2016 - 2017
Fourth Grade
SCIENCE
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards
1 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Authorization for reproduction of this document is hereby granted.
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and are not associated with the publisher of this publication.
Questions regarding use of this publication should be sent to the following:
Volusia County Schools Elementary Science Department
Becki Lucas
Elementary Science Specialist
[email protected]
DeLand, Florida
2 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Table of Contents 4
5
I. Next Generation Sunshine State Standards
A. Fourth Grade Overview…………………………………………….…………………..…. 6
B. Fourth Grade Instructional Scope and Sequence………………………………………. 7
II. Making Connections 8
A. Health/Language Arts/Mathematics/Technology…………….………..……………..….
B. Standards for Mathematical Practice..………………………………..…………………. 9
III. Science Process Skills: Basic and Integrated…………………………………………….. 10
11
IV. 5E Learning Cycle: An Instructional Model……………………………………………..….
13
V. Webb’s Depth of Knowledge 17
A. Model of Cognitive Complexity................................................................................... 20
B. Question Stems…………………………………………………………………..………... 25
29
VI. Units of Study 34
A. Introduction to Practice of Science……………………..………………………..……..... 38
B. Space…………………………………………………………………………….……….…. 41
C. Earth..….………………………………………………………………………………….....
D. Matter…………..….…………………………………………………………………….….. 43
E. Energy & Motion...………………………………………………………………................ 53
F. Life……………..…….……………………………………………………….………….….. 54
G. Interdependence……………………………………………………………….……….….. 56
H. Practice of Science………………………………………………………………………… 58
VII. Appendices
Appendix A: Formative Assessment Strategies…………………………….…….…...……
Appendix B: Digital Program Access Information……………………………………....…..
Appendix C: Read Works………………………………………………………………....…..
Appendix D: Supplemental Literature………………………………………………………..
VIII. Glossary of Terms for the Science Curriculum Map……………………………………….
3 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Next Generation Sunshine State Standards
The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of
Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students
advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science,
Earth and Space Science, and Physical Science).
Fourth Grade Overview
Fourth Grade focuses instructional delivery for science within the following twelve (12) Big Ideas/Standards:
Nature of Science
Big Idea 1 – The Practice of Science
Big Idea 2 – The Characteristics of Scientific Knowledge
Big Idea 3 – The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
Big Idea 5 – Earth in Space and Time
Big Idea 6 – Earth Structures
Physical Science
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea 10 – Forms of Energy
Big Idea 11 – Energy Transfer and Transformations
Big Idea 12 – Motion of Objects
Life Science
Big Idea 16 – Heredity and Reproduction
Big Idea 17 – Interdependence
4 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Fourth Grade
Instructional Scope and Sequence
*All required and optional assessments are available through DOD
Weeks of Instructional Instructional Body of
Instruction Knowledge
Weeks 1 – 3 Scope Sequence Nature of Science
Weeks 4 – 6 Earth and Space Science
Weeks 7 – 11 Introduction to Practice of Science August 15 – September 2
Weeks 12 – 16 Physical Science
Weeks 17 – 24 Space September 6 – September 23
Interdisciplinary
Week 25 Earth September 26 – October 28 Life Science
Weeks 26 – 31
Weeks 32 – 34 Matter October 31 – December 2 Nature of Science
Weeks 35 – 37 Interdisciplinary
Weeks 38-39 Energy & Motion December 5 – February 3
STEM February 6 – 10
Life February 13 – March 31
Interdependence April 3 – April 21
Practice of Science April 24 – May 12
STEM May 15 - 26
Formative Assessment Strategies are included on pages 43-52.
Digital Program Access Information is included on page 53.
S What is STEM Week?
STEM Week is a period of time dedicated to the implementation of an interdisciplinary, standards-rich experience that
poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.
TEM
the ability to use scientific knowledge the ability to know how to use new the ability to understand how the ability to analyze, reason, and
and processes to understand the technologies, understand how new technologies are developed via the communicate ideas effectively in
natural world as well as the ability to technologies are developed, and engineering design process using order to pose, formulate, solve, and
participate in decisions that affect it. have the skills to analyze how new problem-based lessons in a manner interpret solutions to mathematical
technologies affect us, our nation, that integrates lessons across multiple problems in a variety of situations
and the world subjects
5 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
MAKING CONNECTIONS
Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)
HEALTH Students will:
HE.4.C.1.6 Identify the human body parts and organs that work together to form healthy body systems.
LANGUAGE ARTS Students will:
LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
LAFS.4.RI.2.4
LAFS.4.RI.4.10 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.
LAFS.4.SL.1.1 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
LAFS.4.W.3.8
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
LAFS.4.W.3.9 others’ ideas and expressing their own clearly.
MATHEMATICS a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
MAFS.4.MD.1.1
b. Follow agreed-upon rules for discussions and carry-out assigned roles.
MAFS.4.MD.2.4 c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of
TECHNOLOGY others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Creativity and innovation
Communication and Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of
collaboration sources.
Research and
informational fluency Draw evidence from literary or informational texts to support analysis, reflection, and research.
Critical thinking, problem a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
solving, and decision making [e.g., a character’s thoughts, words, or actions].”).
Digital Citizenship b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Technology operations
and concepts Students will:
Know relative size of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, mL; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as
long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect
collection.
