CURRICULUM FRAMEWORK
ROCHESTER CITY SCHOOL DISTRICT
ELEMENTARY SCIENCE CURRICULUM
GRADE 4
Notes to the Teacher
• This document was based on New York State Core Curriculum K-4 Elementary Science and designed for teachers to use in their development of lessons for standards focused instruction.
• Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.
• In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.
• This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary/Visuals
The essential vocabularies were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.
The Conceptual Question
The Conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
General Science Process Skills
i. follow safety procedures in the classroom, laboratory, and field
ii. safely and accurately use the following tools:
• hand lens
• ruler (metric)
• balance
• gram weights
• spring scale
• thermometer (C(, F(()
• measuring cups
• graduated cylinder
• timepiece(s)
iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)
iv. manipulate materials through teacher direction and free discovery
v. use information systems appropriately
vi. select appropriate standard and nonstandard measurement tools for measurement activities
vii. estimate, find, and communicate measurements, using standard and nonstandard units
viii. use and record appropriate units for measured and calculated values
ix. order and sequence objects and/or events
x. classify objects according to an established scheme
xi. generate scheme for classification
xii. utilize senses optimally for making observations
xiii. observe, analyze, and report observations of objects and events
xiv. observe, identify, and communicate patterns
xv. observe, identify, and communicate cause-and-effect relationships
xvi. generate appropriate questions (teacher and student based) in response to observation events, and other experiences
xvii. observe, collect, organize, and appropriately record data, then accurately interpret results
xviii. collect and organize data, choosing the appropriate representation:
• journal entries
• graphic representations
• drawings/pictorial representations
xix. make predictions based on prior experiences and/or information
xx. compare and contrast organisms/objects/events in the living and physical environments
xxi. identify and control variables/factors
xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem
xxiii. communicate procedures and conclusions through oral and written presentations
SCIENCE PROCESSING SKILLS
Observing
• Using one or more of your senses to gather information about objects or events
• Seeing, hearing ,touching, smelling, or tasting or combinations of these
• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
• Scientific observations are always recorded
• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.
• Based on an identification process objects or events can be grouped according to similarities and differences
• Objects or events are placed into categories based on their identifiable characteristics or attributes.
• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
Comparing and Contrasting
• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
• Using specific criteria to establish similarities and /or differences between two or more objects or events.
• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
• A statement, reasonable judgment or explanation based on an observation or set of observations
• Drawing a conclusion based on past experiences and observations
• Inferences are influenced by past experiences
• Inferences often lead to predictions
• Taking previous knowledge and linking it to an observation
• An untested explanation
Predicting
• Making a forecast of future events or conditions expected to exist
• Forecasting an expected result based on past observations, patterns, trends, data, or evidence
• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
• Using an inference to tell what will happen in the future
• Interpolated prediction is made between two known data points
• Extrapolated prediction is made outside or beyond known data points
Measuring
• Making direct and indirect comparisons to a standard unit
• Each measurement has a number and a unit
• Making quantitative observations or comparisons to conventional or non-conventional standards
• Instruments may be used to make reliable, precise, and accurate measurements
Communicating
• Verbal, graphic or written exchange of information
• Describing observations, procedures, results or methods
• Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
• Making a possible explanation based on previous knowledge and observations
• Making an “educated” guess
• Proposing a solution to a problem based on some pertinent information on the problem
• Constructing an explanation based on knowledge of the condition
• Tells how one variable will affect the other variable
• A logical explanation that can be tested
• Identifying variables and their relationship(s)
• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather supportive or non-supportive evidence
• Testing variables and drawing conclusions based on the results
• Designing investigations to test hypotheses
• Testing how one variable affects the other
• Following a precise method to test a hypothesis
• Forming conclusions based on information collected
• Controlling variables to isolate how one will affect the other.
• Answering a research question
Making Models
• Creating representations of objects, ideas or events to demonstrate how something looks or works
• Models may be physical or mental representations
• Models can be computer generated
• Displaying information, using multi-sensory representations
Constructing graphs
• Identifying dependent and independent variables and showing relationships
• Showing comparisons between two or more , objects or events
• Distribution of percentages
• Producing a visual representative of data that shows relationships, comparisons or distribution
• Labeling and scaling the axis
• Descriptive data – bar graph
• Continuous data – line graph
• Converting discreet data into pictures
Collecting and Organizing Data
• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
• Categorizing and tabulating the information to illustrate patterns or trends
• Recording measurements, male drawings, diagrams, lists or descriptions
• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
• Sorting, organizing and presenting information to better display the results
• Using titles, tables, and units for columns
Analyzing and Interpreting Data
• Looking for patterns, trends or relationships in the arrangement of data
• Deciding what the collection of information means
• Looking at pieces of data to understand the whole
• Looking at the independent and dependent variables and their relationship
• Looking for consistency and discrepancies in the data
• Making sense of the observations, data, etc.
Forming Conclusions
• Making final statements based on the interpretation of data
• Making a decision or generalization based on evidence supported by the data
• Telling whether the data supports the hypothesis or not
• A factual summary of the data
Researching Information
• Asking questions and looking for relevant information to answer it
• Using various methods and sources to find information
• Identifying variables and asking questions about it followed by gathering relevant information.
• Research questions may focus on one variable or the relationship between two variables.
• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
Formulating Questions
• Asking the who, what, where, when, why, how, what if, of the problem, information, or even
• Using the given information to search for further understanding
• Asking textually explicit questions that can be answered by the text.
• Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
• Making a judgment about the size or number of an item, or attribute without actually measuring it
• Making a judgment based on past experiences or familiarity
Identifying Variables
• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
• Showing the cause and effect relationship in respect to the variables
• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).
