BCPS Fourth Grade Science Pacing Guide 2012-2013



|WCPS Fourth Grade Science Pacing Guide |

|Nine Weeks: (1st 2nd 3rd 4th |

|Physical Science |Earth Science |Life Science |

| | | |

| (Forces and Motion | Systems, Structures, and Processes  Earth | Structures and Functions of Living Organisms |

|Matter: Properties of Change |History | Ecosystems |

| | Earth in the Universe | Evolution and Genetics |

| ( Energy: Conservation and Transfer | | Molecular Biology |

|Title: It's Electric! |

| |

|Essential Standard: 4.P.1 Explain how various forces affect the motion of an object. |

|4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. |

|4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. |

|Key Vocabulary: Magnet, Iron, Metal, Force Field, Pole, Push, Pull, Motion, Attraction, Repulsion, Electric Charge, Electric Discharge |

| |

|Essential Standard: 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. |

|4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. |

|4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, |

|refracted, and absorbed. |

|Key Vocabulary: Energy, Light, Heat, Thermal Energy, Medium, Reflect, Refract, Absorb, Electricity, Electrical Circuit, Magnet |

|Clarifying |Student Outcomes |Suggested Activities |Essential Question|Materials/ |

|Objective | | | |Websites Needed |

|4.P.1.1 |I can determine which objects are attracted to magnets by |In Magnets 1: Magnetic Pick-ups, students will look at various objects, | |Interactive Magnetisim |

| |observing them move. |make predictions about whether they are magnetic, and then test their |How can a balloon | |

| |I will use a magnet to test for movement in a variety of |predictions. This exploration is an introductory activity to magnets and|become | |

| |metal/nonmetal objects. |magnetism. |electrically |Magnets 1: Magnetic Pick-ups - Science NetLinks |

| |I will sort objects by testing if they have iron in them by | |charged? | |

| |using a magnet. |In Magnets 2: How Strong is Your Magnet?, students will discover how | |Magnet Game |

| |I will observe the force field of a magnet. |barriers and increased distance can vary the strength of a magnet. |How do you know if| |

| |I will diagram the poles on a magnet. | |there is a “push” |Brain Pop |

| |I will observe the reaction of the object based on the polarity| |or “pull” between | |

| |of the magnet. |Magnet Games by Jean Warren |objects? | |

| |I will explain that magnets produce motion in objects made of | | | |

|4.P.1.2 |iron | |How do objects | |

| | | |behave after they | |

| |I can observe the attraction of objects resulting from | |are electrically | |

| |electrical charges. | |charged? | |

| |I will demonstrate how electric charges will result in the | | | |

| |motion of the object through experimentation. | | | |

| |I will be able to explain how opposites attract and likes | | | |

| |repel. | | | |

|4.P.3.1 |I will be able to compare how magnets are related to electrical| | | |

| |charges |Electrical Circuits | | |

| |I can recognize basic forms of energy and how they cause motion| | | |

| |or create change. | | | |

| |I will observe how electricity flowing through wires creates a |Light it Up | | |

| |magnetic effect. (Electromagnet) | | | |

| |I can describe the basic forms of energy as being light, heat, | | | |

| |sound, electrical and motion. | | | |

| | | | | |

| |I will make a circuit using a battery, bulb, and bell to | | | |

| |observe energy is transferred into light, sound and heat. | | |Smart Exchange Links |

|4.P.3.2 | | | | |

| | |Light travels in a straight line | | |

| |I can recognize that light travels in a straight line. | | |BBC - Schools Science Clips - Using electricity |

| |I will explain the way light travels. | | | |

| |I will show how light travels in a straight line. | | | |

| | | | | |

| |I can understand light is changed by refraction, reflection, or|The path of Light | | |

| |absorption. | | | |

| |I will differentiate between refraction, reflection, and |I can change the path of light | | |

| |absorption. | | | |

| |I will use a prism (sun catcher) to refract the light to show | | | |

| |color spectrum. | | | |

| |I will use series of mirrors to move the light to a point in | | | |

| |room. |Reflection and Refraction | | |

| |I will use white and black objects placed in the sun with | | | |

| |thermometers to measure temperature over time. (sand or paper) |Writing Prompts: | | |

| | |Give students three different materials and a charged balloon. Have | | |

| | |students write about which materials are better attracted to the charged| | |

| | |balloon and why. | | |

| | |Have students create a chart to predict whether or not given materials | | |

