Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards) Grade Four

Transcription

1 A Correlation of to the Palm Beach County Elementary Curriculum Guidelines for (Sunshine State Standards) Grade Four T/S-45_G4

2 Introduction This document demonstrates how meets the Palm Beach County Elementary Curriculum Guidelines for (Sunshine State Standards). Page references are to the Teacher s Edition or to the ancillary. Reading selections that support the Palm Beach County guidelines are also cited. Pearson is proud to introduce our all new, Kindergarten through Grade Six. Extensive research and analysis is the foundation for and guides the instructional design. Scaffolded is built on three levels of inquiry:, Guided, and Full. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills at each student s reading level. Time-Saving Strategies Time-saving strategies are built right into the Teacher s Edition that will save the teacher hours of time in lesson preparation. Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily. Technology brings teaching and learning together in one convenient spot the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

3 to the Palm Beach County Elementary Curriculum Guidelines for (Sunshine State Standards) Grade Four STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties. REPORT CARD S1. Understands that all matter has observable, measurable properties. BENCHMARK SC.A The student determines that the properties of materials can be compared and measured. (AA: MC) [Link instruction with SC.A.1.2.4] ESSENTIAL QUESTIONS? What are mass and volume? Mass and volume are properties of matter. Mass is the amount of matter an object contains, and volume the amount of space it takes up. Mass is measured in grams (g) and kilograms (kg), and volume is measured in cubic centimeters (cm 3 ), cubic meters (m 3 ), or milliliters (ml), Liters (L) and kiloliters (kl).? What is density? Density is a property of matter. It compares the mass (amount of matter) per volume (amount of space) in an object.? How are solids, liquids, and gases different? Solids have a definite volume and shape. Liquids have a definite volume but no definite shape, so they take the shape of their container. Gases have no definite volume or shape. The motion of particles in matter determines its physical state or phase (if it s a solid, liquid or gas) and temperature.? How are density and buoyancy related? Buoyancy is the ability of matter to float or sink in a liquid (or gas). Objects denser than water sink. If a solid is denser than fresh water (1.0g/cm 3 ), it will sink. If a solid s mass can be spread out over more surface, lowering its mass per unit volume below water (0.99 g/cm 3 or lower), it will float. GRADE LEVEL EXPECTATIONS GLE 1 - The student uses a variety of physical properties and measurements to compare and contrast matter. 1. Student identifies matter as anything in the universe that has mass and volume. 2. Student classifies (groups) and sorts matter into solids, liquids, and gases. Lessons Pages Assessments SF SF Reading Chapter Examview 313C, Activity Flip 313H, 342 Chart 313E Chapter 11 Lesson 2 Chapter FCAT Ancillary 73, 74, 75, 77, 146 Readers 313A Quick Study Ancillary 72, 73 1

4 GRADE LEVEL EXPECTATIONS (continued) 3. Student measures mass and volume and calculates density to compare and contrast different types of matter. 4. Student investigates the relationship between density (concentration of matter) and buoyancy (why objects sink or float.) Lessons Pages Assessments SF SF Reading Assessment Take It to the Book Chapter 11 Net 313 Test, 69-72; Unit C Test, Quick Activity 322 FCAT Benchmark Mini-Lesson Ancillary 36 2

5 STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties. REPORT CARD S1. Understands that all matter has observable, measurable properties. BENCHMARK SC.A The student knows that common materials can be changed from one state to another by heating and cooling. (CS: MC) ESSENTIAL QUESTIONS? Why does heating and cooling change matter? Adding heat to any state of matter speeds up the motion of the particles that make up the matter. Because the solid, liquid, and gas states of matter are determined by the motion of particles, adding heat will change the matter to its next state or phase. For example, adding enough heat to ice cubes will change the ice into water, continuing to add heat will change the water into water vapor (a gas). Reversing by cooling the vapor (taking away heat) will turn the water vapor back into water and more cooling will turn the water back into ice. Heating and cooling changes matter from one phase to another because it changes the motion of the particles that make up the matter.? What does a thermometer really measure? Thermometers measure the kinetic energy (energy of the motion) of the particles that make up matter. The design of a thermometer is actually based on the principle that matter expands when it gains heat and contracts when it loses heat. When a thermometer touches a material that is having its particles speeded up because they are gaining heat, conduction (the movement of heat through objects that are touching) speeds up the particles of the liquid in the thermometer. The liquid inside the thermometer expands and moves up the tube. Cooling slows the particles down and so the liquid contracts moving down the tube. This is why it is important to keep the thermometer in or on the material it is measuring for accuracy. If it is not touching the material, it is not measuring the particle motion of the material. GRADE LEVEL EXPECTATIONS GLE 1 - The student knows that heating or cooling matter will speed up or slow down the motion of the particles of matter causing a phase change. 1. Student reviews solid, liquid, and gas as the three most common phases of matter. 2. Student demonstrates that heat is the energy from the motion of particles of matter. 3. Student illustrates how temperature actually measures the motion of the particles of matter as heat. Lessons Pages Assessments SF SF Reading Chapter Examview 313C, 4.6 Children of 313H, 342, 345C, Readers 313A, Cay, 630a-647l H, A Chapter 11 Lesson 4 Chapter FCAT Ancillary 75, 76, 78, 79, 109, 147 Every Student Learns 337, 352 Quick Study Ancillary 76, 77, 78, 79 3