Controlling Variables
• Keeping variables consistent or constant throughout and experiment
• Controlling the effect or factors that influence the investigation
Forming Operational Definitions
• Tell how an object, item, idea, or model functions works or behaves
• Tells the purpose or the use of the object or model
• Tells what the term means and how to recognize it
Reading scales and instruments
• Identifying the intervals and scales
• Reading or counting the total number of scales , graduations or points
• Identifying initial and final measurements, counts or increments
Calibrating instruments
• Setting the instrument to zero before beginning to use it
• Adjusting the instrument to measure exact with known copies
• Setting the instrument measures to a known standard
Following procedures
• Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying formulas
• Using theoretical formulas to a concrete or abstract situation
• Applying a theoretical measurement to a model
• Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting scientific illustrations
• Looking for connections, sequences and relationships amongst the components
• Identifying individual and multiple relationships
• Categorizing groups and individual entities
• Reading the label or description of the illustration
Sequencing
• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
• Identifying the elements and organizing them chronologically
Conduct an Investigation
• Identify the question or problem
• Conduct some preliminary research
• Identify the variables
• Develop and follow the procedures
• Make observations and collect data
• Analyze the information and report the results
Identifying Properties
• Selecting items, conditions or events based on specific attributes or features
Evaluating
• Making a judgment of worth or merit based on a set of criteria
• Deciding to approve or disapprove a based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
Seeking and Providing Evidence
• Searching for and sharing factual information
• Identifying relationships or proofs that support an argument
• Stating specific and significant or relevant information to support an idea, decision or argument
Making decisions
• Gathering relevant information, or evidence to support a choice between alternatives
Manipulating materials
• Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
• Making a general statements from specifics, particulars, or components
Identifying cause and effect relationships
• Recognizing the influence of the independent variable on the dependent variable
• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing tables
• Placing similar information into categories
• Ordering discrete information into groups to develop patterns, trends, etc
• Using columns and rows to distinguish elements and components of the information
Analyzing Results
• Determine the meaning of the data collected
• Identifying specific patterns from the information or effects
• Separating the information to understand the components
Interpreting Graphs
• Identify the variables and categories
• Look for relationships and patterns
• Look for sources of errors
• Asking what is evident from the information
• Can interpolations and extrapolations be made from the data
Interpreting Diagrams
• Tell what the objects, or items represents
• Tell what the diagram is a model of, or represents
• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
• Tell the sequence of events or the chronology of the elements
• Construct an explanation from the interrelated parts or components
STANDARD 1
ANALYSIS, INQUIRY, AND DESIGN
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.
ELEMENTARY SCIENCE
4th Grade
RCSD CURRICULLUM
Standard 1: Analysis, Inquiry, and Design
Key Idea 1: The abstractions and symbolic representations are used to communicate mathematically.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M1.1 Extend mathematically notation and symbolism to include |Identify independent and dependent variables. |Label and describe the dependent and independent variables. |
|variables and algebraic expressions in order to describe and compare |Identify relationships among variables including: direct, indirect, |Identify and describe the relationship among variables. |
|quantities and express mathematical relationships |cyclic, constant; identify non related material |Apply mathematical equations to represent the relationship among |
| |Apply mathematical equations to describe relationships among variables |variables. |
| |in the natural world | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Practice developing scientific explanation using mathematical equations|How can scientific information or relationships be represented |
|Dependent variable |and values. |mathematically. |
|Independent variable |Use graphs to display relationships among variables. | |
|Direct relationship |Construct and analyze graphs that represent scientific data. | |
|Indirect relationship | | |
|Equation | | |
|Symbolic representation | | |
|Mathematical representation | | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M2.1 Use inductive reasoning to construct, evaluate, and validate |Interpolate and extrapolate from data. |Predict quantifiable patterns or trends from data. |
|conjectures and arguments, recognizing that patterns and |Quantify patterns and trends. |Determine unknown values from given known values. |
|relationships can assist in explaining and extending mathematical | |Explain patterns, trends, causes and effects using data. |
|phenomena. | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Analyze case studies, graphs, charts, and tables to determine trends |Why is it important to organize information into charts, graphs, |
|Inductive reasoning |and make predictions. |tables, etc.? |
|Deductive reasoning | | |
|Generalization | | |
|Evaluate | | |
|Validate | | |
|Extrapolate | | |
|Interpolate | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M3.1 Apply mathematical knowledge to solve real-world problems and |Use appropriate scientific tools to solve problems about the natural |Design and explain flow charts that represent procedures. |
|problems that arise from investigation of mathematical ideas, using |world |Construct and explain graphic representation of collected |
|representations such as picture, charts, and tables. | |information. |
| | |Analyze charts, graphs and tables to explain relationships. |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Conduct activities that engage students in collecting information and |How can scientific information be represented to demonstrate |
|Chart |representing that information mathematically in graphic, tabular or |relationships? |
|Graph |chart form. | |
|Tabulate | | |
|Flow chart | | |
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SCIENCE
STANDARD 6
INTERCONNECTEDNESS
AND
THEMES
4th GRADE
RCSD CURRICULLUM
Standard 6: Interconnectedness: Common Themes - Systems thinking
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.1 Through systems thinking, people can recognize the |Describe the difference between dynamic systems and organizational |Analyze systems and identify the role of each component. |
|commonalities that exist among all systems and how parts of a system |systems. |Identify and describe various types of systems. |
|interrelate and combine to perform specific functions |Describe the differences and similarities among engineering systems, |Describe how various sub systems interact with each other. |
| |natural systems, and social systems |Explain why systems are designed to operate and produce certain |
| |Describe the difference between open- and closed-loop systems. |results. |
| |Describe how the output from one part of a system (which can include | |
| |material, energy, or information) can become the input to other parts. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Observe the operation of various systems. |Why are systems developed? |
|Dynamic systems |Compare and contrast a living system with a non-living system. |What makes a system efficient? |
|Organizational systems |Construct a diagram that represents a system. | |
|Open system | | |
|Closed-loop-system | | |
|Input | | |
|Output | | |
|Process | | |
|Systems | | |
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Standard 6: Interconnectedness: Common Themes – Models
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.2 Models are simplified representations of objects, structures, |Select appropriate model to begin the search for answers or solutions |Design various models to represent and explain natural phenomena |
|or systems used in analysis, explanation, interpretation, or design. |to a question or problem. |or systems. |
| |Use models to study processes that cannot directly (e.g., when real |Analyze various models to determine how well they represent |
| |process is too slow, too fast, or too dangerous for direct |natural phenomena. |
| |observation). | |
| |Demonstrate the effectiveness of different models to represent the same| |
| |thing and the same model to represent different things. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Design various models to represent and explain various phenomena. |Why do we construct and use models? |
|Models |Observe and analyze various models. | |
|Mental models | | |
|Physical models | | |
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Standard 6: Interconnectedness: Common Themes - Magnitude and scale