| | |are attracted (pulled to) or repelled (pushed away) from a charged | | |

| | |balloon. Explain your data from the chart. | | |

| | |Write the steps you completed in order to do this experiment. | | |

| | | | | |

|WCPS Fourth Grade Science Pacing Guide |

|Nine Weeks: 1st (2nd 3rd 4th |

|Physical Science |Earth Science |Life Science |

| | | |

| Forces and Motion | Systems, Structures, and Processes ( | Structures and Functions of Living Organisms |

| |Earth History | Ecosystems |

|(Matter: Properties of Change  | Earth in the Universe | Evolution and Genetics |

|Energy: Conservation and Transfer | | Molecular Biology |

|Title: Shake, Rattle, and OLD! |

| |

|Essential Standard: 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction |

|4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, |

|ability to be attracted by magnets, reactions to water and fire). |

|4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak. |

|4.P.2.3 Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the processes that create them. |

|Key Vocabulary: physical, property, matter, strength, hardness, flexibility, conduct, reaction, composition, mineral, color, luster, cleavage, metamorphic, sedimentary, igneous, sediment, observable, molten, deposit, |

|compacted, transform, streak |

| |

|Essential Standard: 4.E.2 Understand the use of fossils and changes in the surface of the earth as evidence of the history of the Earth and its changing life forms. |

|4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. |

|4.E.2.2 Infer ideas about Earth’s early environments from fossils of plans and animals that lived long ago. |

|4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such erosion and weathering, and rapid processes such as landslides, volcanic eruptions and earthquakes. |

|Key Vocabulary: fossil, surface, mold, cast, preserved, organism, erosion, weathering, landslide, volcanic eruption, earthquake, existing, evidence, chemical, soil, subtle, drastic, rapid, gravity, incline, pressure, crust, |

|vibration, evidence, environment, |

|Clarifying |Student Outcomes |Suggested Activities |Essential Question |Materials Needed |

|Objective | | | | |

|4.P.2.1 |I can compare the physical properties of |1. Divide students into cooperative learning groups and give each group 4-5 objects | | |

| |matter. |to test. Have students create an organizer to predict/test/summarize each material. | | |

| |I will use a graphic organizer to identify|Set up testing stations at different locations. Students will predict how the matter| |Rocks for Kids |

| |the physical properties of matter: |will react to the different test, and then test each item. Student will record their| | |

| |strength, hardness, flexibility, ability |findings. Each team will choose one item to describe in writing and fellow | | |

| |to conduct heat, ability to conduct |classmates will try to identify the materials by the description. | | |

| |electricity, ability to be attracted by | | | |

| |magnets, reactions to water and fire. |2. Students will create a “Matter” book where they will draw pictures or cut pictures| | |

| |I will describe samples of matter using |from magazines (classify items) unto the three pages of the book labeled “Solids”, | | |

| |the physical properties and materials they|“Liquids” and “Gases”. | | |

| |are made from. | | | |

| |I will use a graphic organizer to identify|3. Working in pairs, students will create their own experiment to test and identify | | |

| |fundamental properties of solid, liquids, |properties of five different materials. Share with the class their experiment, | | |

| |gas. (pictures/word sort) |procedures and results. | | |

| |I will classify matter based on its | | | |

| |physical/compositional properties. | | | |

| |I will experiment with a variety of | | | |

| |materials and test them to identify their | | | |

| |properties. | | | |

| | | | | |

| | | | | |

| |I can express how minerals are identified | | | |

| |by testing for their properties. | | | |

| |I will describe properties of minerals: | | |

| |hardness, color, luster, cleavage, and | | |s/09-10LessonPlanMinerals.pdf |

| |streak. | | | |

| |I will test mineral samples for hardness | | | |

| |and streak. | | |http:/fitz6.2012/06/07/identifying-r|

| |I will create a presentation on one | | |ocks/ |

| |mineral to describe its properties: color,| | | |

| |luster, and cleavage. | | | |

| | |Students collect rock samples, or use rock collections from home/school. Conduct | | |

|4.P.2.2 | |research using resources to create a chart for exploration with the properties of | | |

| | |minerals. | | |

| |I can distinguish rocks based on the | | |beakersandbumblebees.2009_12_01_archi|

