Highland Park Science Curriculum Fourth Grade 1 st 9 Weeks

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1 NAME OF UNIT: Organisms and Environments ESTIMATED # OF DAYS: August 22-October 21 Highland Park Science Curriculum Fourth Unit Name Short Descriptive Overview Generalizations/ Enduring Understandings Concepts Guiding/ Essential Questions First Nine Weeks Organisms and Environments Students learn about how organisms interact with each other and with their environment. The student understands that biomes or regions, called bioregions, consist of all the plants and animals that have adapted to that specific climate. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. Producers, Consumers, Food Webs, Adaptations, Biomes, Region, Ecosystem, Climate How are the soils of different bioregions in Texas alike and different? How do plants and animals adapt and survive among every Texas biome? What behaviors are learned in animals? What behaviors are inherited? What are the differences between producers and consumers? What are the major food webs in each of the eleven Texas biomes? How do changes in the ecosystem affect food webs? How is a food cycle different from a food web? What are characteristics or properties of soil that allow plants to thrive and grow? Learning Progressions Learning Targets Students are able to identify the eleven major Texas Biomes as well as the animals, plant life, and soil that inhabit them. Students will differentiate between a consumer and a producer while explaining their differences. Students will predict how changes in the ecosystem will affect the food chain. Students will explore how animals and plants are able to adapt and survive in their environment. Knowledge Students will understand the difference between a producer and a consumer. Students will be able to describe the food cycle/food web. Skill Looking at a picture of a food web, students will be able to identify producers, consumers, and the various food chains that are represented in the food web. Knowledge Students will understand the flow of energy throughout food webs and predict how changes in the ecosystem affect the food web. Skills Students will be given a scenario of a change that may happen in the ecosystem such as a forest fire, cutting down trees in 1

2 Highland Park Science Curriculum Fourth the rainforest, or even a mudslide. They will then be asked to demonstrate through words and pictures how these changes will affect the food web. Knowledge Students will examine properties of soil including color and texture, capacity to retain water, and ability to support the growth of plants. Skills Identify the different plants found in Texas Biomes. Formative Assessment (FOR learning) KWL Plant and Animal Adaptations. Knowledge Students will understand that animals and plants have different characteristics that not only enable them to adapt, but survive in their habitats. Skills Students will discover a variety of animals and plants and defend the characteristics that each have that enable them to survive in their environment. Odd One Out Name the biome and students tell the teacher what animal/plant does not belong and why. Journal Entry Respond to the following scenario, How would a forest fire affect the food web? Journal Entry Create a drawing to represent the lifecycle of two different organisms one insect and one plant. Summative Assessment Assessed TEKS Students will construct one of the eleven biomes. They will include soil, animals, and plants that are indigenous to that specific biome. Students will be able to defend why specific plants and animals live in the biome. Students will include the type of soil found in their biome and describe its ability to support the growth of specific plants. Students will be able to identify the consumers and producers of the biome. (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants (B) observe and identify slow changes to Earth s surface caused by weathering, erosion, and deposition (4.9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: (A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and (B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest. (4.10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to: (A) explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants; 2

3 Highland Park Science Curriculum Fourth (B) demonstrate that some likenesses between parents and offspring are inherited, passed on from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and (C) explore, illustrate, and compare life cycles in organisms such as butterflies, beetles, radishes, or lima beans. On Going TEKS Scientific Investigations and Reasoning Skills: (4.1) Scientific investigation and reasoning. Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: The student is expected to: (A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and (B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic. (4.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: (A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; ((E) perform repeated investigations to increase the reliability of results; and (F) communicate valid, oral, and written results supported by data. (4.3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen; (C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists (4.4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to: (A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and (B) use safety equipment as appropriate, including safety goggles and gloves. Health (1) Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: (A) identify the benefits of six major nutrients contained in foods; 3

4 TEKS Highland Park Science Curriculum Fourth (B) identify information on menus and food labels; (C) differentiate between aerobic and anaerobic exercise; (D) explain the physical, mental, and social benefits of fitness; (E) explain how sleep affects academic performance; and personal safety. (2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to: (A) describe how health behaviors affect body systems; and (B) describe the basic function of major body systems such as the circulatory and digestive systems. (3) Health information. The student knows how to access health information. The student is expected to: (A) identify characteristics of health information; and (B) describe the importance of accessing health information through a variety of health resources. (6) Influencing factors. The student comprehends factors that influence individual, family, and community health. The student is expected to: (A) identify similarities in which healthy environments can be promoted in homes, schools, and communities; and (B) explain the importance of a community environmental health plan. (7) Influencing factors. The student comprehends ways in which the media and technology can influence individual and community health. The student is expected to: (A) explain how the media can influence health behaviors; and (B) describe ways technology can influence health. (8) Personal/interpersonal skills. The student understands how relationships can positively and negatively influence individual and community health. The student is expected to: (A) explain the influence of peer pressure on an individual's social and emotional health; and (B) describe the importance of being a positive role model for health. Vertical Connections K-5 TAKS Objective Nature Of Science TEKS Student Expectations 5.1 Scientific Investigation and Reasoning: The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: K