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.3 The grouping of magnitudes of size, time, frequency, and |Cite examples of how different aspects of natural and design systems |Convert values from standard notation to exponential notation and |
|pressures or other units of measurement into a series of relative |change at different rates with changes in scale. |vise versa |
|order provides a useful way to deal with the immense range and the |Use powers of ten notation to represent very small and very large |Describe the ratios and magnitude of changes using scales. |
|changes in scales that affect the behavior and design systems. |numbers. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Observe, record, and measure changes over time. Rank order the changes |How can changes be represented to show magnitudes? |
|Magnitude |and determine the ratios and magnitudes. | |
|Frequency |Observe changes over time and look for consistency and inconsistencies.| |
|Intensity | | |
|Duration | | |
|Rank order | | |
|Relative order | | |
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Standard 6: Interconnectedness: Common Themes - Equilibrium and stability
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.4 Equilibrium is a state of stability due either to a lack of |Describe how feedback mechanisms are used in both designed and natural |Describe positive and negative feedback |
|change (static equilibrium) or a balance between opposing forces |systems to keep changes within desired limits. |Explain why consistency or equilibrium is important in various |
|(dynamic equilibrium). |Describe changes within equilibrium cycles in terms of frequency or |systems. |
| |cycle length and determine the highest and lowest values and when they |Compare static equilibrium with dynamic equilibrium. |
| |occur. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Study positive and negative feedback systems and observe how they |What is equilibrium? |
|Equilibrium |function in maintaining equilibrium. |How is equilibrium achieved? |
|Stability |Observe how forces work against and with each other to maintain | |
|Static equilibrium |balance. | |
|Dynamic Equilibrium | | |
|Positive feedback | | |
|Negative feedback | | |
|Unbalanced force | | |
|Balanced Force | | |
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Standard 6: Interconnectedness: Common Themes - Patterns of change
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.5 Identifying patterns of change is necessary for making |Use simple linear equations to represent how a parameter changes with |Describe how various patterns are used to make inferences and |
|predictions about future behavior and conditions. |time. |predictions. |
| |Observe patterns of change in trends or cycles and make predictions on |Make inferences and predictions and observe data. |
| |what might happen in the future. |Analyze patterns of change in friends to understand behaviors. |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Collect information or changes in behavior and conditions to establish |How are predictions made? |
|Linear |patterns and trends. | |
|Cyclical |Observe changes in patterns and trends to determine causes and make | |
|One-way |predictions. | |
|Loop | | |
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Standard 6: Interconnectedness: Common Themes – Optimization
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.6 In order to arrive at the best solution that meets criteria |Determine the criteria and constraints and make trade-offs to determine|Develop various criteria for making decision. |
|within constraints, it is often necessary to make trade-offs. |the best decision. |List alternatives for specific choices under various conditions. |
| |Use graphs of information for decision-making problem to determine the |List advantages and disadvantages for making certain decisions. |
| |optimum solution. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Practice decision making based on specific criteria. |Why do we need criteria for making decisions? |
|Constraints |Practice developing criteria for making decisions under certain |Why is it important to know advantages and disadvantages before |
|Criteria |conditions. |making a decision/choice? |
|Alternatives | | |
|Disadvantages | | |
|Advantages | | |
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Standard 1: Analysis, Inquiry and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | |Demonstrate that they can follow a written plan. |
|S.2.3 Carry out their plans for exploring phenomena through direct |Use appropriate "inquiry and process skills" to collect data. |Construct a list of questions to collect relevant information. |
|observation and through the use of simple instruments that permit | |Observe record and tabulate data accurately. |
|measurement of quantities, such as length, mass, volume, temperatures, |Record observations accurately and concisely. | |
|and time. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|properties |Conduct various demonstrations and investigations based on written |How can we identify objects? |
|observation |procedures and have students ask questions of collect data. |How do we plan an investigation? |
|qualitative | | |
|quantitative | | |
|object observation | | |
|measurement | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.1 Organize observations and measurements of objects and events |Accurately transfer data from a science journal or notes to an |Construct a table chart from raw data. |
|through classification and the preparation of simple charts and tables. |appropriate graphic organizer. |Identify and label the information from a chart/table. |
| | |Explain how charts are constructed. |
| |Accurately construct and use a data chart or table to record the results|Transfer accumulated desegregated information onto a chart or table. |
| |of a scientific experiment. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|classification | | |
|data |Set up a simple classification activity (such as pasta, or buttons, or |How to construct a chart or table? |
|chart |shells). Have students sort the objects and record on a graphic |Why are tables and charts important? |
|table |organizer and a simple chart. |Why do we use tables and charts? |
| |Using a thermometer, a cup of water, and some ice, set up an experiment | |
| |where students take the temperatures of water, add ice, and record the | |
| |change in temperature each minute. | |
| |Classify objects that sink and float. Record the results in a simple | |
| |chart. | |
| |Collect multiple pieces of information and sort them onto a table. | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.2 Interpret organized observations and measurements, recognizing |State, orally and in writing, any inferences or generalizations |Provide data charts and tables and ask students to identify and |
|simple patterns, sequences and relationships |indicated by the data collected. |explain any relationships. |
| | |Identify the variables on a chart or graph and explain their |
| |State, orally and in writing any patterns, sequences, or relationships |relationships. |
| |indicated by the data. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|sequence |After conducting an experiment on objects that sink or float, have |Why do we organize information into charts and tables? |
|inferences |students make inferences about what characteristics cause an object to | |
|relationship |sink or float. | |
|data |Set up a battery, bulb, and wires. Give students objects to test which | |
|patterns |either do or don't conduct electricity, having them record their results| |
|relationships |in a simple chart. Have them infer what objects will conduct | |
| |electricity and why. | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.3 Share their findings with others and actively their seek |Explain their findings to others. |Have students report back orally someone else's findings. Keep |
|interpretations and ideas. | |anecdotal records. |
| |Actively listen to suggestions for possible interpretations and ideas. |Summarize the information and share with the class. |
| | |Identify the key information from various observations or |
| | |investigations. |
| | |List possible ways the same information can be misinterpreted. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|interpretation | | |
|findings |After conducting an individual or group activity, have students work |Why is it important and necessary to share new information? |
| |with a partner or their cooperative groups to explain in their own words|How many ways can new information be shared? |
| |what their findings were. | |
| |Study the findings/data of various investigations and develop a | |
| |collective summary. | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.4 Adjust their explanations and understandings of objects and events|State, orally and in writing any references or generalizations indicated|Identify and develop questions from an investigation. |
|based on their findings and new ideas. |by the data, with appropriate modifications of their original |Develop questions based on a procedure/plan, observations or data |
| |predictions/explanation. |(chart/table). |
| | |Modify an explanation to answer deeper questions. |
| |State, orally and in writing, any new questions that arise from their |Explain the differences in results from the same experiment. |
| |investigation. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|inference | | |