| |process of their formation. | | |ve.html |

| |I will explain the three main types of | | | |

| |rocks and how they are formed: | | | |

| |Metamorphic, Sedimentary, and Igneous. | | |Rocks for Kids |

| |(see unpacking for specific ways to define| | | |

| |each type) | | | |

| |I will classify three kinds of rock | | | |

| |formations. | | | |

| |I will illustrate how rocks form and | | | |

| |change over time. (rock cycle) | | | |

| | | | | |

| | |Make your own rock types: | | |

|4.P.2.3 |1.I can compare fossils to one another and|Igneous- Melt chocolate chips and place on aluminum foil. Cool and harden to | | |

| |to living organisms using molds, casts, |demonstrate the formation of igneous rocks. | | |

| |and preserved parts of plants and animals.|Metamorphic- Slice gumdrops different colors Place between wax paper. Apply pressure| | |

| |I will prove that fossils are evidence of |and body heat to demonstrate the formation of metamorphic rocks. Snickers or other | | |

| |living organisms that one lived on earth. |layered candy also works well to demonstrate the change. | | |

| |I will determine where, when, and how |Sedimentary- Place equal portions of flour, rice, and dried beans in a quart jar. | | |

| |organisms lived by examining their |Fill the jar with water and shake. Let the jar settle. Record and observe the layers | | |

| |fossils. |of sediment as they form. | | |

| |I will compare fossils from organisms that|Sedimentary- Make s’mores to demonstrate the layers in sedimentary rocks | | |

| |lived a long time ago to existing | | |DK Eyewitness Books: Fossil by Paul Taylor |

| |organisms. (Some are similar, but others | | | |

| |are quite different.) | | |Fossils Tell of Long Ago (Let's-Read-and-Find-Out |

| | | | |Science 2) by Aliki |

| | | | | |

| | |1. Students make salt dough from recipe below. They can bring in items like | | |

| | |seashells, rocks, leaves, or plastic bugs to make “fossils” that harden overnight. | | |

|4.E.2.1 | |Ingredients | | |

| | |1 cup salt |What evidence do we have | |

| | |2 cups all purpose flour |that things existed a long| |

| | |1 cup lukewarm water |time ago? | |

| | | | | |

| | |Directions |How do we know there were | |

| | |1. In a large bowl mix salt and flour. |dinosaurs? | |

| | |2. Gradually stir in water. Mix well until it forms a doughy consistency. | | |

| | |3. With your hands form a ball with your dough and kneed it for at least 5 minutes. |How do we know that some | |

| | |The longer you kneed your dough the smoother it will be. |organisms that lived long | |

| | |Store your salt dough in an air tight container and you will be able to use it for |ago are similar to | |

| | |days. You can paint your creations with acrylic paints and seal with varnish or |existing organisms of | |

| | |polyurethane spray. You can let your salt dough creations air dry, however salt dough|today? | |

| | |can also be dried in the oven. Bake at 200 F until your creation is dry. The amount | | |

| | |of time needed to bake your creations depends on size and thickness; thin flat |Explain how the climate | |

| | |ornaments may only take 45-60 minutes, thicker creations can take 2-3 hours or more. |effects organisms. | |

| | |You can increase your oven temperature to 350 F, your dough will dry faster but it | | |

| | |may also brown, which won't matter if you are painting your entire creation (you can | | |

| |I can make inferences about the Earth’s |also cover your dough in the oven before it turns brown). | | |

| |early environment by examining fossils of |There are a few options to color your salt dough: 1. Add powdered tempera paint to | | |

| |plants and animals that lived long ago. |your flour, 2. add food coloring or paint to the water before you mix it with the | | |

| |I will examine fossils to make decisions |salt/flour, or 3. add natural coloring like instant coffee, cocoa, or curry powder. | | |

| |about the environmental conditions that | | | |

| |existed when the organism in the fossil |1. Make fossils for students to excavate. | | |

| |was alive. |Mix up the Plaster of Paris according to instructions | |The Best Book of Fossils, Rocks, and Minerals by |

| |I will explain how fossils provide |Place your mold onto a solid surface | |Chris Perrault |

| |information about environmental conditions|Pour a little of the plaster mix into the mold | | |

| |when they were alive, as well as, where, |Add your mini dinosaur into the mix | | |

| |when, and how the organism lived. |Top up with plaster and leave to harden as per instructions | |ABC - Science - Beasts - Fossil Fun |

| | |Give your little one a few tools and let them get excavating! | | |

| | | | |Dinosaurs : Fossil Hunt Game – Find Fossils and |

| | | | |Build a Dinosaur |

| | |Writing Prompt: | | |

| | |1. Research on fossils. | |Fossils - Kids Science Videos, Games and Lessons |

