Grade 4 Welcome to science curriculum maps for Manhattan-Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas ively communicate with diverse audiences, Quality Producers who create intellectual, artistic practical products which reflect high stards Complex Thinkers who identify, access, integrate, use resources Collaborative Workers who use ive leadership group skills to develop positive relationships within diverse settings. Community Contributors who use time, energies talents to improve the welfare of others Self-Directed Learners who create a positive vision for future, set priorities assume responsibility for actions. Click for more. Overview of Stards Adopted in 2013, the KCCRS Science Stards describe a vision of science engineering proficiency. They represents three dimensions combined to form each stard: Disciplinary Core Ideas (DCI) Disciplinary core ideas are grouped in four domains: 1) physical sciences; 2) life sciences; 3) earth space sciences; 4) engineering, technology applications of science. Disciplinary core ideas focus on the most important aspects of science. Specifically DCIs: have broad importance across multiple sciences or engineering disciplines or be a key organizing concept; provide a key tool for understing or investigating more complex ideas; relate to the interests life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; be teachable learnable over multiple grades at increasing levels of sophistication. Crosscutting Concepts (CC) Crosscutting concepts apply across all domains, they are a way of linking different domains. They include: 1) patterns, similarity, diversity; 2) cause ; 3) scale, proportion quantity; 4) systems system models; 5) matter; 6) structure function; 7) stability change. Science Engineering Practices (SEP) The eight practices describe behaviors that scientists engage in to investigate theories the key set of engineering practices used to design build models systems. The intent is to better explain extend what is meant by inquiry the range of cognitive, social physical practices. (Source) The Full Option Science System (FOSS) Next Generation program, adopted by USD 383 in 2016 for grades K-5, is aligned to the KCCRS science stards. FOSS engages students through active learning with three modules at each grade level. FOSS provides Performance Expectations] (PE) Focus Questions (FQ). The resources reflect learning progressions to develop strong scientific habits of mind expose the nature of science engineering to our students. FOSS also strongly integrates the KCCRS for ELA Math. 1
Soils, Rocks Lforms 1 Soils, Rocks Lforms 2 1 ESS2.A Earth materials systems ESS2.E Bio-geology ESS1.C The history of planet Earth ESS2.A Cause Systems System models Cause questions Developing Planning Analyzing questions Developing abrasion acid rain basalt calcite chemical reaction chemical weathering clay conglomerate earth material exp freeze granite gravel humus limestone marble model pebble physical weathering rock s sstone silt soil system weathering alluvial fan basin canyon cast delta deposition Part 1 What is soil: 2 What causes big rocks to break down into smaller rocks? 3 How are rocks affected by acid rain? 4 What s in our schoolyard soils? Part 1 How do weathered rock pieces move from one place to another? Part 1-1 ; Active Inv. 2-3 s; 2 Active Inv. 2 3 Active Inv. 3; 4 Active Inv. 2; 2 Part 1 Active Inv. 1 Session; Session 2 Active Inv. 2-4
Soils, Rocks Lforms 3 Earth materials systems ESS2.B Plate tectonics largescale system interactions ESS1.C The history of planet Earth ESS2.A Earth materials systems ESS2.B Plate tectonics largescale system interactions Scale, proportion, quantity Systems system models Stability change Cause Scale, proportion, quantity Stability change Planning Analyzing evaluating, information Developing Planning Analyzing Using mathematics computational thinking erosion flood floodplain fossil imprint lform meer mold mountain petrification preserved remains river channel river mouth sediment shale slope superposition valley contour interval contour line crust earthquake elevation lslide lava magma mantle profile satellite cone sea level 2 How does slope affect erosion deposition? How do floods affect erosion deposition? 3 Where are erosion deposition happening in our schoolyard? 4 How do fossils get in frocks what can they tell us about the past? Part 1 How can we represent the different elevations of lforms? 2 How can we draw the profile of a mountain from a topographic map? 3 How can scientists 3 Active Inv. 1 4 Active Inv. 2; ; 2 Part 1 Active Inv. 1 ; 2 Active Inv. 1; Reading 2 3 Active Inv. 1 4 Active Inv. 1; ; 2 2