|generalization |Have students pose a question based on a scientific topic. After |Why is information necessary to support statements? |
|prediction |students design an experiment, perform the experiment and collect data, |What is the purpose of investigations and observations? |
| |have them analyze the data and compare their results to their original | |
| |hypothesis. Compare the results to the hypothesis and modify their | |
| |explanation. | |
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STANDARD 4
LIVING ENVIRONMENT AND THE PHYSICAL SETTING
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
ELEMENTARY SCIENCE
4th GRADE
RCSD CURRICULLUM
STANDARD 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe the life processes common to all living things.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|1.2a Living things grow, take in nutrients, breathe, reproduce, |Describe life as a combination of processes. |Identify and list the life functions. |
|eliminate waste, and die. |Explain why living things carry out life functions. |Compare the similarity of life functions to different organisms. |
| | |Briefly describe each life function. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|life functions |Observe various organisms and record their life processes. |How can I tell it’s alive? |
|life process |(aquatic, terrestrial) |How can we identify if an organism is living or dead? |
|growth | | |
|respiration | | |
|responding to stimuli | | |
|nutrition | | |
|movement | | |
|excretion | | |
|reproduction | | |
|adaptation | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.1a All living things grow, take in nutrients, breathe, reproduce and |Describe the common life functions to all living things. |Identify the various life functions. |
|eliminate waste. |Explain why living things must carry out specific life functions. |Match a life function to a description or activity. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|nutrients |Students care for a class pet and chart observations of the animal’s |What processes are common to all living things? |
|reproduce |life functions. | |
|eliminate |Observe videos of organisms and identify their life functions. | |
|pollination | | |
|food chain | | |
|life cycle | | |
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STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Describe how the structures of plants and animals compliment the environment of the plant or animal.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|3.1a Each animal has different structures that serve different functions |Describe how the structure of animals that helps them to survive to |Identify physical characteristics of living organisms and describe |
|in growth, survival, and reproduction. |the environment. |the survival functions. |
|wings, legs, or fins enable some animals to seek shelter and escape |Explain the changes that animals go through during the different |Match body structures with then survival functions. |
|predators |seasons. |Explain the life functions of specific body structures. |
|the mouth, including teeth, jaws, and tongue, enables some animals to eat| |Explain how body structures work to different environments. |
|and drink | |Identify and distinguish variations to the body parts of organisms. |
|eyes, nose, ears, tongue, and skin of some animals enable the animals to | | |
|sense their surroundings | | |
|claws, shells, spines, feathers, fur, scales, and color of body covering | | |
|enable some animals to protect themselves from predators and other | | |
|environmental conditions, or enable them to obtain food | | |
|some animals have parts that are used to produce sounds and smells to | | |
|help the animal meet its needs | | |
|the characteristics of some animals change as seasonal conditions change | | |
|(e.g., fur grows and is shed to help regulate body heat; body fat is a | | |
|form of stored energy and it changes as the seasons change) | | |
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| |Continued on the next page | |
STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Continued - 3.1a
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|habitat |Observe survival behavior of animals in their habitat. |How do animals survive in their environment? |
|variation |Observe camouflage characteristics of specific organisms in the | |
|survival |environment. | |
|body structure |Observe and categorize how certain organisms hunt for food. | |
|camouflage | | |
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STANDARD 4: Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator 2.1: Recognize that traits of living things are both inherited and acquired or learned.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|2.1a Some traits of living things have been inherited (e.g., color of |Identify traits that are inherited from parents to offspring. |List various inherited traits. |
|flowers and number of limbs of animals). |Explain why traits are inherited. |Tell which traits are inherited from parents. |
| | |Identify similar traits in both the parents and offspring. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Trait |Compare pictures of parents and children (offspring) and look for |Who do I look like? |
|inherited |similar traits. |Where do my traits come from? |
|parent |Compare pictures/illustrations of parents and individuals or siblings | |
|offspring |and look for similar traits. | |
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STANDARD 4: Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator 2.2: Recognize that for humans and other living things there is genetic continuity between generations.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|2.2a Plants and animals closely resemble their parents and other |Identify the similarities of traits in the generations. |List similar traits or characteristics in organisms of the same |
|individuals in their species. |Identify the similarities of traits in the species. |species. |
| |Explain why organisms within species look/are similar. |Identify organisms of the same species. |
| | |Explain why generations of species look similar. |
| | |Group organisms according to similar traits. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|species |Use criteria to group organisms. |Why do offspring resemble their parents and their siblings? |
|generation |Collect pictures of organisms of the same species. |What makes organism of the same species look alike? |
|genetics |Observe traits that are common to parent and offspring. | |
|inherit | | |
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STANDARD 4: Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator 2.2: Recognize that for humans and other living things there is genetic continuity between generations.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|2.2b Plants and animals can transfer specific traits to their offspring |Explain how offspring get their traits from parents. |Explain why organisms from one species cannot produce organisms of |
|when they reproduce. |Explain how traits can be used to group similar organisms. |another. |
| | |Identify similar species. |
| | |Match the parent and the offspring. |
| | |Identify the common trait amongst the different species. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|transfer |Trace an organism characteristic through the generation. |Why do offspring look like their parents? |
|offspring |Select a trait and identify how many organisms of the species have | |
|reproduce |the trait. | |
|parent | | |
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STANDARD 4: Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator 2.1: Recognize that traits of living things are both inherited and acquired or learned.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|2.1b Some characteristics result from an individual's interactions with|Identify a learned behavior that is a result from interaction with the |List a set of learned characteristics. |
|the environment and cannot be inherited by the next generation (e.g., |environment. |Select or identify which are environmental or learned traits and which |
|having scars; riding a bicycle). |Compare and contrast inherited traits versus characteristics that |are inherited traits. |
| |result from interaction with the environment. |Distinguish between an inheritable trait and learned trait. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|characteristics |Using pictures identify traits that are inherited from parents to |How does my environment affect me? |
|interaction |offspring. | |
|learned behavior |Using pictures identify traits that are acquired from interaction with | |
|environmental trait |the environment. | |
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STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|3.2a Individuals within a species may compete with each other for food, |Explain why organisms compete. |Give/Select Reasons why organisms compete for survival. |
|mates, space, water, and shelter in their environment. |Explain how population and communities change as living organisms |Identify the variations of individuals within a species. |
| |compete for food, mates, space, water and shelter. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|variation |Use plastic spoons, forks, knives to pick up marbles and wooden |Why do organisms compete? |
|species |blocks. | |