| | | | |that Make Learning Fun and Easy |

| | |2. After creating fossils, have students write the necessary steps. | | |

| | | | | |

| | |Fossil Inference Lesson plan (click website below for link to cards and extensions) | | |

|4.E.2.2 | | |How has the earth changed | |

| | |Hand out Nonsense Cards, Set A in random order. Students place on the table and work |over time? | |

| | |in small groups to sequence the eight cards by comparing letters that are common to | | |

| | |individual cards, and therefore, overlap. There should be lots of discussion. The | | |

| | |first card in the sequence has “Card 1, Set A” in the lower left-hand corner and |Why is it important to | |

| | |represents the bottom of the sequence. If the letters “T” and “C” represent fossils |understand the effects of | |

| | |in the oldest rock layer, they are the oldest fossils, or the first fossils formed in|nature? | |

| | |the past for this sequence of rock layers. | | |

| | |Now, look for a card that has either a “T” or “C” written on it. Since this card has | | |

| | |a common letter with the first card, it must go on top of the “TC” card. The fossils |How do erosion and | |

| | |represented by the letters on this card are “younger” than the “T” or “C” fossils on |weathering affect the | |

| | |the “TC” card and indicates fossils in the oldest rock layer. Sequence the remaining |earth? | |

| | |cards by the same process. When done you should have a vertical stack of cards with | | |

| | |the top card representing the youngest fossils of this rock sequence and the “TC” | | |

| | |card at the bottom of the stack indicating the oldest fossils. | |The Fossil Factory: A Kid's Guide to Digging Up |

| | |Questions to ask: |How do earthquakes occur |Dinosaurs, Exploring Evolution, and Finding |

| | |After putting the cards in order, write down the sequence for easy checking. Start at|and why is this important |Fossils by Niles Eldredge |

| | |the bottom going oldest to youngest. |to understand? | |

| | |How do you know “X” is older than “M”? | |Rocks and Fossils (Science Kids) by Chris Pellant |

| | |Explain why “D” in the rock layer represented by DM is the same age as “M.” | | |

| | |Explain why “D” in the rock layer represented by the OXD is older than “D” in the |What causes a volcano to |Fossils for Kids |

| | |rock layer represented by DM. |erupt? | |

| | |Look carefully at the second set of cards with sketches of fossils on them. Each card| |Fun Fossil Facts for Kids - Fossils, Dinosaurs, |

| | |represents a particular rock layer with a collection of fossils that are found in | |Paleontology & Petrification |

| | |that particular rock stratum. All of the fossils represented would be found in | | |

| | |sedimentary rocks of marine origin. Figure A gives some background information on the| | |

| | |individual fossils. | | |

| |3. I can identify the changes in earth’s |The oldest rock layer is marked with the letter “M” in the lower left-hand corner. | | |

| |surface caused by landslides, volcanic |Don’t worry about the other letters at this time. Ask students to find a rock layer | | |

| |eruptions, and earthquakes |that has at least one of the fossils you found in the oldest rock layer. This rock | | |

| |I will identify ways the surface of the |layer would be younger as indicated by the appearance of new fossils in the rock | | |

| |Earth changes over time: erosion and |stratum. Keep in mind that extinction is forever. Once an organism disappears from | | |

| |weathering, landslides, volcanoes, and |the sequence it cannot reappear later. Use this information to sequence the cards in | | |

| |earthquakes. |a vertical stack of fossils in rock strata. Arrange them from oldest to youngest with| | |

| |I will model processes that change the |the oldest layer on the bottom | | |

| |surface of the Earth. Ex.: |Sand Dunes - Wind | | |

| |Erosion/Weathering activities, volcano |Have each child wear safety goggles for this activity. Explain to children that sand | |Cracking Up: A Story About Erosion (Science Works)|

| |demonstrations, etc. |dunes are formed by the wind blowing sand. Sprinkle a bit of sand in the bottom of a | |by Bailey and Jacqui |

| |I will compare the processes that change |shallow cardboard box. Give each student a short drinking straw and ask him to | | |

| |the surface of the Earth by speed and |attempt to blow the sand into a mountain shape. Discuss the time it takes for the | |Erosion: Changing Earth's Surface (Amazing Science|

| |degree of change. (drastic/subtle, |wind to create tall sand dunes. | |(Picture Window) by Koontz, Robin, Harrad and |

| |slow/rapid) |Use a large sensory table for this activity. Fill the table with damp sand and small | |Matthew |