6 GRADE LEVEL EXPECTATIONS (continued) 4. Student investigates the effects of heating and cooling solid, liquid, and gas materials. 5. Student measures and records temperature changes in Celsius and Fahrenheit degrees. Lessons Pages Assessments SF SF Reading Chapter Take It to the Lesson 1 Net 313 Chapter Assessment Book Chapter 11 Test, 69-72; Chapter 12 Test, 73-76; Unit C Test, Quick Activity 350 4

7 STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties. REPORT CARD S1. Understands that all matter has observable, measurable properties. BENCHMARK SC.A The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. (AA: MC) ESSENTIAL QUESTIONS? What is a solution? A solution is a special kind of mixture in which one substance is evenly dissolved into another substance. (The parts getting dissolved are called the solute, and the part the solute is dissolved into is called the solvent.)? What is solubility? Solubility is a property of matter that determines if one substance can be dissolved in another, like sugar dissolving into water. Solubility is recorded as the amount in grams of a substance (solid, liquid or gas) that can be dissolved in a specific volume of water (which is considered the universal solvent).? How are solutions different from mixtures? The parts of mixtures are unevenly mixed. For example, one scoop of Raisin Bran cereal may have more raisins than another scoop (so mixtures are heterogeneous). The parts of solutions are evenly mixed. For example, every sip of salt water tastes the same because the salt is evenly mixed throughout the water (so solutions are homogeneous). The phrase evensolutions and mixed-up mixtures may help students remember this difference. GRADE LEVEL EXPECTATIONS GLE 1 - The student knows that a solution is a type of mixture in which one substance is dissolved into another substance evenly. 1. Student knows a solution forms only if one material dissolves in another. 2. Student identifies solubility as a property of matter and a measure of the amount of a material that will dissolve into another material. 3. Student investigates the solubility of different substances in water. 4. Student investigates how dissolving solids in water affects the density of the water. 5. Student compares and contrasts mixtures and solutions. Lessons Pages Assessments SF SF Reading Chapter Examview 313C, Activity Flip 313H, 342 Chart 313E Chapter 11 Lesson 3 Chapter FCAT Ancillary 74, 75, 78, 146 Assessment Book Chapter 11 Test, 69-72; Unit C Test, Readers 313A Every Student Learns 330 Quick Study Ancillary 74, 75 Take It to the Net 313 5

8 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 328 FCAT Benchmark Mini-Lesson Ancillary 37 6

9 STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 2. The student understands the basic principles of the atomic theory. REPORT CARD S2. Understands the basic properties of atomic theory. BENCHMARK SC.A The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC) ESSENTIAL QUESTIONS? How are the particles arranged in solids, liquids, and gases? A solid s particles are close together in neat, even stacks that vibrate back and forth slowly in the same spot (beside the same neighbor). Liquid particles move quickly, slipping and sliding around each other and stay relatively close together (in the same neighborhood). Gas particles move very fast and spread out filling any container they are in and moving out (of the neighborhood) as soon as the container is opened.? What changes the state or phase of matter? The motion of its particles changes the state or phase of matter. Students may think it is heating and cooling of temperature, but these are the effects of particles motion, not the cause. Because each different type of matter has its own unique boiling and melting point, the answer can only be particle motion.? How do microscopes improve scientific observations? Microscopes enable scientists to observe objects and organisms hundreds of times their normal size. GRADE LEVEL EXPECTATIONS GLE 1 The student knows matter is made of particles too small to be seen. Nature Of Matter 1. Student knows matter is made of smaller particles that move and can describe their arrangement in solids, liquids, and gases. 2. Student knows that particle movement determines the state and temperature of matter. Lessons Pages Assessments SF SF Reading Chapter Examview 313C, Activity Flip 313H, 342 Chart 313E Chapter 11 Lesson 1 Chapter 11 Lesson 4 Chapter FCAT Ancillary 73, 76 Assessment Book Chapter 11 Test, 69-72; Unit C Test, Readers 313A Every Student Learns 320 Quick Study Ancillary 70, 71, 76, 77 Take It to the Net 313 7

10 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 318 GLE 2 The student uses scientific tools (hand lens and microscope) to observe and study minute details of objects. Life (Organic Matter) 1. Student compares observations of objects and organisms using a hand lens and then a microscope. 2. Student calculates the total magnification when using different microscope lenses. Tools Chapter 1 Chapter 1 Chapter 1 Lesson 1 xxviii 1D 4 7 Assessment Book Chapter 1 Test, 1-4; Unit A Test, FCAT Benchmark Mini-Lesson Ancillary 35 Activity Flip Chart 1E Lab Zone 1D, 4 Readers 1A Quick Study Ancillary 2, 3 Take It to the Net 4 Quick Activity 17 8