Soils, Rocks Lforms 4 Energy - Energy Circuits- ESS3.B Natural hazards ETS1.B Developing possible solutions ESS3.B Natural resources ETS1.A Defining delimiting engineering problems PS3: How is transferred Scale, proportion, quantity Structure function Cause evaluating, Planning questions defining problems topographic map volcano aggregate cement concrete fossil fuel geothermal power natural resource nonrenewable resource renewable resource solar wind power battery bulb base bulb casing circuit engineers help reduce the impacts that events like volcanic eruptions might have on people? 4 What events can change Earth s surface quickly? Part 1 What are natural resources what is important to know about them? 2 How are natural resources used to make concrete? 3 How do people use natural resources to make or build things? Part 1- What is needed to light a bulb? Part 1 Active Inv. 2 s; 2 Active Inv. 1; 3 Active Inv. 1; ; 2 Part 1-1 3
1 Energy - The Force of Magnetism- 2 conserved? ETS1: How do engineers solve problems? PS2: How can one explain predict interactions between objects within Systems system models; Energy matter Cause Effect Developing Planning Analyzing designing solutions evaluating information Planning Analyzing closed circuit component conductor contact point d-cell electric current electricity source filament insulator light light bulb metal motion motor open circuit parallel circuit series circuit shaft short circuit switch system terminal transfer wire attract compass force gravity induced magnetism interact 2 What is needed to make a complete pathway for current to flow in a circuit? 3 How can you light two bulbs brightly with one D-cell? 4 Which design is better for manufacturing long strings of lights--series or parallel? Part 1- What materials stick to magnets? 2 What happens when two or more Active Int. 1 2- Active Inv. 1 3 Active Inv. 1-2 s 4 Active Inv. 1 Reading 2 s 2 s Part 1 - Active Inv. 1-2 s 2- Active Inv. 2 s 4
Energy - Electromagnets 3 systems of objects? PS3: How is transferred conserved? PS2: How can one explain predict interactions between objects within systems of objects? PS3: How in transferred conserved? Energy matter Cause Systems system models Energy matter Using mathematics computational thinking evaluating information questions Developing Planning Analyzing Using thinking iron magnet magnetic field magnetism north pole opposite permanent magnet pole repel south pole steel temporary magnet code coil core electromagnet electromagnetis m key rivet telegraph magnets interact? What happens when a piece of iron comes close to or touches a permanent magnet? 3 What happens to the force of attraction between two magnets as the distance between them changes? Part 1- How can you turn a steel rivet into a magnet that turns on off? 2 How does the number of winds of wire around a core affect the strength of the magnetism? Part 3 How can you 1 3 Active Inv. 1-2 s -2 s 2 s Part 1 - Active Inv. 2 s; 2- Active Inv. 1 3 Active Inv. 1-2 s 2 s 5
Energy - Energy Transfer - 4 PS4: Waves applications in technologies for information transfer ETS1: How do engineers solve problems? PS3: How is transferred conserved? Cause Effect Systems system models Energy matter designing solutions evaluating questions Planning Analyzing Using mathematics collide collision friction fuel heat kinetic potential sound stationary transfer of reinvent the telegraph using your knowledge of electromagnetism? Part 1- What do we observe that provides that is present? 2 How does the starting position affect the speed of a ball rolling down a ramp? 3 What happens when objects collide? Part 1 - Active Inv. 1-2 s 2- Active Inv. 2 s 3 Active Inv. 2 s -2 s 2 s evaluating 6