| |I will predict the effect of wind, water, |rocks. Show children pictures of the Grand Canyon, Bryce Canyon, and the Columbia | | |

| |ice, and chemicals on rock. (Breaks down |River Gorge. Explain how thousands of years of running water created the deep | |: Biosphere: Erosion |

| |rock, and can carry soil from on e place |canyons. Allow children to build a canyon using the wet sand and rock mixture. When | | |

| |to another.) |children are satisfied with their canyon land form, slowly pour water through the | |Weathering and erosion | Earth processes | |

| |I will describe the effect of gravity on |middle of it, creating a canyon and showing the effects the water has on the rock and| |OneGeology Kids | eXtra | OneGeology |

| |large sections of rock and soil: |sand mixture. | | |

| |Landslides. |In a sensory table, create a thick mud using potting soil and a little bit of water. | |How to Make a Science Experiment on Landforms | |

| |I will describe the effect of heat and |Have children create mud hills in the sensory table. Add a few blades of grass if you| | |

| |pressure of melted rock and gases under |would like. Place ice cubes at the top of each mud hill and allow them to melt. If | | |

| |ground. (Volcanic Eruptions) |children do not have the patience to wait for the ice to melt, use a hairdryer to | |Graphic Organizers and Thinking Maps: |

| |I will investigate ways that solid rock |speed the process along. Have children record their observations of the mud as the | |NC Science Essential Standards; Earth Science |

| |can deform or break if under enough |ice melts. | |Domain; Earth and Universe Strand |

| |pressure. | | |

| |I will explain how earthquakes are caused |Demonstrate Plate Tectonics | |ity/Domain/385/Graphic%20organizer%20on%20Erosion%|

| |by the vibrations of breaking or shifting | | |20%20Weathering%20notes.pdf |

| |rock. |Using shoeboxes, sand, and clay, demonstrate the changes to Earth’s crust caused by | |Weathering and erosion graphic organizer |

|4.E.2.3 | |earthquakes. For detailed instructions of the lab, use the site below. | |

| | | | |?id=127&title= - online graphic organizer |

| | | | |

| | | | |ractives/venn/ - online interactive Venn Diagram |

| | | | |Teacher works CD from Macmilan McGraw-Hill |

| | | | |

| | |Writing Prompts; | |0Organizers/organizer%20science.pdf - 20 plus |

| | |You are in Alaska. Suddenly, the room starts to shake and you realize you are in an | |graphic organizers that an be applied to a variety|

| | |earthquake. Tell what happens after you realize you are in an earthquake. | |of science lessons. |

| | | | | |

| | | | | |

| | |There have been severe rainstorms in the Blue Ridge Parkway for two weeks. Winds | | |

| | |gusts are 45 mph and greater today. Should the roads be closed for potential | | |

| | |landslides? Explain your answer by providing three reasons for your decision based on| | |

| | |the weather conditions you have been given. | | |

| | | | | |

| | | | | |

| | |Research one of the volcanoes in this country. Explain why it is likely or unlikely | | |

| | |that this volcano will erupt within the next ten years. | | |

|WCPS Fourth Grade Science Pacing Guide |

|Nine Weeks: 1st 2nd (3rd 4th |

|Physical Science |Earth Science |Life Science |

| Forces and Motion  | Systems, Structures, and Processes  Earth | Structures and Functions of Living Organisms |

|Matter: Properties of Change  Energy: |History | Ecosystems |

|Conservation and Transfer | (Earth in the Universe | Evolution and Genetics |

| | |Molecular Biology |

|Title: Partners for Life- Earth and Moon |

| |

|Essential Standard: 4.E.1 Explain the causes of day and night and phases of the moon. |

|4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. |

|4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth. |

|Key Vocabulary: rotate, revolve, axis, moon, planet, appearance, wax, wane, phase, New Moon, First Quarter, Full Moon, Last Quarter, cycle |

|Clarifying |Student Outcomes |Suggested Activities |Essential Questions |Materials Needed |

|Objective | | | | |

|4.E.1.1 |1. I can explain the cause of day and night as a result of the |Students would need a shoe box and they need to cover the inside and inside lid with |Why do we have day |NASA - Sun-Earth Day - |

| |rotation of the Earth. |black construction paper. Using fishing wire they would hang a ping pong ball in the |and night? |Educators - K-5 Lesson Plans |

| |I will describe the effect of the Earth’s rotation on its axis in |center of the lid so it is suspended in the center of the box. They then take a | | |