11 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student knows how to trace the flow of energy in a system. (AA: MC, SR) [Also see SC.G1.2.1.] ESSENTIAL QUESTIONS? What is a food chain? A food chain is a diagram (or description) of the way energy moves through an ecosystem.? What are the three levels of every food chain? The three levels of every food chain are producers, the green plants; consumers, organisms that eat plants and/or other animals; decomposers, organisms that obtain food by breaking down the matter of other dead organisms.? How is energy transferred along a food chain? Energy is transferred from plants that use sunlight energy to make food to animals eating the plants or other animals that eat the plants.? What form of energy is always at the beginning of every food chain? All food chains start with energy from sunlight. (If sunlight isn t shown, it is always implied.) GRADE LEVEL EXPECTATIONS GLE 1 - The student knows how energy flows through a habitat in the food chain. 1. Student knows an organism is any living thing. 2. Student knows a habitat is a place in an ecosystem where an organism normally lives. 3. Student knows that a food chain transfers energy through various stages in the feeding patterns of a series of animals. 4. Student identifies a producer as any organism that makes food by photosynthesis. 5. Student identifies a consumer as any organism that eats other organisms for food. 6. Student identifies a decomposer as any organism that eats or obtains nutrients by breaking down organic matter from dead organisms. 7. Student designs possible food chains for various habitats. Lessons Pages Assessments SF SF Reading Chapter 3 73 Examview 73C, Activity Flip 73H, 100 Chart 73E Chapter 3 Lesson 1 Chapter 3 Lesson 2 Chapter 3 Lesson 3 Chapter FCAT Ancillary 13, 14, 15, 16 Assessment Book Chapter 3 Test, 9-12; Unit A Test, Readers 73A Every Student Learns 80, 87, 93 Quick Study Ancillary 20, 21, 22, 23, 24, 25 Take It to the Net 73 9

12 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 78, 84, 90 FCAT Benchmark Mini-Lesson Ancillary 10, 11, 12 10

13 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4] ESSENTIAL QUESTIONS? What is sound? Sound is a form of energy produced by vibration that travels as a mechanical wave through matter. The vibration pushes particles of matter next to it thereby compressing the matter and sending a wave of energy through the matter. Humans and other organisms hear sounds with their ears.? What is loudness? A measure of the energy in a sound wave, loudness is how strong or weak a sound is. Loud sounds have more energy and soft sounds have less energy. Sometimes loudness is described as volume. Turning up the volume of a radio pushes more electricity through the speakers making stronger vibrations and louder sounds. (The loudness of a sound is determined by the amplitude of the sound wave. The higher the amplitude, the louder or more intense the sound.)? What is pitch? Pitch is a measure of how high or low a sound s tone is as determined by how fast the sound is vibrating every second ( frequency). The faster the vibrations per second, the higher the pitch; the slower the vibrations per second, the lower the pitch. (Frequency measures the number of wavelengths of sound per second.) GRADE LEVEL EXPECTATIONS GLE 1 The student knows the relationship between the attributes of all waves and the attributes of sound waves. 1. Student identifies sound as a form of energy heard by the ear that travels through matter as mechanical waves caused by vibration. 2. Student knows loudness measures a sound s energy; stronger vibrations make louder sounds and weaker vibrations make softer sounds. 3. Student knows pitch is how high or low a sound is; faster vibrations make higher pitches and slower vibrations make lower pitches. 4. Student investigates vibrations, loudness, pitch, and hearing sound. Lessons Pages Assessments SF SF Reading Chapter Examview 401C, Activity Flip 4.1 Making Lesson 1 401H, 430 Chart 401E Music, 94-95l Chapter 14 Lesson 2 Chapter FCAT Ancillary 91, 92, 94, 96 Assessment Book Chapter 14 Test, 81-84; Unit C Test, Readers 401A Every Student Learns 414 Quick Study Ancillary 92, 93, 94, On The Beat, l 11

14 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 412 FCAT Benchmark Mini-Lesson Ancillary 47, 48 12

15 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B (continued) The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4] ESSENTIAL QUESTIONS? What is static electricity? Static electricity is the buildup of electrical charges on an object usually caused by friction (rubbing). Static charges stay on the object not moving. Even though they may have moved to get on the object, they stay on the object until discharged which can cause a little spark or a lightening bolt depending on the amount of charges that have built up. Static electricity is a form of energy and a property of charged matter which causes the forces of attraction and repulsion between objects.? How do the particles of matter cause static electricity? Matter is made of particles that have charges. A particle can have a positive (+) charge, negative (-) charge, or no charge at all. If the matter has an equal number of positive and negative charges, it is neutral. Rubbing some matter can move negative charges (electrons) from one object to another. Eventually the charges that build up on an object move off the object in a sudden brief flow of electrons called a static electric discharge. Lightning is an example of a huge static electric discharge.? What is an electric force? An electric force is the push (repelling) or pull (attracting) between objects with different charges. (Easily demonstrated with statically-charged balloons, styrofoam cups, or scotch tape.)? What is an electric field? An electric field is the region where electric forces (repelling or attracting) occur around an object. A positive electric field will attract a negative field and repel a positive field. (Electricity and magnetism are closely related because both are caused by negative and positive charges in matter.) GRADE LEVEL EXPECTATIONS GLE 2 The student knows that static electricity is a form of electrical energy. 1. Student identifies static electricity as a build up of electric charges on matter. 2. Student investigates statically charged objects that attract or repel each other to see the effects of electric force. 3. Student identifies attracting and repelling electrical forces and determines what causes an electric (force) field. Lessons Pages Assessments SF SF Reading Chapter Examview 369C, Activity Flip 369H, 398 Chart 369E Chapter 13 Lesson 1 Chapter FCAT Ancillary 85 Assessment Book Chapter 13 Test, 77-80; Unit C Test, Lab Zone 369D, 372 Readers 369A 13