Energy - Waves - 5 Environment - Environment al Factors - 1 PS3: How is transferred conserved? PS4: How are waves used to transfer information? ETS1: How do engineers solve problems? LS1: How do live, grow, respond to, reproduce? LS2: How why do interact with what are Cause Systems system models Energy matter Cause Systems system models; Structure Function questions Developing Planning Analyzing Using mathematics questions Developing Planning Analyzing amplitude compression cycle frequency mirror peak ray reflect reflection refract refraction solar cell trough wave wavelength adult antennae behavior condition darkling beetle al factor function inference isopod larva life cycle living mealworm Part 1- How are waves involved in transfer? 2 How does light travel? 3 How can you make a motor run faster using solar cells? Part 1-How do mealworm structures behaviors help them grow survive? 2 What moisture conditions do isopods prefer? What light conditions do isopods prefer? Part 1 - Active Inv. 2 s 2- Active Inv. 1-2 s Reading 2-3 s 3 Active Inv. 1-2 s Reading 2 s 2 s Part 1-1 Active Inv. 1 2- Active Inv. 4 s 3 Active Inv. 1-2 s 7
Environment - Ecosystems - 2 the s of these interactions? LS4: How can there be so many similarities among yet so many different kinds of plants, animals, microorganis ms? LS1: How do live, grow, respond to, reproduce? LS2: How why do interact with what are the s of these interactions? Systems system models Energy matter Stability change evaluating information questions defining problems Developing Planning Analyzing Using mathematics molting nonliving observation organism pill bug preferred pupa pupate sow bug stage structure algae aquarium aquatic carnivore carrying capacity competition consumer decomposer ecosystem elodea food chain food web freshwater 3 What are the characteristics of animals living in the leaf-litter? Part 1- What are the al factors in an aquatic system? 2 What are the roles of in a food chain? 3 How does food affect a population in its home range? 4 How do animals use 2 s Part 1 - Active Inv. 2 s 2- Active Inv. 1 Reading 2 s 3 - Active Inv. 1 4 --Active Inv. 1 8
Environment - Brine Shrimp Hatching - 3 LS4: How can there be so many similarities among yet so many different kinds of plants, animals, microorganis ms? LS1: How do live, grow, respond to, reproduce? LS2: How why do interact with what are the s of these interactions? LS4: How can there be so many similarities Cause Scale, proportion, quantity Systems system models computational thinking designing solutions Developing Planning Analyzing Using mathematics computational thinking herbivore home range interaction microorganis m omnivore phytoplankton population predator prey producer zooplankton brine brine shrimp concentration controlled experiment inherited trait migrate optimum range of tolerance reproduce salinity salt lake survive thrive tolerance variation viable sense of hearing? Part 1- How can we find out if salinity affects brine shrimp hatching? 2 How does salinity affect the hatching of brine shrimp eggs? 3 Does changing the allow the brine shrimp eggs to hatch? 4 What are some benefits of having variation 2 s Part 1 - Active Inv. 2 2- Active Inv. 1 Reading 2 s 3 Active Inv. 2 s 4 Active Inv. 1 2 s 9
Environment - Range of Tolerance - 4 among yet so many different kinds of plants, animals, microorganis ms? ESS3: How do Earth's surface processes human activities affect each other? LS1: How do live, grow, respond to, reproduce? LS2: How why do interact with what are the s of these interactions? Cause Structure function evaluating information Planning Analyzing evaluating adaptation dominant plant drought irrigate plant distribution salt-sensitive salt-tolerant within a population? Part 1- How much water is needed for early growth of different kinds of plants? What is the salt tolerance of several common farm crops? 2 How does mapping the plants in the schoolyard help us to investigate al factors? Part 1 - Active Inv. 4-5 s Reading 2 s 2- Active Inv. 2 s 3 Active Inv. 1 2 s 10