| |relation to day and night. |flashlight and trace the light end on one of the short ends of the box and then |Can you explain why |Lesson Plan: Why do we have |

| |I will demonstrate rotation with a model of the Earth. |create viewing flaps in the middle of every side (including the one with the light |the moon looks |night? |

| | |bulb (but that might be slightly off center). It is important that the viewing areas |different on | |

| | |are flaps and not cut directly out (you need to keep the light coming into the box |different nights? |Oreo Moon Phases |

|4.E.1.2 |2. I can explain the monthly changes in the appearance of the |blocked as much as possible). | | |

| |moon. |The teacher used a box cutter to cut the flaps and flashlight hole for the children. | |Moon Phase Calendar |

| |I will demonstrate the moon’s rotation and the way it revolves |Once it is complete you put the lid on and put the flashlight in the hole. When you |How long does it | |

| |around the Earth. |look through the viewing stations you will see the ping ball is lit up like the main |take the earth to |Phases of the Moon (Patterns in|

| | |phases of the moon (only four phases). |rotate? |Nature series) by Gillia M. |

| |I will create a model of the phases of the moon: New Moon, First | | |Olsen |

| |Quarter, Full Moon, and Last Quarter. |[pic] Moon Phases Box | | |

| |I will observe the moon nightly to create a calendar with | | |So That's How the Moon Changes |

| |illustrations of the 28 day cycle. |Writing Prompt: | |Shape! (Rookie Read-About |

| | |Observe and record the phases of the moon for a period of one month. Use your | |Science) by Allan Fowler |

| |I will explain the way the moon appears to change in a specific |observations to determine the best time to take an overnight camping trip. Explain | | |

| |pattern. |why you chose your date. | |The Moon Book by Gail Gibbons |

| | | | |Native American Stories for |

| | | | |Kids - The Moon and the Great |

| | | | |Snake - Children's Indian Tales|

| | | | | |

| | | | | |

| | | | |Science Essential Standards; |

| | | | |Earth Science Domain; Earth in |

| | | | |the Universe strand |

| | | | | |

| | | | |Atlas of Science Literacy page |

| | | | |44-45 Solar System; pages 46-47|

| | | | | |

| | | | |

| | | | |m/environmental/earth/geophysic|

| | | | |s/earth2.htm - explanation |

| | | | |What Makes Day and Night by |

| | | | |Franklyn M. Branley |

| | | | |

| | | | |6/educators/lp_k5.php - k-5 |

| | | | |lesson plans |

| | | | |

| | | | |athways/Detail?path=%2f02_Scien|

| | | | |ce%2f10Exploring_Our_World |

| | | | |Science_Pathways_for_Early_Elem|

| | | | |entary%252c_Year_1%2fDay_and_Ni|

| | | | |ght%2fNative_American_Stories_A|

| | | | |bout_Day_and_Night - Native |

| | | | |American stories of day and |

| | | | |night |

| | | | |

| | | | |/en-us/Resources/Item/30126/moo|

| | | | |n-and-sun#.T-mPjhxzyPQ - |

| | | | |Promentean flipchart on the sun|

| | | | |and moon |

| | | | |

| | | | |events/lunar-2003/phases.html |

| | | | |Why does the moon have phases? |

| | | | |

| | | | |on - moon phases by date |

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| | | | |ers/article/moon - moon |

| | | | |information for teachers |

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| | | | |7_phases-moon-craft-project-kid|

| | | | |s.html - moon phases projects |

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| | | | |in_Exploring.The.Moon.pdf - |

| | | | |teacher guide |

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| | | | |sons/TheMoon/MFKLessons-TheMoon|

| | | | |-All.pdf - moon phase info, |

| | | | |additional activities |

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| | | | |t.sch.uk/time/moon/interactive.|

| | | | |html - vocabulary, |

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| | | | |Graphic Organizers and Thinking|

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| | | | |NC Science Essential |

| | | | |Standards; Earth Science |

| | | | |Domain; Earth and Universe |

| | | | |Strand |

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| | | | |aphic_Organizers/GO_moon_phases|

