the transfer of energy. Objects have specific properties and methods for begin measured. Recognize that energy can be transferred, but there are interfering components. Mixtures and solutions have methods of separation. How do physical properties affect measurement? How can energy be transferred or interrupted? How are components in mixtures and solutions separated by their properties? Given four different objects the student will decide which would be the appropriate tool to measure mass and volume. Create a poster representing an electric circuit with evidence of energy transfer (conductor) and another diagram representing an electric circuit with energy being interrupted (insulator). Given a container with a mixture of paper clips, wood chips, gravel, and sugar, describe in sequence how each component can be separated. circuit conductor insulator solute solvent source static electricity transfer Other content words: receiver solution Topic: Properties of Mixtures Duration: 5 Day(s) The student will describe how mixtures and solutions are used or made (e.g., by combining solids, or liquids, or a combination of these, identifying water as a solvent) The student will distinguish between the components in a mixture and a solution. The student will explain ways to separate the components by their properties (e.g., sorting, filtration, magnets, screening). Properties of Objects The student will select the appropriate tool to measure mass to the nearest gram and choose the appropriate tool to measure volume, The student will identify and classify materials and objects into "like" substances based on specific physical properties. Topic: Duration: 10 Day(s) Forms of Energy The student will construct and diagram a complete electric circuit by using a source (e.g., battery), means of transfer (e.g., wires), receiver (e.g., fans, resistance bulbs, motors, fans). The student will: classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water). The student will observe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan). The student will classify materials as insulators or conductors when placed within a circuit. The student will predict the effect of electrostatic force (static electricity) on the motion of objects (attract, repel). Unit: Force and Motion Duration: 3 Week(s) Page 3

4 The students will describe types of motion how and forces and surfaces affect the speed of an object. An object's movement and speed is affected by forces and surfaces. How is an object's speed affected by the forces acting upon it? How can forces be balanced verses unbalanced? Given two different gradient ramps, surfaces, and two matchbox cars, calculate the speed of the objects and explain why their speeds differ. After playing a class game of tug of war, students will be given an exit slip to explain when in the game the forces were balanced and at what point they were not balanced. gravitational pull Types of Forces The student will use a spring scale to measure and describe the forces (e.g., push, pull, friction, buoyancy) acting on the motion of objects over different surfaces (e.g., smooth, rough). Motion of Objects The student will classify different types of motion [(straight line, curved, vibrating, (back and forth)] and describe an object's motion in terms of distance and time. Newton's Law of Motion The student will describe how balanced forces and unbalanced forces affect an object's motion or speed. (balanced forces means no change in forces acting on an object; unbalanced forces means any change in forces acting on an object), The student will predict how the change in speed of an object is affected by the amount of force applied to an object and the mass of the object. Unit: Earth's Systems Duration: 3 Week(s) Page 4

5 Recognize that humans and nature play a beneficial/harmful role in the weathering and erosion of Earth's materials. There are ways the Earth's surface can be changed or altered that also affects its surrounding organisms. Soil is composed of various properties and materials. How is human activity affecting organisms and the Earth's surface? How is the Earth's surface changing? How do the components of soil affect its properties? Create a pro/con chart demonstrating how human activity affects organisms and the Earths surface. Given a think pair share model students will communicate how certain landforms came to be using the terms weathering, erosion and deposition correctly. Close with an exit slip describing how a teacher assigned landform was created. Create an advertisement for a farmer convincing him why to buy or not buy a teacher given soil sample. conservation debris fungi (decomposer) Other content words: deposition erosion weathering agents Topic: Human Impact on the Earth Duration: 10 Day(s) The student will evaluate the ways humans affect the erosion and deposition of Earth's materials (e.g., clearing land, planting vegetation, construction) and propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity. Earth's Crust The student will describe how weathering agents, (e.g., water, chemicals, temperature, wind, plants) deposition, and erosion, cause changes to the Earth. The students will identify and relate the landform/body of water to the process by which it was formed. The student will describe the components of soil (e.g., plant roots and debris, bacteria, fungi, worms) and its properties (odor, color, resistance to erosion, texture). Unit:, Technology and Human Activity Recognize the impacts of technology, new and old while researching the contributions of historical inventors. Students will recognize that technology both solves and creates new problems, and will identify contributions of various inventors. Duration: 4 Week(s) How does technology have positive and negative impacts on our world? How have historical inventors made contributions to technology? Create a four door graphic organizer labeling two doors new, and two doors old inventions explaining the basic purpose while comparing the historical benefits or harmful effects. Research biographical information about a scientist and their invention and organize information into a presentation. Topic: Technology Duration: 10 Day(s) The student will identify and describe how old and new technologies or inventions have helped or harmed environments, as well as help scientists make better observations. Page 5

6 (e.g., OLD: telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers, NEW: different types of light bulbs, semiconductors, integrated circuits and electronics, satellite imagery, robotics, communication, transportation, generation of energy, renewable material). Topic: Duration: 10 Day(s) History of The student will identify and describe biographical information about various scientists and inventions from different gender and ethnic backgrounds within a group setting, and describe how their work contributed to science and technology. Unit: Scientific Inquiry The students will recognize the steps of the scientific method while identifying the variables of an experiment. Students will work in groups with some guided instruction to conduct a complete experiment and analyze results. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. How are different measurement tools used to collect data? How do scientists identify variables, record observations, and analyze results? How do scientists interpret data to evaluate the reasonableness of explanations? Using appropriate science tool, collect, organize and record data. Based upon data collection, analyze whether the evidence supports the original question of the investigation. Given a set of data, draw conclusions and justify your answer using the data. scientific inquiry (method) Duration: Ongoing Other Content Words: Hypothesis (If, then statements) Variable (independant and dependant) Topic: Developing Investigations Duration: Ongoing The student will formulate a testable hypothesis with guided instruction, and in partners conduct a fair test to answer a question. Topic: Duration: Ongoing Conducting Investigations The student will conduct an investigation. The student will make qualitative and quantitative observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinder and spring scale), while measuring and recording the results of an investigation. Topic: Duration: Ongoing Evaluating and Analyzing Results The student will evaluate the reasonableness of an explanation. The student will analyze quantitative and qualitative data using observed patterns and relationship as support for reasonable explanations. Topic: Duration: Ongoing Communicating Results The student will communicate the procedures and results of investigations and explanations through the use of oral presentations, drawings and maps, data tables, graphs, or writings. Page 6

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