16 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Every Student Learns 376 Quick Study Ancillary 82, 83 Take It to the Net 369 FCAT Benchmark Mini-Lesson Ancillary 41 14

17 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B (continued) The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4] ESSENTIAL QUESTIONS? What is electric current? Electric current is the continuous flow (motion) of electric charges. (This is unlike static charges which do not move except when discharged.)? What are some ways to control current? Different types of materials (matter) allow charges to flow through them differently. Conductors are materials that allow current (moving charged particles) to pass through them easily. Insulators are materials that do not allow electrons to pass through easily.? What is a circuit? A circuit is the path an electrical current flows through. Think of a circuit as a big loop. In order for the electrons to flow through the loop, the path must have no breaks in it; it must be closed. A closed circuit has no breaks. An open circuit has a break so the flow of electrons stops. There are different parts to a circuit: the energy source (battery or outlet), the load (appliance: light bulb, buzzer, etc.), the wire, and the switch which opens and closes the circuit.? How are series circuits and parallel circuits different? A series circuit has only one path for the current to flow. Every appliance is connected in line or series so the current flows from one load to the next in a single path. The disadvantage is if one appliance malfunctions opening the circuit, the current stops and all the other appliances fail. A parallel circuit has more than one path for the current to flow. The current moves to each appliance or can bypass it moving on to the next. GRADE LEVEL EXPECTATIONS GLE 3 The student knows that electricity, a form of energy, is the continuous flow of electric charges through matter. 1. Student differentiates between static electric (still charges) and current electric (moving charges) energy. 2. Student investigates ways to control current electricity (conductors, insulators, switches, resistors etc.) 3. Student experiments with different open and closed circuit models. Lessons Pages Assessments SF SF Reading Chapter Examview 369C, Activity Flip 369H, 398 Chart 369E Chapter 13 Lesson 1 Chapter 13 Lesson 2 Chapter FCAT Ancillary 85, 86 Assessment Book Chapter 13 Test, 77-80; Unit C Test, Lab Zone 369D, 372 Readers 369A 4.6 Out of the Blue, A Really Bright Idea, 666a-683l 15

18 GRADE LEVEL EXPECTATIONS (continued) 4. Student compares and contrasts series and parallel circuits. Lessons Pages Assessments SF SF Reading Every Student Learns 376, 380 Quick Study Ancillary 82, 83, 84, 85 Take It to the Net 369 Quick Activity 378 FCAT Benchmark Mini-Lesson Ancillary 41, 42 16

19 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student knows most things that emit light also emit heat. (CS: MC) ESSENTIAL QUESTIONS? Why does thermal energy stop flowing between objects when they reach the same temperature? Thermal energy can only flow from hotter objects to cooler objects.? What are some ways man uses solar energy? Solar ovens can cook food. Solar panels can heat water. Solar cells can produce electricity and charge batteries.? How does burning fuel produce thermal energy? Most fuels contain carbon compounds. When fuels burn, energy stored in the chemical bonds of carbon compounds are released as heat (thermal energy). Carbon atoms in the fuel combine with oxygen in the air forming carbon dioxide. (Carbon dioxide, a greenhouse gas, is responsible for global warming.)? What is waste heat? Waste heat is thermal energy that is not used. Heat is a by-product of almost every way energy is produced and is frequently wasted when making and using energy. GRADE LEVEL EXPECTATIONS GLE 1 -The student knows that solar energy (sunlight) also carries thermal energy (heat) that can be useful. 1. Student knows that energy given off by the sun carries both light and heat. 2. Student investigates ways to produce and use heat (thermal energy) from sunlight (solar energy.) 3. Student analyzes information about temperature using thermometers. 4. Student knows when fuels burn, carbon and oxygen combine to form carbon dioxide and release heat (thermal energy.) 5. Student recognizes that any time energy is produced or used, waste heat is produced that is not useful and may be harmful. Lessons Pages Assessments SF SF Reading Chapter Examview 345C, Activity Flip 345H, 364 Chart 345E Chapter 12 Lesson 1 Chapter 12 Lesson 2 Chapter 12 Guided Chapter FCAT Ancillary 80 Assessment Book Chapter 12 Test, 73-76; Unit C Test, Readers 345A Every Student Learns 352, 358 Quick Study Ancillary 78, 79, 80, 81 Take It to the Net

20 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Workbook 113 FCAT Benchmark Mini-Lesson Ancillary 39, 40 18

