Science - 4th Grade. Make purposeful observation of the natural world using the appropriate senses. Generate questions based on observations.

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1 Science Processes - Inquiry Process S.IP.E.1 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. generate, conduct, develop, investigate, reasoning, observation ake purposeful observation of the natural world using the appropriate senses. Generate questions based on observations. Plan and conduct simple and fair investigations. anipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker). ake accurate measurements with appropriate units (millimeters centimeters, meters, milliliters, liters, Celsius, grams, seconds, minutes) for the measurement tool. I will keep my eyes open and learn all the time. When I have questions about something I see I will propose a plan to fairly investigate. I can use tools to collect data in a variety of ways. I can accurately measure and understand the importance of the word "accurae." I can construct charts to record my data and communicate in a readable manner. Construct simple charts and graphs from data and observations. S.IP ake purposeful observation of the natural world using the appropriate senses. observation, natural world, S.IP Generate questions based on observations. observation, generate S.IP Plan and conduct simple and fair investigations. plan, conduct, investigate S.IP anipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker). manipulate, observation, data collection, hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker S.IP ake accurate measurements with appropriate units (millimeters centimeters, meters, milliliters, liters, Celsius, grams, seconds, minutes) for the measurement tool. accurate measurements, millimeters, centimeters, meters, milliliters, liters, celsius, grams S.IP Construct simple charts and graphs from data and observations. sythesis contstruct, charts, graphs, data, observations *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 1

2 Inquiry Analysis and Communication S.IA.E.1 Develop an understanding that scientific inquiry and investigations require and communication of findings, using appropriate technology. Inquiry includes an and presentation of findings that lead to future questions, research, and investigations. inquiry,, presentation, questioning, research, investigations Summarize information from charts and graphs to answer scientific questions. Share ideas about science through purposeful conversation in collaborative groups. Communicate and present findings of observations and investigations. Develop research strategies and skills for information gathering and problem solving. I can work with my peers to locate authentic soruces of information that were previously not available to me. Collaboratively we will share ideas and communicate our findings through presentation and discussion to inspire further questions that may need reserach. I will compare results from multiple trials to draw conclusitons. Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. S.IA Summarize information from charts and graphs to answer scientific questions. summarize, questioning, charts, graphs S.IA Share ideas about science through purposeful conversation in collaborative groups. share, purposeful conversation, collaborative groups S.IA Communicate and present findings of observations and investigations. application communicate, presentation observations, investigation S.IA Develop research strategies and skills for information gathering and problem solving. develop, research strategies, information gathering, problem solving S.IA Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. compare, contrast, sets of data, multiple trials, differences *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 2

3 Reflection and Social Implications S.RS.E.1 Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful of evidence that guides decision-making and the application of science throughout history and within society. relect,, evidence, application, technology Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Use data/samples as evidence to separate fact from opinion. Use evidence when communicating scientific ideas. Identify technology used in everyday life. Identify current problems that may be solved through the use of technology. Describe the effect humans and other organisms have on the balance of the natural world. I can interpret new informational text and connect to my prior knowledge. I can use this text to assist me in understanding data. y new learnings can be communicated as ideas using technology. I can relate this learning to current problems and then propose solutions based on what I have learned. Some of the new things I have learned came from reading other scientists work. Describe how people have contributed to science throughout history and across cultures. S.RS S.RS Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Use data/samples as evidence to separate fact from opinion. illustrations, performances, models, exhibits, activities data/samples, fact/opinion S.RS Use evidence when communicating scientific ideas. evidence, communicating S.RS Identify technology used in everyday life. technology, identify S.RS S.RS S.RS Identify current problems that may be solved through the use of technology. Describe the effect humans and other organisms have on the balance of the natural world. Describe how people have contributed to science throughout history and across cultures. technology, identify, problem solving describe, organisms, natural balance contributions, cultures Physical Science - Energy P.EN.E.1 Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop and understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the earth. eat, electricity, light, and sound are forms of energy. electricity, heat, light, sound Identify heat and electricity as forms of energy. I can identify different forms of energy. RESOURCES: an.php? Electrical Energy (acmillan/cgraw-ill) AueJGdzA v-train.htm P.EN Identify heat and electricity as forms of energy. identify, heat, electricity, energy *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 3