LS4: How can there be so many similarities among yet so many different kinds of plants, animals, microorganis ms? information 3 What are some examples of plant adaptations? 11
Grade 4 NGSS Performance Expectations 4-PS3-1. Use to construct an explanation relating the speed of an object to the of that object. FOSS Module Embedded Benchmark Energy Inv 4, Part 2: notebook entry Energy 4 I-Check Survey/Posttest 4-PS3-2. Make observations to provide that can be transferred from place to place by sound, light, heat, electric currents. Energy Inv 1, Part 1: notebook entry Inv 4, Part 1: notebook entry Energy 1 I-Check 2 I-Check 3 I- Check 4 I-Check Survey/Posttest 4-PS3-3. Ask questions predict outcomes about the changes in that occur when objects collide. Energy Inv 4, Part 3: response sheet Energy 4 I-Check Survey/Posttest 4-PS3-4. Apply scientific ideas to design, test, refine a device that converts from one form to another. Energy Inv 5, Part 3: performance assessment Energy 1 I-Check 3 I-Check Survey/Posttest 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude wavelength that waves can cause objects to move. Energy Inv 5, Part 1: response sheet Energy Survey/Posttest 4-PS4-2. Develop a model to describe that light reflecting from objects entering the eye allows objects to be seen. Energy Inv 5, Part 2: notebook entry Energy Survey/Posttest 4-PS4-3. Generate compare multiple solutions that use patterns to transfer information. Energy Inv 3, Part 3: notebook entry Energy 3 I-Check Grade 4 NGSS Performance Expectations 4-LS1-1. Construct an argument that plants animals have internal external structures that function to support survival, growth, behavior, reproduction. FOSS Module Embedded Benchmark Environments Inv 1, Part 1: notebook entry Inv 4, Part 1: performance assessment Environments 1 I-Check Survey/Posttest 12
4-LS1-2. Use a model to describe that animals receive different types of information through senses, process the information in brain, respond to the information in different ways. Environments Inv 2, Part 4: response sheet Inv 3, Part 1: performance assessment Environments 2 I-Check Survey/Posttest 4-ESS1-1. Identify from Soils, Rocks, Lforms Soils, Rocks, Lforms patterns in rock formations fossils Inv 2, Part 4: notebook entry 2 I-Check in rock layers to support an explanation Survey/Posttest for changes in a lscape over time. 4-ESS2-1. Make observations /or measurements to provide of the s of weathering or the rate of erosion by water, ice, wind, or vegetation. Soils, Rocks, Lforms Inv 1, Part 2: response sheet Inv 1, Part 3: performance assessment Inv 2, Part 1: notebook entry Inv 2, Part 2: performance assessment Inv 2, Part 3: response sheet Soils, Rocks, Lforms 1 I-Check 2 I-Check Survey/Posttest 4-ESS2-2. Analyze interpret from maps to describe patterns of Earth s features. Soils, Rocks, Lforms Inv 3, Part 1: notebook entry Inv 3, Part 2: response sheet Soils, Rocks, Lforms 3 I-Check Survey/Posttest 4-ESS3-1. Obtain combine information to describe that fuels are derived from natural resources uses affect the. Energy Inv 5, Part 3: notebook entry Energy Survey/Posttest Soils, Rocks, Lforms Survey/Posttest 4-ESS3-2. Generate compare multiple solutions to reduce the impacts of natural Earth processes on humans. Soils, Rocks, Lforms Inv 3, Part 4: notebook entry Soils, Rocks, Lforms 3 I-Check Survey/Posttest 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success constraints on materials, time, or cost. Energy Inv 1, Part 4: performance assessment Energy 1 I-Check 3-5-ETS1-2. Generate compare Energy Energy multiple possible solutions to a 3 2 I-Check problem based on how well each Soils, Rocks, Lforms 3 I-Check is likely to meet the criteria Inv 3, Part 3: performance assessment constraints of the problem. 3-5-ETS1-3. Plan carry out fair tests in which variables are controlled failure points are considered to identify aspects of a model or prototype that can be improved. Environments Inv 1, Part 2: response sheet Inv 3, Part 3: response sheet Soils, Rocks, Lforms Inv 1, Part 3: performance assessment Inv 2, Part 2: performance assessment Energy 3 I-Check 4 I-Check 13