21 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student knows the many ways in which energy can be transformed from one type to another. (Assessed as SC.B ) [Link instruction with SC.B ] ESSENTIAL QUESTIONS? Can electricity produce a magnet? As moving electrical charges (current electricity) pass through a wire, a magnetic field (attractive force) is produced. Wrapping the wire into a coil will increase the strength of the magnetic field. An even stronger magnetic field can be produced by wrapping the coils of wire around an iron rod (magnetizing the rod, producing a powerful magnet called an electromagnet). [Students should experiment to see how these changes affect the strength of an electromagnet.]? Why is an electromagnet a temporary magnet? When the current is removed, the wire and metal rod lose their magnetic properties. It has a magnetic field only when there is an electric current flowing through the wire. (Danish physicist Hans Christian Oersted was the first to discover that electric current produces a magnetic field around a wire.)? Can magnets be used to produce electricity? British physicist Michael Faraday (1831) proved that moving a magnet past a wire can produce a current. The process of creating electric current from an electromagnet is called electromagnetic induction. Today all the electricity in homes and schools is produced by electromagnetic induction. GRADE LEVEL EXPECTATIONS GLE 1 - The student knows that moving electrical charges produce magnetic forces and moving magnets produce electric current. 1. Student knows that being magnetic means having the property to attract iron and other metals (iron alloys) with a surrounding field of force. 2. Student recognizes an energy transfer is a change of energy from one form of energy to another (e.g. an electrical current produces a magnetic effect.) 3. Student constructs a simple electromagnet and experiments to make it stronger. 4. Student constructs a simple generator (uses a magnet to produce a current.) Lessons Pages Assessments SF SF Reading Chapter D Examview 369C, Lab Zone 369H, D, 394 Chapter 13 Lesson 4 Chapter 13 Lesson 5 Chapter 13 Guided FCAT Ancillary 87, 88, 90, 110, 147 Assessment Book Chapter 13 Test, 77-80; Unit C Test, Readers 369A Every Student Learns 388, 391 Quick Study Ancillary 88, 89 Take It to the Net

22 GRADE LEVEL EXPECTATIONS (continued) Chapter 13 Lessons Pages Assessments SF SF Reading Quick Activity 386, 390 FCAT Benchmark Mini-Lesson Ancillary 44, 45 20

23 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student knows that various forms of energy (e.g. thermal) can be measured in ways that make it possible to determine the amount of energy transformed. (CS: MC Assesses B ) [Link instruction with SC.B ] ESSENTIAL QUESTIONS? What is a magnet and how does it work? A magnet is any material that attracts iron. All magnets have certain properties in common. They have two oppositely charged poles, positive and negative (also called north and south), where their magnetic force is the strongest. The opposite poles of two magnets will attract (pull together) each other. The like poles will repel (push apart) each other. The attractive and repulsive force between the poles of magnets is called magnetic force.? What is a magnetic field? A magnetic field is the region around a magnet that is affected by magnetic forces. The magnetic field is strongest at the poles of the magnet.? What is a compass and how does it work? A compass is a tool used to determine the direction energy is flowing in a magnetic or electric field. The compass needle is lightweight, magnetic, and free turning, and is attracted by the opposite north and south seeking poles of the Earth s magnetic field. The compass needle points north aligning itself along an imaginary line connecting the north and south poles of the Earth and can be used to determine the cardinal directions: north, south, east, and west. GRADE LEVEL EXPECTATIONS GLE 1 - The student extends and refines the use of a variety of tools to measure the gain or loss of energy. Lessons Pages Assessments SF SF Reading Chapter Examview 345C, Activity Flip Lesson 1 345H, 364 Chart 345E 1. Student knows that magnets attract iron and that the unlike (opposite) poles of magnets attract each other, but the like (same) poles repel each other. 2. Student knows that Earth acts like a magnet producing a gigantic magnetic field in space around itself. 3. Student knows a compass is a tool that can determine direction and also detect magnetic or electric fields of force. 4. Student constructs a simple compass and uses it to detect magnetic effects. Chapter FCAT Ancillary 79 Assessment Book Chapter 12 Test, 73-76; Unit C Test, Readers 345A Every Student Learns 352 Quick Study Ancillary 78, 79 Quick Activity

24 STRAND B: ENERGY GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency. REPORT CARD S3. Understands the interaction of matter and energy. BENCHMARK SC.B The student knows ways that heat can move from one object to another. (Assessed as B ) [Link instruction with SC.B ] ESSENTIAL QUESTIONS? What is heat? Heat is the movement of thermal energy between different matter that is at different temperatures.? How does thermal energy naturally transfer? Heat always moves from hot matter to cold matter.? What is conduction? Conduction is the movement of heat from hotter matter to colder matter it is touching. This transfer of thermal energy is caused when particles in the hotter matter bump into and speed up the particles in the colder matter and continues until both pieces of matter are the same temperature.? What is convection? Convection is the movement of heat energy in a fluid (liquid or gas) in which warmer fluids rise and cooler fluids sink creating a current (flow) from hot to cold.? What is radiation? Radiation is the movement of tiny bundles of light energy (called photons) that include both light and heat in waves from the sun to the Earth through empty space. GRADE LEVEL EXPECTATIONS GLE 1 -The student knows ways thermal energy is transferred. 1. Student knows heat is the transfer of thermal energy between matter that is different temperatures. 2. Student investigates conduction and describes the energy transfer that takes place in the particles of matter. 3. Student investigates convection and describes the energy transfer and the flow of particles that take place. 4. Student investigates radiation and describes how the sun s energy transfers light and heat to the Earth. Lessons Pages Assessments SF SF Reading Chapter Examview 345C, Activity Flip 345H, 364 Chart 345E Chapter 12 Lesson 2 Chapter FCAT Ancillary 80, 81, 82, 83, 84, 110 Assessment Book Chapter 12 Test, 73-76; Unit C Test, Readers 345A Every Student Learns 358 Quick Study Ancillary 80, 81 Take It to the Net