4 P.EN.E.4 Increasing the temperature of any substance requires the addition of energy. increase, temperature, substance, energy Demonstrate how temperature can be increased in a substance by adding energy. Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire. I can show and demonstrate how temperature increases when you add energy. Describe how heat is produced through electricity, rubbing, and burning. P.EN Demonstrate how temperature can be increased in a substance by adding energy. application demonstrate, temperature, increase, substance, energy P.EN Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire. describe, energy, substances, electricity P.EN Describe how heat is produced through electricity, rubbing, and burning. heat, produced, electricity, rubbing, burning P.EN.E.5 Electrical circuits transfer electrical energy and produce magnetic fields. transfer, electrical circuits, energy, magnetic fields Demonstrate how electrical energy is transferred and changed through the use of a simple circuit. Demonstrate magnetic effects in a simple electric circuit. Demonstrate magnetic effects in a simple electric circuit. I can build an electrical circuits that have magentic field properties. P.EN Demonstrate how electrical energy is transferred and changed through the use of a simple circuit. application demonstrate, electrical energy, transferred, changes, simple circuit PEN Demonstrate magnetic effects in a simple electric circuit. application demonstrate, magnetic effects, simple circuit P.P.E.3 agnets can repel or attract other magnets. agnets can also attract magnetic objects. agnets can attract and repel at a distance. repel, attact, magnets Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets. Demonstrate that non-magnetic objects are affected by the strength of the magnet and the distance away from the magnet. I understand how magnetic fields attract and repel objects. P.P Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets. demonstrate, observation, magnetic field, iron filings P.P Demonstrate that non-magnetic objects are affected by the strength of the magnet and the distance away from the magnet. demonstrate, nonmagnetic, distance *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 4

5 Properties of atter P.P.E.1 Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. All objects and substances have physical properties that can be measured. substances, physical properties easure the weight (spring scale) and mass (balances in grams or kilograms) of objects. easure volumes of liquids in milliliters and liters. I can use measuring skills to describe the physical properties of objects. RESOURCES: United Streaming Properties of atter: Part 1 National Geographic atter, atter Everywhere Properties of atter teacher planning guide p ages/oobleck.html Bartholomew and the Oobleck by Dr. Seuss P.P easure the weight (spring scale) and mass (balances in grams or kilograms) of objects. measure, spring scale, balances, grams, kilograms, mass, weight P.P easure volumes of liquids in milliliters and liters. measure, liquids, milliliters, liters P.P.E.2 atter exists in several different states: solids, liquids, and gases. Each state of matter has unique physical properties. Gases are easily compressed, but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. states of matter (solids, liquids, gases), physical properties, compressed, shapes, Compare and contrast the states (solids, liquids, gases) of matter. I can compare and contrast solids, liquids, and gases in a variety. P.P Compare and contrast the states (solids, liquids, gases) of matter. compare, contrast, states of matter (solids, liquids, gases) P.P.E.5 Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity. absorb, reflect, light energy, heat energy, electrical energy Identify objects that are good conductors or poor conductors of heat and electricity. I can describe some reasons why objects vary in their absorbtion and relfection of light. P.P P.C.E.1 Identify objects that are good conductors or poor conductors of heat and electricity. Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of products and reactants in a chemical change. identify, conductors, matter, heating, cooling I can heat and cool matter and record and describe the changes. Changes in State - atter can be changed from one state (liquid, solid, gas) to another and then back again. eating and cooling may cause changes in state. P.C Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling., explain, changes in states of matter *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 5