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| | | | |aphic_Organizers/GO_4squarevoca|

| | | | |b_spacecycles.pdf |

|WCPS Fourth Grade Science Pacing Guide |

|Nine Weeks: 1st 2nd (3rd 4th |

|Physical Science |Earth Science |Life Science |

| | | |

| Forces and Motion | Systems, Structures, and Processes |( Structures and Functions of Living Organisms |

| Matter: Properties of Change  | Earth History |( Ecosystems |

|Energy: Conservation and Transfer | Earth in the Universe | Evolution and Genetics |

| | | Molecular Biology |

|Title: It's a Jungle Out There! |

| |

|Essential Standard: 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. |

|4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. |

|4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. |

|4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting |

|trees and shrubs to prevent flooding and erosion). |

|4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in |

|changing habitats. |

| |

|Key Vocabulary: Adaptation, Beneficial, Harmful, Habitat, Recycling, Waste, Flooding, Population, Community, Reproduce, Survive, Advantage, Animal, Environment, Plant, Disease, Instinctive, Behavior, Ecological Systems, |

|Preserve, Conserve, Variation, Survival Advantage |

|Clarifying Objective|Student Outcomes |Suggested Activities |Essential Questions |Materials Needed |

|4.L.1.1 |1. I can explain changes in an organism’s |1. Have each student research an animal and write an essay about its habitat and |How do animals adapt to |Animal adaptations |

| |environment. |adaptations. |the environment? | |

| |I will compare/contrast the beneficial and | | |Habitats |

| |detrimental effects on an environment as a result of |2. Ask students to offer their favorite animal and its most interesting features for | | |

| |changes in the environment. |survival. Write the names of the animals on the board, including their features and | |Food chains |

| |I will analyze the effect of changes in population of|habitats. Choose two animals, and then ask students to speculate. Ask students: What would| | |

| |one species one another. Ex: Increase in insect |happen if the animals switched habitats? What adaptation features would be useful or | |Animal infobooks |

| |population is advantageous to bird populations living|useless in the new habitat? Do you think the animal could survive in the unfamiliar |Why do animals do the | |

| |in the same community. Likewise, a decrease in insect|habitat? What does that tell you about how animals adapt to their environments? |things they do/ |Zooborns |

| |population would be detrimental to the bird |3. Lesson plan for changing environment | | |

| |population. | | |United streaming |

| |I will give examples of ways plants and animals | | | |

| |survive well in their environments. | |How do humans adapt to | |

| |I will give examples on how plants and animals |1. Investigate food chains. Students describe the connections organisms have to the |changing environments? | |

| |struggle to survive in their environments. (Disease) |ecosystem. Students research online, draw food webs, write songs, and compare and contrast| | |

| | |animals and their roles in their habitats. | | |

|4.L.1.2 | | | | |

| |2. I can demonstrate ways that animal behavior meets | |Why do similarities and |Animal Hall of Fame |

| |their needs in the response to their environment. | |differences help animals |Animal sounds |

| |I will analyze ways animals collect information about|1. How do people change habitats? Look at photographs on this page. Analyze changes. |survive in changing | |

| |their environment using their |Discuss how habitats can be changed by time, disasters, and also by people. Interpret and|habitats? |United streaming |

| |senses. |communicate results. | | |

| |I will make connections between instinctive and | | |Animal communication |

| |learned behaviors. |2. Recycling Game online | | |

| |I will describe the way the brain sends and receives | |What characteristics make |Life cycles |

| |messages to help the organism survive. |3. Develop a recycling center or composting center for your classroom. Use link below for|you a mammal? | |

| | |resource. | |United streaming |

|4.L.1.3 |3. I can explain ways human behavior adapts to |Smart Exchange Activities | | |

| |changing habitats. |1. Blubber Experiment Make an ice bath! Fill a one or two gallon bucket half full with | | |

| |I will explain the importance of conserving |cold water. Add a bunch (scientific measurement) of ice. This ice bath will be a great |Explain how we affect the | |

| |materials. (non‐renewable resources are not |representation of the near-freezing waters of the polar regions. Since you aren't a seal, |environment? | |

| |replaceable) |walrus, or whale, you don't have blubber. You need to find a suitable blubber substitute. | | |

| |I will explain the importance of preserving |Fill gallon ziplock with three or four heaping spoonfuls of shortening. Seriously... get | | |

| |materials. |at it! Put your hand inside a second zipper lock bag of the same size and push it into the| | |

| |I will describe how human behavior changes in |shortening-filled zipper lock bag. Spread the shortening around the zipper lock bags until| | |

| |response to the changing environment. (e.g., |the inner bag is mostly covered. Fold the top of the inner zipper lock bag over the top of| | |

| |recycling wastes, establishing rain gardens, planting|the outer zipper lock bag, keeping the shortening between the two. Duct tape the fold in | | |