|competition |Observe structure and feeding patterns. | |
|competitive advantage | | |
|individuals | | |
|natural selection | | |
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STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|3.2b All individuals have variations, and because of these variations |Describe how variations may give an organism a competitive advantage. |Identify the variation and the competitive advantage. |
|individuals of a species may have an advantage in surviving and |Explain how reproductive and survival is related to variations within |Explain how survival may occur in a group of individuals and not in|
|reproducing. |organisms. |others because of variation. |
| | |Identify the variations within a species. |
| | |Explain what gives an organism a competitive advantage. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|species |Observe variation in corn seedlings. |How can variation lead to survival? |
|survival |Observation variation to bird breaks, feet, body structure, and wings.| |
|variation | | |
|advantage | | |
|structural adaptation | | |
|behavioral adaptation | | |
|evolution | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2a Plants respond to changes in their environment. For example, the |Explain how roots, stems, leaves, flowers and seeds respond to |Identify the parts of a flower and what are their functions? |
|leaves of some green plants change position as the direction of light |environmental changes such as temperature, amount of light and water. |List what plants need to survive? |
|changes; the parts of some plants undergo seasonal changes that enable | |Explain how plant structures are important for survival? |
|the plant to grow; seeds germinate, and leaves form and grow. | |Give examples of how some plants respond to changes in the amount of |
| | |light, temperature and/or water. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|roots stem leaves |Design an experiment relating to seed germination (light/dark, position |What do plants need to survive? |
|flower seed seedling |of the seeds, cold/room temperature, etc.) |What can plants do to adapt to change? |
|mature plant sepal petal |Perform an experiment to find out how changing the amount of water |How do seasonal changes affect plants? |
|stamen pistil ovary |affects the germination of seeds. | |
|pollen monocot seed dicot seed | | |
|classify reproduce conifer | | |
|spore ferns mosses | | |
|pollination embryo ovule | | |
|dormant adaptation | | |
|camouflage geotropism | | |
|phototropism | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2b Animals respond to change in their environment, (e.g., |Describe changes in the systems of the body during a fight or flight |Name three systems involved in the fight or flight response and |
|perspiration, heart rate, breathing rate, eye blinking, shivering and |response: |describe the changes in them that occur. |
|salivating). |respiratory (lungs, trachea) |How does the brain help all the body systems work together? |
| |circulatory (heart, veins, arteries) |Label the systems of the human body and describe how an environmental |
| |digestive (esophagus, stomach, intestine) |change may affect them. |
| |nervous (brain, spinal cord, nerves) | |
| |Describe how the body can change to adapt to environmental conditions. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|fight or flight response brain |Partners observe each other's pupils during light and dark. Record |How do the systems of the body work to keep the organism alive? |
|stimulus spinal cord |observations and come up with possible explanation. |Explain how body adaptations survive to environmental conditions. |
|respiratory system nerves |Examine human reflexes (ex.: knee-jerk, etc.). | |
|circulatory system reaction |Examine changes in heart rate and breathing rate at rest and after | |
|digestive system stomach |exertion. | |
|skeletal system intestines |Students make a "System of the Body" book with diagrams they create. | |
|nervous system | | |
|lungs | | |
|trachea | | |
|heart | | |
|veins | | |
|arteries | | |
|esophagus | | |
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2c Senses can provide essential information (regarding danger, food, |Explain the importance of senses in animal survival. |Explain how the senses provide important information to animals to |
|mates, etc.) to animals about their environment. |Explain how senses work in understanding survival. |help them survive in their environment? |
| | |Identify some senses that animals depend on in order to survive. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|smell taste hear |Explore ways in which an animal's coloring or pattern may signal danger |How can an animal's senses be helpful in survival? |
|touch sight reflex |to another animal. | |
|stimulus response instinct |Investigate how an earthworm responds to stimuli. | |
|behavior reproduction senses |Visit the zoo and create a chart with the senses, and classify animals | |
|habitats sonar |according to the particular sense they depend on. | |
| |View a video on bats and how they use sonar. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2d Some animals, including humans, move from place to place to meet |Explain why some animals migrate. |Give reasons for animals and humans to change their habitat. |
|their needs. |Describe the migratory patterns of some animals. |Describe the migration of various animals. |
| | |Demonstrate how migration helps with survival. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|location |Watch videos on migration of various animals. |Why do animals, including humans move? |
|locomotion |Construct a diagram to demonstrate the migratory patterns of various | |
|migration |animals. | |
|migratory patterns | | |
|habitat | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2e Particular animal characteristics are influenced by changing |Explain the differences in size and body insulation in different |List three ways animals adapt to harsh winter temperature. |
|environmental conditions including: fat storage in winter, coat |seasons. |Describe how different body parts in animals help them survive in |
|thickness in winter, camouflage, shedding of fur. |Explain whether adaptations are inherited or developed over a lifetime. |different habitats. |
| | |List what kinds of adaptations can be made to different body parts. |
| | |Describe similarities and differences of different body adaptations. |
| | |Graph estimated hair growth on a monthly basis and explain reasons for|
| | |seasonal differences. |
| | |Match the body part adaptations to its purpose. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|stimulus photographs |Observe photographs of animals camouflaged in their natural environment,|How the colors, shapes, and patterns protect animals from predators? |
|adaptation |draw, and explain its purpose. |How are structures important in animal survival? |
|environments animals in |Make a chart listing different environments and explain how body parts | |
|camouflage |can adapt to meet physical needs in that environment. | |
|predator | | |
|prey | | |
|habitat | | |
|inherited | | |
|Continued | | |
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Continued
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|protection |Borrow classroom animals throughout the building and describe | |
|structure |specialized body parts and their functions. | |
|blubber |Discuss Galapagos finches and specialized micro-adaptations. | |
|function | | |
|environment | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2f Some animal behaviors are influenced by environmental conditions. |Explain how hibernation and migration help animals to survive. |Compare heart rate, eating, and activity levels for hibernating and |
|These behaviors may include: nest building, hibernating, and hunting, |Explain how animal communication helps in survival. |non-hibernating animals. |
|migrating, and communicating. |Explain how an individual animal benefits by being part of a group. |Give three examples of how a parent protects its young from predators.|
| |Describe how some animals react to different environmental conditions. |Identify advantages in having animals with specialized jobs within a |
| | |group? |
| | |Explain a parasitic relationship and a symbiotic one. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|hibernate |Observe videos of animal behavior to different climates. |What adult behaviors help young animals survive? |
|migrate |Select an animal and study its behavior with environmental changes. |How do environmental changes affect survival? |
|adaptation | |How do environmental changes affect animal behaviors? |
|survival | | |
|behavior | | |
|predator | | |
|prey | | |
|symbiosis | | |
|parasite | | |
|host | | |
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Describe some survival behaviors of common living specimens.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2g The health, growth, and development of organisms are affected by |Explain how certain environmental factors affect the development of |List the environmental factors that influence the development and |
|environment conditions such as the availability of food, air, water, |organisms. |survival of organisms. |
|space, shelter, heat and sunlight. | |Describe how limiting environmental conditions may affect population. |