6 Life Science - Organization of Living Things L.OL.E.1 Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. organisms, basic needs (air, water, food, light, space) Determine that plants require air, water, light, and a source of energy and building material for growth and repair. Determine that animals require air, water, and a source of energy and building material for growth and repair. I can compare and contrast the needs of plants and animals in a variety of complex situations. RESOURCES: Addison Wesley resource book htm United Streaming Ecosystems Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair. L.OL Determine that plants require air, water, light, and a source of energy and building material for growth and repair. distinguish, requirements for survival of organisms (air, water, light, space) for plants L.OL Determine that animals require air, water, and a source of energy and building material for growth and repair. distinguish, requirements for survival of organisms (air, water, light, space) for animals *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 6

7 Evolution L.EV.E.2 Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features. characteristics, differences, advantage, survival, reproduction Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. I can analyze physical characteristics of living organisms and determine how they aid in their survival and repoduction. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. L.EV Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. identify, differences, organisms L.EV.E.2 Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. individuals, differences, characteristics, advantage, survival, reproduction Ecosystems L.EC.E.1 Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region. Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem. Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live. Interactions - Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful: others are harmful to the organism and other organisms. interaction, food, shelter, helpful, harmful, organisms Identify organisms as part of a food chain or food web. When the environment changes, some plants and animals survive to reproduce; others die or move to new locations. Explain how environmental changes can produce a change in the food web. I can connect environmental changes to changes in the food webs and food chains and then describe its impact on the natural balance. L.EC Identify organisms as part of a food chain or food web. identify, organisms, food web/food chain L.EC.E.2 When the environment changes, some plants and animals survive to reproduce; others die or move to new locations. environmental changes, survival, reproduce, new locations L.EC Explain how environmental changes can produce a change in the food web. explain, environmental changes, produce, food web *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 7

8 Earth Science - Earth in Space and Time E.ST.E.1 Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth s life forms, changes over long periods of time, and theories regarding Earth s history and continental drift. common objects, observable characteristics Identify the sun and moon as common objects in the sky. Compare and contrast the characteristics of the sun, moon and Earth, including relative distances and abilities to support life. I can compare and contrast the sizes, distances, and orbits of the sun, moon, and earth using diagrams, charts, and physical models. RESOURCES: moon_phases.phtml System in the Sky textbook Virtual oon Phase Pictures Common objects in the sky have observable characteristics. E.ST E.ST E.ST.E.2 Identify the sun and moon as common objects in the sky. Compare and contrast the characteristics of the sun, moon and Earth, including relative distances and abilities to support life. Patterns of Objects in the Sky - Common objects in the sky have predictable patterns of movement. identify, sun, moon, common objects compare, contrast, characteristics (sun, moon, earth), relative distance, life support patterns, common objects, predictable patterns Describe the orbit of the Earth around the sun as it defines a year. Explain that the spin of the Earth creates day and night. I can reasonably predict what the moon will look like in the sky from the earth and where the Earth will be in its orbit in relation to the sun. Describe the motion of the moon around the Earth. Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. I get the reason for the seasons and why it is dark when I am sleeping. E.ST Describe the orbit of the Earth around the sun as it defines a year. describe, orbit of the earth E.ST Explain that the spin of the Earth creates day and night. explain, spin of the earth, day/night E.ST Describe the motion of the moon around the Earth. describe motion of the moon E.ST Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. explain, visible shape, moon, predictable cycle, approximately Describe the apparent movement of the sun and moon across the sky through day/night and the E.ST Describe the apparent movement of the sun and moon across the sky through day/night and the seasons. describe, apparent movement, seasons, *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 8

9 E.ST.E.3 Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. fossils, evidence, environment Explain how fossils provide evidence of the history of the Earth. Compare and contrast life forms found in fossils and organisms that exist today. I can relate history to the location of fossils in earths rock layers. I can compare and contrast life forms is shallow rock layers to ancient life forms in deeper rock layers. E.ST Explain how fossils provide evidence of the history of the Earth. explain, fossils, evidence, history of the earth E.ST Compare and contrast life forms found in fossils and organisms that exist today. compare/contrast, life forms, organisms *igh atrix Representation () oderate atrix Representation () Low atrix Representation (L) 9