| |trees and shrubs to prevent flooding and erosion) |place so that the shortening may never escape (just like blubber, because whales can't use| | |

|4.L.1.4 | |a treadmill).Now you have a blubber-filled glove, ready to test the frigid waters of the | | |

| |4. I can distinguish ways that animal adaptations |bucket in your kitchen. Stick your hand in the glove and dip your blubber-gloved hand into| | |

| |happen by chance and increase the chance of survival.|the icy water. Crazy… your hand doesn't get cold in the water! Try comparing a hand inside| | |

| | |the Blubber Glove to a hand stuck in the water without the glove. What do you experience? | | |

| |I will illustrate ways individuals of a species vary |It's probably a little chilly! | | |

| |within a population. |2. Bird Beak experiment: Give students a variety of materials (tongs, skewers, | |Interdependence and Adaptation |

| |I will explain the relationship between those changes|toothpicks) to represent beaks and a variety of foods (meat, nuts, leaves) to represent | | |

| |and a species survival through reproduction. |their food. Have each student use the different beaks to grab and eat each food type. | | |

| |I will describe survival advantage happens by nature |Students should analyze each beak type and determine which food is most helpful for each | | |

| |not choice. |structure. Similar bird beak experiment (see link Yummy adaptations for another version | | |

| | |of this experiment. | | |

| | | | | |

| | |Writing Prompts: | | |

| | |Create a diorama of one of the habitats discussed. Write a report about the habitat shown | | |

| | |in your diorama. Be sure to include why you chose the plants and animals you put in your | | |

| | |diorama. | | |

| | | | | |

| | |Create an imaginary animal and include the adaptations they use to survive in their | | |

| | |imaginary habitats. | | |

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|WCPS Fourth Grade Science Pacing Guide |

|Nine Weeks: 1st 2nd 3rd (4th |

|Physical Science |Earth Science |Life Science |

| Forces and Motion | Systems, Structures, and Processes  Earth | Structures and Functions of Living Organisms |

|Matter: Properties of Change ( Energy: |History | Ecosystems |

|Conservation and Transfer | Earth in the Universe | Evolution and Genetics |

| | | Molecular Biology |

|Title: You Are What You Eat! |

| |

|Essential Standard: 4.L.2 Understand food and the benefits of vitamins, minerals and exercise. |

|4.L.2.1 Classify substances as food or non‐food items based on their ability to provide energy and materials for survival, growth, and repair of the body. |

|4.L.2.2 Explain the role of vitamins and minerals, and exercise in maintaining a healthy body. |

| |

|Key Vocabulary: substance, food, non‐food, energy, growth, repair, vitamins, exercise, minerals, healthy, derive, produce, producer, consume, consumer, dietary supplements, maintenance, essential, development, benefits, |

|classify, survival, maintain, organism, diet, potion, systems (body) |

|Clarifying |Student Outcomes |Suggested Activities |Essential Questions |Materials Needed |

|Objective | | | | |

|4.L.2.1 |1. I can differentiate between food and non‐food items by their ability to | |Can you classify substances as food |My Pyramid Blast Off |

| |provide energy. |Education Center Activity: Eat Right! |or non-food items based on their | |

| |I will understand that living things gain energy from eating food. | |ability to provide energy and |Choose My Plate |

| |I will compare the process of obtaining energy from food in plants and animals. |Nutrition Expedition |materials for survival, growth, and | |

| |(Plants make their own, animals eat other animals or plants.) | |re[air of the body? | |

| |I will describe food as being necessary for survival, growth and repair of the |Nutrition Word Games | | |

| |body. | |Why do we need vitamins, minerals, | |

| | |Learning About Foods |and exercising to ensure we have a | |

| | | |healthy body? | |

| | | | | |

| |2. I can understand how to maintain a healthy body. | |How do organisms get their energy | |

| |I will recognize the need for vitamins, minerals, and exercise in order to be | |from their food? | |

|4.L.2.2 |healthy. | | | |

| |I will determine how healthy foods and dietary supplements have essential vitamins| |If you eat healthy, does that mean | |

| |and minerals. | |you are healthy? | |

| |I will judge the importance of exercise. | | | |

| |I will understand the importance of movement on the growth, development, and | |How can a person who has a poor diet | |

| |maintenance of the body and its systems. | |not gain weight? | |

| | | | | |

| | | |Why is a nutrition label important | |

| | | |and what does it tell you? | |

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