| | |Describe the optimum conditions for populations to survive. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|limiting conditions |Watch videos on the habitats of various population and determine their |How do environmental conditions affect the development and survival of|
|optimum conditions |optimum environmental conditions. |organisms? |
|environmental conditions |Observe various organisms in their natural habitat and describe what | |
|lethal effects |type of environment that suits their best. | |
|natural selection | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|6.1f When the environment changes, some plants and animals survive and |Explain how environmental changes affect the habitat and survival of |Identify changes in the environment that affects organism's survival. |
|reproduce, and others die or move to new locations. |plants and animals. |Compare the habitats of various organisms. |
| |Describe the role of the environment in the survival of plants and |Explain how changes in the environment cause some organisms to perish.|
| |animals. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|endangered |Grow plants under different conditions and observe the effects. |What are negative environmental changes? |
|prolific |Trace a pollutant in the food chain. | |
|migration | | |
|hibernation | | |
|symbiosis | | |
|parasite | | |
|host | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|6.1a Green plants are producers because they provide the basic food |Explain how green plants make food through the process of |Identify the steps of photosynthesis. |
|supply for themselves and animals. |photosynthesis. |Sequence and label the process of photosynthesis. |
| |Describe how plants depend on the physical environment and animals for | |
| |their needs. | |
| |Explain how animals depend on plants. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|energy |Label a diagram of parts of a plant. |How do plants and animals depend on each other? |
|fruit |Illustrate the process by which green plants make food. | |
|leaf |Show different animals (consumers) that use parts of plants where energy| |
|stem |is stored. | |
|root | | |
|chlorophyll | | |
|oxygen | | |
|carbon dioxide | | |
|sugar | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|6.2a Plants manufacture food by utilizing air, water, and energy from |Describe how green plants produce food. |Draw a green plant producing food, labeling all things necessary for |
|the Sun. |Identify the steps and important components in photosynthesis. |and produced in this process. |
| | |Identify and define the major component of photosynthesis. |
| | |Outline the steps on major components to the process of |
| | |photosynthesis. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|producers |Have students set up experiments with controls to see and discuss the |How do plants use the sun's energy to make food? |
|photosynthesis |affect of plant growing: | |
|chlorophyll |without light | |
|oxygen |without water | |
|carbon dioxide |without fresh air | |
|minerals |without minerals | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|6.1b All animals depend on plants. Some animals (predators) eat other |Describe how animals depend on plants. |Give five examples of animals that eat only plants. |
|animals (prey). |Describe the predator prey relationships. |Give five examples of predators and their prey. |
| | |Given a list of plants and animals match predators with prey and |
| | |animal with its plant food. |
| | |Define predator and prey. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|predator |Make a diorama showing a predator/prey relationship. |Why do all animals depend on green plants? |
|prey |Give five examples of wild animals eating plants. | |
|abundant | | |
|common | | |
|scarce | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1c Animals that eat plants for food may in turn become food for other|Describe the relationship between different members of a food chain |Explain what a food chain is. |
|animals. This sequence is called a food chain. |beginning with green plants. |Show the relationships of the organisms in a food chain. |
| |Explain the difference between levels of the food chain. |Identify the parts of a food chain from description or illustration of|
| |Show how different food chains may be connected. |producers, consumers, sunlight, etc. |
| |Trace the energy in a food chain beginning with the sun. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|producers |Construct paper food chains. Write names and draw or cut out pictures |What are the relationships between the organisms in a food chain? |
|consumers |from magazines and glue on the links. | |
|predator |Practice constructing as many food chains as possible from hand made | |
|prey |cards of producers and consumers. | |
|energy flow | | |
|browsing | | |
|food chain | | |
|food web | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.2b The Sun’s energy is transferred on Earth from plants to animals |Draw a diagram that illustrates the energy flow in a food chain. |Create a food chain for a mammal that is at least four organisms long.|
|through the food chain. |Explain the importance of producers in every food chain. |Explain how energy is transferred in a food chain. |
| | |Explain what would happen to sources of food for animals if the Sun no|
| | |longer provided light and heat energy to the Earth. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|producers |Cut and paste pictures of plants, insects and animals to create food |How is the Sun's energy transferred from plants to animals? |
|consumers |chains. |What is a food chain? |
|herbivores |Label students with the names of various plants, insects and animals. | |
|carnivores |See how many different food chains they can create by linking up with | |
|food chains |other students. Follow the flow of energy through each food chain. | |
|food webs | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1d Decomposers are living things that play a vital role in recycling |Describe the role decomposers play in the food chain. |Many producers and consumers die every year. Draw and label the |
|nutrients. | |relationships with decomposers that allow nutrients to return to the |
| | |food chain. |
| | |Name three organism that are decomposers and explain the relationship |
| | |between them and the organism they rely on for food. |
| | |Explain the role of decomposers in a food chain. |
| | |Identify the decomposers in a food chain. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|decomposer |With hand lenses ready taken apart a rotting log in the woods. Look for|How do the nutrients in living things return to the soil when they |
|nutrients |the white threads of fungal mycelia, reproductive bodies (mushrooms or |die? |
|bacteria |conches), insects and insect’s holes and discus bacterial action. | |
|fungi |Make a large diagram of how the nutrients of dead consumers and | |
|insects |producers are returned to the soil. | |
STANDARD 4: The Physical Setting
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|1.1a Natural cycles and patterns include: |Describe the pattern of the moon as it goes through a complete cycle. |Arrange in order pictures of the moon phases as it goes through a |
|Earth spinning around once every 24 hours (rotation), resulting in day |Explain how the tilt of the Earth on its axis results in seasons. |complete cycle. |
|and night. |Explain how the Earth’s rotation on its axis causes day and night. |Demonstrate how the tilt of the Earth changes from fall to spring |
|Earth moving in a path around the Sun (revolution), resulting in one | |causing the seasons. |
|Earth year. | |Draw a picture of the Earth and label the day and night sides. |
|The length of daylight and darkness varying with the seasons. | |Label the day and night episodes on the Earth as it rotates. |
|Weather changing from day to day and through the seasons. | | |
|The appearance of the Moon changing as it moves in a path around Earth to| | |
|complete a single cycle. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|natural cycle |Observe and record how the shape of the moon changes over a month’s |Why does the weather change from season to season? |
|rotation |time. |Why is the daylight long in summer and short in winter? |
|axis |Observe how the weather changes over the course of a week, month, and | |
|orbit |season. | |
|revolution |Chart the amount of daylight on the first day of each month. | |
|solar system |Use a globe and a flashlight to demonstrate: | |
|pattern |the rising and setting of the sun | |
|weather |the rays of the sun striking the Earth during the four seasons. | |
|season | | |
|moon phases | | |
STANDARD 4: The Physical Setting
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|1.1b Humans organize time into units based on natural motions of Earth:|Describe the relationships between: |Tell how many minutes in an hour. |
|Second, minute, hour |seconds and minutes |-hours in a day |
|Week, month, year |minutes and hours |-days in a week |
| |hours and days |-etc. |
| |days and weeks |List in sequential order the units of time. |
| |weeks and months |Describe how the rotation of the Earth produces day and night. |
| |Explain how the Earth rotates every twenty-four hours | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|rotation |Demonstrate how sunlight hits the surface of the Earth as the Earth |How does the motion of the Earth result in day and night? |
|hours |rotates. |How does the motion of the Earth result in a year? |