5 Highland Park Science Curriculum Fourth (A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations and (B) make informed choices in the conservation, disposal, and recycling of materials. 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: K.1AB 1.1AB 2.1AB 3.1A 4.1A 5.1A K.1C 1.1C 2.1C 3.1B 4.2A 5.1B (A) describe, plan and implement simple experimental investigations testing one variable. K.2B 1.2B 2.2B 3.2A 4.2A 5.2A (B) ask well-defined questions, formulate testable hypotheses, select and use appropriate equipment and technology. (C) collect information by detailed observations and accurate measuring. K.2C 1.2C (D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. K.2A 1.2A 2.2A 3.2A 4.2B 5.2B 2.2C 2.4B 3.2B 4.2C 5.2C 2.2D 3.2D 4.2D 5.2D (E) demonstrate that repeated investigations may increase the reliability of results. 3.2E 4.2E 5.2E (F) communicate valid conclusions in both written and verbal forms. K.2E 1.2E 2.2EF 3.2F 4.2F 5.2F (G) construct appropriate simple graphs, tables, maps, and charts using technology including computers to organize, examine, and evaluate information. 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; K.2D 1.2D 3.2C 4.2C 5.2G K.3AB 1.3AB 2.3AB 3.3A 4.3A 5.3A (B) evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels; 3.3B 4.3B 5.3B 5

6 Highland Park Science Curriculum Fourth (C) draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: (A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums (B) use safety equipment, including safety goggles and gloves. 3.3C 4.3C 5.3C K.3C 1.3C 2.3C 3.3D 4.3D 5.3D K.4AB 1.4AB 2.4A 3.4A 4.4A 5.4A 3.4B 4.4B 5.4B Life Science 5.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; (B)differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and K.10A K.10B 1.10A 1.10B 2.10A 2.10B 3.10A 4.10A 5.10A K.10C 1.10C 3.10B 4.10B 5.10B (C) describe the differences between complete and incomplete metamorphosis of insects. K.10D 1.10D 2.10C 3.10C 4.10C 5.10C Health TEKS (1) Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: (A) identify the benefits of six major nutrients contained in foods; (B) identify information on menus and food labels; (C) differentiate between aerobic and anaerobic exercise; (D) explain the physical, mental, and social benefits of fitness; 6

7 Highland Park Science Curriculum Fourth (E) explain how sleep affects academic performance; and personal safety. (2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to: (A) describe how health behaviors affect body systems; and (B) describe the basic function of major body systems such as the circulatory and digestive systems. (3) Health information. The student knows how to access health information. The student is expected to: (A) identify characteristics of health information; and (B) describe the importance of accessing health information through a variety of health resources. (6) Influencing factors. The student comprehends factors that influence individual, family, and community health. The student is expected to: (A) identify similarities in which healthy environments can be promoted in homes, schools, and communities; and (B) explain the importance of a community environmental health plan. (7) Influencing factors. The student comprehends ways in which the media and technology can influence individual and community health. The student is expected to: (A) explain how the media can influence health behaviors; and (B) describe ways technology can influence health. (8) Personal/interpersonal skills. The student understands how relationships can positively and negatively influence individual and community health. The student is expected to: (A) explain the influence of peer pressure on an individual's social and emotional health; and (B) describe the importance of being a positive role model for health. Processes and Skills Measurement, observing, hypothesizing, following a series of directions ELA Connections: Interview a family member discussing inherited traits Observing, comparing, contrasting, collecting and analyzing, drawing inferences, hypothesizing Observing, comparing, contrasting, collecting and analyzing, drawing inferences, hypothesizing Use mentor texts such as: The Tiny Seed by Eric Carle to discuss seed dispersal. Use diagrams to write the steps in the life cycle. Use monarch butterflies in the classroom to model changes and write the sequence of events. Use mentor texts such as The Spider and the Fly to discuss persuasive writing. Students pick a prey and predator and write their own version. 7