25 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) FCAT Benchmark Mini-Lesson Ancillary 40 23

26 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 1. The student understands that types of motion may be described, measured, and predicted. REPORT CARD S4. Understands that motion may be described, measured, and predicted. BENCHMARK SC.C The student understands that the motion of an object can be described and measured. (CS: MC) ESSENTIAL QUESTIONS? What is relative motion? Relative motion is the movement of an object compared to a frame of reference (the other objects around it).? What is velocity? Velocity is the measure of how fast an object is moving in a certain direction (speed with a vector). The most commonly used directions (vectors) are north, south, east, west, left, right, up, and down. [Think: velocity = speed with a vector.]? How are speed and velocity alike? Both speed and velocity are calculated by dividing the distance an object has moved by the time it took to move there (s = d/t : v = d/t), but velocity always includes a vector.? How are speed and velocity different? Speed does not include an object s direction. Velocity always includes the direction an object is moving. GRADE LEVEL EXPECTATIONS GLE 1 - The student knows that velocity describes change in distance over time. Lessons Pages Assessments SF SF Reading Chapter Examview 433C, Activity Flip Lesson 1 433H, 454 Chart 433E 1. Student identifies motion as a change in an object s position, speed and direction relative to other objects around it. 2. Student describes velocity as the measure of how fast an object is moving in a certain direction. 3. Student observes, measures and records distance, direction, and time data of various objects. 4. Student calculates velocity of various objects using distance, time, and direction data. 5. Student compares and contrasts speed and velocity. Chapter FCAT Ancillary 97, 98, 112 Assessment Book Chapter 15 Test, 85-88; Unit C Test, Readers 433A Every Student Learns 440 Quick Study Ancillary 100, 101 Take It to the Net

27 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 438, 440 FCAT Benchmark Mini-Lesson Ancillary 50 25

28 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 1. The student understands that types of motion may be described, measured, and predicted. REPORT CARD S4. Understands that motion may be described, measured, and predicted. BENCHMARK SC.C (CONTINUED) The student understands that the motion of an object can be described and measured. (CS: MC) ESSENTIAL QUESTIONS? What is force? Force is either a push or a pull applied to an object.? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each other. If a pair of forces are balanced (equal in strength), the object is at rest (not moving). However, when one force becomes stronger than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is applied.? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to an object already in motion will speed up the object as long as the force is added in the direction the object is moving.? What does a spring scale measure? A spring scale measures the amount of force pulling on it (in Newtons.) A Newton is the SI (system international ) unit of force. [One Newton equals the force needed to accelerate 1 kilogram of mass 1 meter per second every second (1 N = 1 kg/m/s 2. ).] Some spring scales are calibrated with gram and Newton scales. Use the Newton scale when measuring force and the gram scale when measuring mass. GRADE LEVEL EXPECTATIONS GLE 2 - The student knows a force is a push or pull that produces acceleration of a body in the direction the force is applied. 1. Student knows a force is any push or pull applied to an object. 2. Student observes and measures the effects of applying additional force to resting objects. 3. Student plans and conducts an experiment comparing acceleration down smooth and rough ramp surfaces. 4. Student measures force in Newtons using a spring scale. Lessons Pages Assessments SF SF Reading Chapter Examview 433C, Activity Flip 433H, 454 Chart 433E Chapter 15 Lesson 2 Chapter 15 Lesson 3 Chapter 15 Guided FCAT Ancillary 98, 99, 100, 102 Assessment Book Chapter 15 Test, 85-88; Unit C Test, Lab Zone 433D, 436 Readers 433A Every Student Learns 443, The American Railroad, 68-69l 4.3 John Henry, 260a-281l 26

29 GRADE LEVEL EXPECTATIONS (continued) Chapter 15 Lessons Pages Assessments SF SF Reading Quick Study Ancillary 102, 103, 104, 105 Take It to the Net 433 Quick Activity 442 FCAT Benchmark Mini-Lesson Ancillary 51, 52 27