|minutes |Observe the position of the Sun over time. |How does the Earth revolve around the Sun? |
|seconds |Show an animated video of the rotation of the earth and its revolutions | |
|days |around the sun/ | |
|weeks | | |
|months | | |
|units | | |
|natural notions | | |
|revolution | | |
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STANDARD 4: The Physical Setting
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|1.1c The Sun and other stars appear to move in a recognizable pattern |Describe the similar behavior of the stars in the solar system. |Explain how the stars become visible at night and invisible during the|
|both daily and seasonally. |Explain the movement of the planets around the sun. |day. |
| |Explain how the action of the Earth impacts the appearance of the sun |Explain how the tilt of the Earth’s axis impacts the appearance of |
| |over time (days, months). |stars. |
| | |Identify and distinguish stars from other celestial bodies? |
| | |What is the path of the Earth in the solar system? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|pattern |Project a simulated star pattern and have students observe |Why don’t we see the Sun at night? |
|sun |constellations. |Why does the pattern of stars in the sky look different in summer and |
|stars |Compare a summer map of the sky to a winter map of the sky. |winter? |
|satellite |What is the pattern that stars follow on a daily basis? | |
|solar system | | |
|ellipse | | |
|earth | | |
|axis | | |
|telescope | | |
|constellation | | |
|planets | | |
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STANDARD 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1b Weather can be described and measured by: |Describe how a thermometer would look different in the summer than in |Match outside weather conditions with appropriate pictures of |
|Temperature |the winter. |thermometers. |
|Wind speed and direction |Describe the differences between various types of precipitation. |Describe the weather in a picture. |
|Form and amount of precipitation | |What is the difference between rain and snow? |
|General sky conditions (cloudy, sunny, partly cloudy) | |Based on a chart describe the weather condition. |
| | |What are the different types of precipitation? |
| | |How are clouds formed? |
| | |Interpret and chart weather conditions. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|precipitation |Make (use) a kite or windsock to determine the wind conditions. |What can you tell about the weather? |
|temperature |Use a cup to measure the amount of rain (or snow) in a rain (snow) |How can we determine the weather conditions? |
|thermometer |storm. | |
|water vapor |Make a weather wheel. | |
|wind speed |Make a cloud | |
| |Use a thermometer to indicate where the red line would be on a hot and a| |
| |cold day. | |
| |Study charts and practice describing the weather. | |
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STANDARD 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1d Erosion and deposition result from the interaction among air, |Describe the relationship between air and water and the weathering of |Explain how air and water changes the Earth’s surface. |
|water, and land. |the Earth’s surface. |Identify the processes of erosion. |
|Interaction between air and water breaks down earth materials. |Explain the process of erosion. |Label and sequence the process of erosion. |
|Pieces of earth material may be moved by air, water, wind, and | | |
|gravity. | | |
|Pieces of earth material will settle or | | |
|deposit on land or in the water in | | |
|different places. | | |
|Soil is composed of broken-down | | |
|pieces of living and nonliving earth | | |
|material. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|interaction |Place a piece of sandstone and some water in a plastic container, shake,|How does air and water affect the Earth’s surface? |
|soil composition |and observe the effects of weathering. | |
|precipitation |Have students construct islands of soil or sand and rock. Using a plant| |
|runoff |watering canister, sprinkle water to simulate precipitation and the | |
|groundwater |effects of erosion. | |
|erosion |Compare and contrast two soil samples taken from different locations. | |
|weathering | | |
|deposit | | |
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STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1e Electricity travels in a closed circuit. |Outline the steps necessary for electricity to flow through a circuit. |Describe how objects can become charged. |
| |Explain how electricity flows through a circuit. |Construct a completed circuit that will light up a light bulb. |
| | |Identify the parts of a circuit. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|electric charge |Use balloons to demonstrate static (charge) electricity. |How do objects get an electric charge? |
|circuit |Provide students with different materials (conductors and nonconductors)|How does an electric circuit work? |
|pathway |to build a circuit. Allow students to build a circuit through | |
|series circuit |experimentation with the materials. Have students draw what their | |
|parallel circuit |circuit looks like. Also, have students list what types of materials | |
| |allow the electricity to flow. | |
| |As an extension, have students make series and parallel circuits. Have | |
| |them investigate the similarities and differences between these two | |
| |types of circuits. | |
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STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1f Heat can be released in many ways, for example, by burning, |Explain how heat can be released from other forms of energy. |Describe how energy can be stored in chemicals. |
|rubbing (friction), or combining one substance with another. | |Outline how energy from movement can produce heat. |
| | |Trace the flow of heat from different forms of energy. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|chemical energy |Have students rub there hands together quickly for 10 seconds. Use this|What are some sources of heat energy? |
|friction |demonstration to discuss friction and for students to brainstorm other |How is heat produced? |
|chemical change |times when friction produces heat. | |
|heat |Show students a piece of charred wood. Have students write a paragraph | |
|temperature |explaining how the piece of wood might have looked or felt (temperature)| |
| |before it was burned, during the burning of the wood, and after it was | |
| |burned. | |
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STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1d Energy and matter interact: water is evaporated by the Sun’s heat;|Explain the ways that energy can interact and change matter. |Explain how sounds are made. |
|a bulb is lighted by means of electrical current; a musical instrument |Explain why energy is needed to convert matter into a different form. |Describe the effect of sound on objects. |
|is played to produce sound; dark colors may absorb light, light colors | |Tell how adding heat to an ice cube would change the ice. |
|may reflect light. | |Explain how the water would be effected if you continue to add heat |
| | |energy. |
| | |Describe the difference between colors in the dark and in bright |
| | |light. |
| | |Infer why the colors look different in the light than in the dark. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students make sounds | |
|evaporation |(using rubber bands and a tissue box, bottles with different amounts of |How does energy interact with matter? |
|solar energy |water, drumming on different materials, etc.) while a partner feels the | |
|change of state |objects for the vibrations that will be made. | |
|vibration |Have students explain how the sounds that they are making are affecting | |
|reflection |the sound making objects. | |
| |Apply heat to ice cubes and observe the results. | |
| |Have students predict what would happen if you continue to add more heat| |
| |to the water. | |
| |Continued on next page | |
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STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Continued
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
| |Have students describe a colorful object in a dimly lit place. Bring | |
| |the object into regular light and ask students to once again observe the| |
| |object. Compare and contrast the descriptions. | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1g Interactions with forms of energy can be either helpful or |Describe how energy can help humans but can also be dangerous. |Explain how energy can be harmful to humans. |
|harmful. | |Describe the steps of a safety plan for your family that would protect|
| | |them from being harmed by electricity. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|electrical safety |Have students examine a safety warning label (from a blow dryer, kitchen|Why must we follow safety rules when dealing with electricity? |
| |appliance, etc.). Discuss why the labels are warning people. |How can you protect yourself from being harmed by electricity? |
| |Have students design a safety poster to warn a younger child of the | |
| |dangers of electricity. | |
| |Have students make posters celebrating the usefulness of electricity. | |
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STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1e Magnetism is a force that may attract or repel certain materials.|Identify objects that are and are not magnetic. |List several names of common objects that are magnetic or |