8 Highland Park Science Curriculum Fourth Topics Compasses, cardinal and intermediate directions, navigation Soil permeability and porosity, plant adaptations, seed dispersal Biomes, region, ecosystem, climate, adaptations, interactions Essential Facts A compass is used to find directions. A compass contains a small, thin magnet that swings freely and always points toward magnetic north. Soil has properties, one of which is the ability to retain water. Different types of plants survive and thrive in different types of soil. All animals share the need for food, water, and shelter. Living things form an interdependent system. There is a difference between the North Pole and magnetic north. Adaptations increase a plant s ability to survive in a particular biome. Adaptations increase an animal s ability to survive in a particular biome. Language of Instruction Compass, cardinal directions, intermediate directions, magnetic north, North Pole, navigation, needle, red in the shed, parallel Vista: Biome, bioregions, soil, residual soil, transported soil, bedrock, pedalfers, pedocals, laterites, texture, clay, sands, loams, immature soil, horizons, subsoil, porosity, permeability Chapter 2: Community, consumer, decomposer, ecosystem, embryo, extinct, fossil, genus, habitat, kingdom, population, producer, species, trait Chapter 6: Humus, horizon, topsoil, subsoil, soil profile, pore space, permeability The shape of a bird s beaks determines the type of food it eats. Animal adaptations, food chain, bird beaks Vista: Biome, bioregions, soil, residual soil, transported soil, bedrock, pedalfers, pedocals, laterites, texture, clay, sands, loams, immature soil, horizons, subsoil, porosity, permeability Chapter 2: Community, consumer, decomposer, ecosystem, embryo, extinct, fossil, genus, habitat, kingdom, population, producer, species, trait State Assessment Connections National Assessment Connections 8

9 Resources Links Highland Park Science Curriculum Fourth Dallas County Schools Video Digital Streaming: Search by TEKS on Science Timeline Interactive Science Notebook Core Labs Describe a situation where you might need to rely upon a compass. Discuss some occupations in which a compass is used on a regular basis Setting Up Interactive Notebook Linear Measurement and Capacity: Cups and Stuff Compasses Describe how living organisms interact with nonliving things in an ecosystem. What are some things you could do to preserve an ecosystem? Texas Biomes: Soil Testing Patterns and Properties of Soil Bon Voyage Part I (Plant Adaptations to Texas Biomes) Could an ecosystem exist without (a) producers, (b) consumers, (c) decomposers? Explain. Describe one ecosystem that you observed. What living and nonliving things did it include? How did they interact? Texas Biomes: Rockin Robin Texas Biomes: Hide and Seek Inference: Science Mysteries Bon Voyage Part II (Plant Adaptations to Texas Biomes) Vistas (Dana Center Unit) A Photo Journal of Texas Biomes L.E. #1: How do the Texas biomes compare with each other? L.E. #2: What patterns and adaptations are seen in plants? GEMS AIMS Bridging II TAKS Science Center Explore Activity, p. 185: Investigate What Soil is Made Of Tchr. Resources Earth s Water Study Aid 4, p. 49 and 53 Performance Assessment BIOMES Hypothesis Questions for Science Lab: How does a bird s beak determine the type of food it eats? A Photo Journal of Texas Biomes L.E. #3: What patterns and adaptations are seen in animals? Tchr. Resources Earth s Water Study Aid 2, p. 23 9

10 Textbook Correlation Highland Park Science Curriculum Fourth Unit 3, Chapter 6, Topic 3: Shaping Earth s Surface (pp ) Tchr. Res. Class. Liv. Things Study Aid 4, p. 51 Unit 3, Chapter 6, Topic 5: Inside Earth pages Unit 1, Chapter 2, Topic 5: Organisms and Where They Live (pp ) Unit 3, Chapter 6, Topic 3: Shaping Earth s Surface (pp ) Field Trips Challenge/Extension Explore Activity, p. 39: Investigate Using Skeletons to Compare Organisms Health: Coordinated School Health Program Coordinated School Health Program Healthy and Wise: Elementary Online; Monthly Newspaper- Sports, Exercise, Food, Health Research/Updates, Body Basics, Safety/Health Awareness, Relationships/Social/ Mental Health Health and Wellness, MacMillan/McGraw- Hill udent/level1.php?isbn= Tchr. Res. Class. Liv. Things Summary 4, p Dallas County Schools Video Digital Streaming: Search by TEKS on Science Timeline MacMillan /McGrawHill Health and Wellness Big Idea 10