30 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 1. The student understands that types of motion may be described, measured, and predicted. REPORT CARD S4. Understands that motion may be described, measured, and predicted. BENCHMARK SC.C The student knows that (sound) waves travel at different speeds through different materials. (AA: MC Also assesses SC.B.1.2.4) ESSENTIAL QUESTIONS? Why does sound need matter? Sound is produced when matter vibrates and sound needs a medium, some form of matter, to travel through. This is because sound is a form of mechanical wave energy started by a disturbance causing a vibration that sets the particles of matter around it in motion in all directions. For the sound energy to continue to move outward (propagate), it needs to compress other particles of matter. Without matter to compress, there can be no waves and no sound.? Why does sound change speed and pitch when it passes from one form of matter to another? All matter is made of particles, but not all the particles are the same distance apart. The particles in solids are closer together than liquids and gases are spread far apart. Changing from one form of matter to another a sound wave will have either more or less particles to compress which makes the wave change speed and the sound change pitch (frequency). GRADE LEVEL EXPECTATIONS GLE 1 The student understands that waves of energy behave differently in different medium (matter.) 1. Student knows sound waves need matter (solids, liquids, or gases) to travel through. 2. Student knows that sound waves travel at different speeds through different matter. 3. Student recognizes that when sound changes speed, it also changes pitch. 4. Student investigates the change in pitch associated with a change in speed of sound through different medium (matter.) Lessons Pages Assessments SF SF Reading Chapter Examview 401C, Activity Flip 401H, 430 Chart 401E Chapter 14 Lesson 3 Chapter 14 Lesson 4 Chapter FCAT Ancillary 91, 92, 93, 94, 95, 96, 111, 149 Assessment Book Chapter 14 Test, 81-84; Unit C Test, Readers 401A Every Student Learns 418, 421 Quick Study Ancillary 96, 97, 98, 99 Take It to the Net

31 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 420 FCAT Benchmark Mini-Lesson Ancillary 46, 49 29

32 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 2 The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted. REPORT CARD S5. Understands the interaction of force and motion. BENCHMARK SC.C The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC) ESSENTIAL QUESTIONS? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects depends on two things: the mass of the objects and the distance between them.? What is weight? Weight is the measure of the pulling force of gravity on an object. Weight can vary depending on mass (more massive objects have more pulling force) or distance (the further an object is from the center of gravity the less pulling force).? What is friction? Friction is a force that opposes motion between the surfaces of two objects that are touching each other. Friction might prevent motion from starting or resist motion in progress. The amount of friction between two surfaces depends on two things: what the surfaces are made of and how hard they are pressing against each other. GRADE LEVEL EXPECTATIONS GLE 1 The student understands that gravity is the force of attraction between all objects that have mass. 1. Student demonstrates that Earth s gravity is so strong it causes objects near the Earth to fall towards Earth. 2. Student weighs objects to measure the force of gravity. Lessons Pages Assessments SF SF Reading Chapter Examview 433C, Activity Flip 433H, 454 Chart 433E Chapter 15 Lesson 3 Chapter FCAT Ancillary 100, 102 Assessment Book Chapter 15 Test, 85-88; Unit C Test, Readers 433A Every Student Learns 449 Quick Study Ancillary 104, 105 Take It to the Net Meet the Universe s Main Attraction Gravity, l 30

33 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Activity 446 GLE 2 The student understands friction is a force that resists motion when two surfaces are touching each other. 1. Student demonstrates how friction opposes motion. 2. Student investigates friction between solid surfaces sliding against each other. Chapter 15 Chapter 15 Lesson 2 Chapter 15 Guided Chapter 15 Chapter 16 Chapter 16 Lesson Examview 433C, 433H, 454, 457C, 457H, 478 FCAT Ancillary 99, 102 Assessment Book Chapter 15 Test, 85-88; Chapter 16 Test, 89-92; Unit C Test, FCAT Benchmark Mini-Lesson Ancillary 52 Lab Zone 433D, Readers 433A, 457A Every Student Learns 449, 470 Quick Study Ancillary 102, 103 Take It to the Net 433, 457 FCAT Benchmark Mini-Lesson Ancillary 51 31

34 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 2 The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted. REPORT CARD S5. Understands the interaction of force and motion. BENCHMARK SC.C (continued)the student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC) ESSENTIAL QUESTIONS? What is a lever? A lever is a long rigid bar that rests on and pivots around a support called a fulcrum. Applying a force (called the effort) to one part of the lever causes the load (resulting force) at another place on the lever to move. Levers are classified (grouped) by the location of their fulcrum in relation to the effort force and load (resulting force).? What is a pulley? A pulley is a wheel with a rope wrapped around it. When the rope is pulled, the wheel rotates around a fixed axle as the rope rides in a groove in the wheel. There are two types of pulleys: fixed and movable. In a fixed pulley system, the load moves. In a movable pulley system, the pulley moves with the load.? What is a wheel and axle? A wheel and axle is a wheel connected to a shaft, called the axle, inserted through the middle of the wheel. The wheel (disk or knob) is fixed to the axle and so any force that is applied to the wheel transfers to the axle and vise versa. The difference in size between the wheel and its axle magnifies the force transferred to the axle.? How do simple machines make work easier? All simple machines transfer force by either changing the direction of the force applied or the strength of the force needed to move an object or both. Most simple machines make work easier by allowing you to use less force to move an object. The catch is that the force must be applied over a greater distance. Other machines may move objects farther and faster but they require a larger force over a shorter distance. GRADE LEVEL EXPECTATIONS GLE 3 The student understands how simple machines are used to make work easier. 1. Student knows that simple machines transfer force by changing the direction or strength of the force. 2. Student identifies the fulcrum as the pivot point of a lever and investigates how different levers function. 3. Student knows work is done when a force moves a mass (object) through a distance. Lessons Pages Assessments SF SF Reading Chapter Examview 457C, Activity Flip 457H, 478 Chart 457E Chapter 16 Lesson 1 Chapter 16 Guided FCAT Ancillary 103, 104, 107, 108 Lab Zone 457D, 460 Readers 457A 32