| |Describe what makes an object magnetic. |non-magnetic. |
| |Explain how magnets attract or repel objects. |Identify objects that will be attracted to a magnet. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|magnetic |Provide several magnetic and non-magnetic objects and have students test|Why do objects get attracted to magnets? |
|attract |them. | |
|repel |Test several objects to see if they are magnetic. | |
|magnet |Show students how like poles repel by moving objects that repel. | |
|magnetism field |Show students how unlike poles attract by pulling objects together. | |
|magnetic field | | |
|pole | | |
|compass | | |
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STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Describe how forces can operate across distances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2a The forces of gravity and magnetism can affect objects through |Describe how forces operate in solids, liquids gases across distances. |List the effects of increased distance on the forces of gravity and |
|gases, liquids and solids | |magnetism through gases, liquids and solids. |
| | |Describe the effects of distance on gravity and magnetism. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|force |Experiment with gravity and magnetism, observing how distance can affect|How does distance affect the forces of gravity and negativism through |
|gravity |them. |gases, solids and liquids? |
|solid |Explore different effects of states of matter when using gravity and | |
|liquid |magnetism. | |
|gas | | |
|distance | | |
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STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Describe how forces can operate across distances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2b The force of magnetism on objects decreases as distance |Describe the relation between distance and magnetic force. |Describe why the force lessons as the objects grow further away. |
|increases. | |Determine the change in force of magnetism when there is a change in |
| | |distance. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|magnetism |Experiment with different objects and distances between them to test |Has does distance effect the magnetic force? |
|distance |magnetism. | |
|poles |Conduct investigation to have students predict whether or not an object | |
|magnetic field |will still be able to be attracted to another across distances. | |
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STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1f Mechanical energy may cause change in motion through the |Describe how using a simple machine can cause a change in motion through|Identify the different types of simple machines. |
|application of force through the use of simple machines such as pulleys,|the use of force. |Determine how different machines reduce the force necessary to do |
|levers, and inclined planes |Describe how machines reduce the amount of force needed to do work. |work. |
| | |Explain how simple machines work. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|simple machine |Set up stations in your room with each simple machine displayed for |How does a change in motion affect the use of force? |
|wheel and axle |students to use. |How do machines work to change the force needed? |
|wedge |Give students a challenge at each station. | |
|inclined plane |Have students walk around the community pointing out the use of | |
|ever |different simple machines. | |
|screw |Investigate how simple machines work. | |
|pulley | | |
|work, force | | |
|motion | | |
|complex machine | | |
|compound machine | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1a Matter takes up space and has mass. Two objects cannot occupy the|Describe the size and weight of a given object. |Give some examples of objects that have matter. |
|same place at the same time. |Describe properties of objects based on measurements of mass and volume.|Explain why the level of water in a glass raises after you add several|
| | |ice cubes. |
| | |Identify descriptions and measurement of size (volume/space). |
| | |Categorize objects as solids, liquids and gases. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|matter |List ten objects in the classroom that are classified as matter. |What is matter? |
|mass |Use balloons to demonstrate that air has mass. |Are solids made up of matter? How do you know? |
|object |Conduct measurement activities with objects of similar size but |Are liquids made up of matter? How do you know? |
|solid |different names. |Are gases made up of matter? How do you know? |
|liquid | |How can we classify an object as matter? |
|gas | | |
|air | | |
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STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1c Objects have properties that can be observed, described, and/or |Compare and contrast the properties of different objects based on |Measure the width of a various objects. |
|measured: length, width, volume, size, shape, mass or weight, |measurements. |Sequence a group of objects by increasing volume. |
|temperature, texture, flexibility, reflectiveness of light. |Categorize objects according to their physical properties. |Determine the difference in length, width, volume, mass, temperature, |
| | |or flexibility between two objects. |
| | |Describe objects based on a set of properties. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|volume |Measure the length of several objects (paperclip, pencil, book) using a |What properties can be used to describe the appearance of matter? |
|texture |metric ruler. |How can various measurements be used to describe objects? |
|flexibility |Use a graduated cylinder to measure different volumes of liquids. | |
|reflectiveness of light |Determine the length of an object that is not straight using a piece of | |
|temperature |string and a ruler. | |
|measurement | | |
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STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1e The material(s) an object is made up of determine some specific |Describe and/or measure different properties of a given object using the|Identify and list the properties of various objects. |
|properties of the object (sink/float, conductivity, magnetism). |following properties: |Determine the metric dimensions of various objects through |
|Properties can be observed or measured with tools such as hand lenses, |Conductivity |measurement. |
|metric rulers, thermometers, balances, magnets, circuit testers, and |Magnetism |Compare and contrast the properties of various objects. |
|graduated cylinders. |Sink/float in water (density) | |
| |Mass | |
| |Volume | |
| |Length (when appropriate) | |
| |Hardness | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|density |Investigate and observe the properties of various objects. |What properties can be used to describe an object? |
|conductivity |Based on properties identify specific objects. |How can we identify and classify objects? |
|magnetism | | |
|metal | | |
|nonmetal | | |
|brittle | | |
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STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1d Measurements can be made with standard metric units and |Recognize measurements made in science that do not use the metric |Use prefixes to modify the base units of the metric system for large |
|nonstandard units. (Note: Exceptions to the metric system usage are |system. |or small measurements. |
|found in meteorology.) | |Measure and record the volumes and masses of various objects. |
| | |Describe the mass and length of a paperclip and an eraser using |
| | |prefixes to modify the metric base units (ex. Length in centimeters or|
| | |millimeters). |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|matter |Observe and record on a chart the following properties of different |How can you describe an object using measurements? |
|mass |objects: | |
|volume |Record the weather conditions and the millimeters/inches of mercury for | |
|meter |two weeks. (daily pressure) | |
|prefixes |Conduct activities that involve measurement and the various instruments | |
|centi- |for measurements. | |
|milli- | | |
|kilo- | | |
|liter | | |
|mass | | |
|balance | | |
|thermometer | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2c Changes in the properties or materials of objects can be observed |Explain how an object can be changed both chemically and physically. |List three examples of chemical changes and three examples of physical|
|and described. |Describe a chemical change. |changes. |
| |Describe a physical change. |Describe how a chemical change is different from a physical change. |
| | |Explain how you could physically change a piece of paper and how you |
| | |could chemically change a piece of paper. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|physical change |Examine several different chemical changes. Observe and record the |How is a physical change different than a chemical change? |
|chemical change |activities that showed a chemical change was occurring. |What are some observations that indicate a chemical change is |
|properties |Classify changes as chemical or physical changes based on observations |occurring? |
| |and descriptions from investigations. |How is an object changed physically/chemically? |
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