35 GRADE LEVEL EXPECTATIONS (continued) 4. Student identifies different types of pulley systems and investigates how they work. 5. Student identifies a wheel and axle as a type of simple machine with a round disk that revolves around a central axis. Lessons Pages Assessments SF SF Reading Chapter 16 Every Student Learns Assessment Book Chapter 16 Test, 89-92; Unit C Test, Quick Study Ancillary 106, 107 Take It to the Net 457 Quick Activity 462 FCAT Benchmark Mini-Lesson Ancillary 53 33

36 STRAND C: FORCE AND MOTION GRADE 4: STANDARD 2 The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted. REPORT CARD S5. Understands the interaction of force and motion. BENCHMARK SC.C (continued) The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC) ESSENTIAL QUESTIONS? How does an inclined plane make work easier? It takes less force to move an object up a ramp (inclined plane) than it does to lift the object straight up. The tradeoff is that the object must be moved a greater distance, the entire length of the ramp, to achieve the same height.? How is a screw really another form of the inclined plane? A screw is an inclined plane wrapped around a cylinder. The spiral ridges around the shaft of the screw are called threads. As the screw is turned, the threads pull the object up the shaft. It takes less force to turn a screw than to pound a nail the same size, however, the screw needs to be turned many times while the nail can be driven with just a few taps with a hammer.? How is a wedge like an inclined plane? A wedge is a moving inclined plane. Unlike a ramp that does not move, a wedge is used to split or lift objects. Force is applied to the large wide end of the wedge and gets transferred to the sides. It takes less force to drive a wedge into or under an object than it does to separate or lift the object yourself. Cutting tools like axes, scissors, blades, nails, and plows are examples of wedges. GRADE LEVEL EXPECTATIONS GLE 3 (Continued) The student understands how simple machines are used to make work easier. 6. Student identifies an inclined plane as a type of simple machine with a slanted surface that makes it easier to move a mass (object) from a lower point to a higher point, like a ramp. 7. Student identifies a screw as an inclined plane wrapped around a cylinder. 8. Student identifies a wedge as a moving single or double inclined plane. 9. Student investigates the various types of inclined planes and their uses. Lessons Pages Assessments SF SF Reading Chapter Examview 457C, Activity Flip 457H, 478 Chart 457E Chapter 16 Lesson 2 Chapter 16 Guided Chapter FCAT Ancillary 105, 106, 107 Assessment Book Chapter 16 Test, 89-92; Unit C Test Lab Zone 457D, Readers 457A Every Student Learns

37 GRADE LEVEL EXPECTATIONS Lessons Pages Assessments SF SF Reading (continued) Quick Study Ancillary 108, 109 Take It to the Net 457 Quick Activity 468 FCAT Benchmark Mini-Lesson Ancillary 54 35

38 STRAND D: PROCESSES THAT SHAPE THE EARTH GRADE 4: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth. REPORT CARD S6. Recognizes that processes interact to shape the Earth. BENCHMARK SC.D The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken down to combine with organic materials to form soil. (Assessed as D.1.2.4) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D ] ESSENTIAL QUESTIONS? What are minerals? A mineral is a naturally formed, solid substance that has never been alive or formed from a living thing. Minerals have a crystal structure. A crystal structure has a definite pattern in the way the particles in the mineral are arranged. A mineral has a crystal structure even if it does not have a crystal shape you can see.? What is a rock? Rocks are solid earth materials made of minerals. Most rocks are a mixture of different minerals. Sedimentary rocks may also contain the remains of living things.? How are rocks classified? Rocks are classified into three groups based on how they form: igneous, sedimentary, or metamorphic rock. Igneous rocks form from high temperature molten magma deep in the Earth or lava on the Earth s surface. Sedimentary rocks form from pieces of rock, minerals, sediments, and the remains of living things that pile up in riverbeds, lake bottoms, or the ocean floor. Metamorphic rocks are existing rocks (igneous or sedimentary) that have been changed (reformed) by heat and pressure deep in the Earth s crust. GRADE LEVEL EXPECTATIONS GLE 1 The student knows the properties of different types of minerals and rocks. 1. Student knows how minerals form and some of their properties. 2. Student investigates the properties of minerals. 3. Student knows how man uses minerals. Lessons Pages Assessments SF SF Reading Chapter Examview 233C, 233H, 254 Chapter 8 Lesson 1 Chapter 8 Guided Chapter FCAT Ancillary 49 Assessment Book Chapter 8 Test, 43-46; Unit B Test, Lab Zone 233D, Readers 233A Every Student Learns 240 Quick Study Ancillary 54, 55 Take It to the Net