Students will:
Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of
others.
Apply digital tools to gather, evaluate, and use information.
Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Demonstrate a sound understanding of technology concepts, systems, and operations.
6 Volusia County Schools Grade 4 Science Curriculum Map
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Elementary Science Department
MAKING CONNECTIONS
Standards for Mathematical Practice
Students will:
Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical
process which sometimes requires perseverance, flexibility, and a bit of ingenuity.
Reason abstractly and quantitatively. (SMP.2)
The concrete and the abstract can complement each other in the development of mathematical understanding:
representing a concrete situation with symbols can make the solution process more efficient, while reverting to a
concrete context can help make sense of abstract symbols.
Construct viable arguments and critique the reasoning of others. (SMP.3)
A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and
supporting evidence.
Model with mathematics. (SMP.4)
Many everyday problems can be solved by modeling the situation with mathematics.
Use appropriate tools strategically. (SMP.5)
Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen
mathematical understanding.
Attend to precision. (SMP.6)
Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of
mathematical explanations.
Look for and make use of structure. (SMP.7)
Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
Look for and express regularity in repeated reasoning. (SMP.8)
Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to
results more quickly and efficiently.
7 Volusia County Schools Grade 4 Science Curriculum Map
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Elementary Science Department
Science Process Skills: Basic and Integrated
Observing: using your senses to gather information about an object or event; a description of what is
actually perceived; information that is considered to be qualitative data
Measuring: using standard measures or estimations to describe specific dimensions of an object or
event; information considered to be quantitative data
Inferring: formulating assumptions or possible explanations based upon observations
Classifying: grouping or ordering objects or events into categories based upon characteristics or
defined criteria
Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence
Communicating: using words, symbols, or graphics to describe an object, action, or event
Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed
solutions to a problem must be testable
Identifying Variables: stating the changeable factors that can affect an experiment; important to change only
the variable being tested and keep the rest constant
Defining Variables: explaining how to measure a variable in an experiment
Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a
procedure to test a hypothesis
Experimenting: carrying out an experiment by carefully following directions of the procedure so the
results can be verified by repeating the procedure several times
Acquiring Data: collecting qualitative and quantitative data as observations and measurements
Organizing Data: making data tables and graphs for data collected
Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions,
and recommending further testing when necessary
8 Volusia County Schools Grade 4 Science Curriculum Map
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Elementary Science Department
5E Learning Cycle: An Instructional Model
ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION
The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. or skill and its associated academic exploration of related ideas. decision-making process and
language.
During the engagement phase, During the exploration phase, During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. During the explanation phase, the teacher and students
the teacher and students share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? share center stage. the teacher and students
• create interest/curiosity • provide necessary materials/tools What does the teacher do? share center stage.
• raise questions • pose a hands-on/minds-on problem What does the teacher do? • provide new information that
• elicit responses that uncover What does the teacher do?
for students to explore • ask for justification/clarification of extends what has been learned
student thinking/prior knowledge • provide time for students to “puzzle” newly acquired understanding • provide related ideas to explore • observe students during all phases
(preview/process) • pose opportunities (examples and of the learning cycle
• remind students of previously taught through the problem • use a variety of instructional
concepts that will play a role in • encourage students to work strategies non-examples) to apply the • assess students’ knowledge and
new learning concept in unique situations skills
• familiarize students with the unit together • use common student experiences to: • remind students of alternate ways
• observe students while working o develop academic language to solve problems • look for evidence that students are
What does the student do? • ask probing questions to redirect o explain the concept • encourage students to persevere challenging their own thinking
• show interest in the topic in solving problems
• reflect and respond to questions student thinking as needed • use a variety of instructional • present opportunities for students to
• ask self-reflection questions: strategies to grow understanding What does the student do? assess their learning
What does the student do? • generate interest in new learning
o What do I already know? • manipulate materials/tools to • use a variety of assessment • explore related concepts • ask open-ended questions:
o What do I want to know? strategies to gauge understanding • apply thinking from previous o What do you think?
o How will I know I have learned explore a problem o What evidence do you have?
• work with peers to make sense of What does the student do? learning and experiences o How would you explain it?
the concept, process, or skill? • interact with peers to broaden
• make connections to past learning the problem • record procedures taken towards the What does the student do?
• articulate understanding of the solution to the problem one’s thinking
experiences • explain using information and • participate actively in all phases of
problem to peers • explain the solution to a problem the learning cycle
Evaluation of Engagement • discuss procedures for finding a • communicate understanding of a experiences accumulated so far
The role of evaluation during the • demonstrate an understanding of
engagement phase is to gain access solution to the problem concept orally and in writing Evaluation of Elaboration the concept
to students’ thinking during the • listen to the viewpoint of others • critique the solution of others The role of evaluation during the
• comprehend academic language elaboration phase is to determine the • solve problems
pre-assessment event/activity. Evaluation of Exploration • evaluate own progress
The role of evaluation during the and explanations of the concept degree of learning that occurs • answer open-ended questions with
Conceptions and misconceptions exploration phase is to gather an provided by the teacher following a differentiated approach to
currently held by students are understanding of how students are • assess own understanding through precision
uncovered during this phase. progressing towards making sense of the practice of self-reflection meeting the needs of all learners. • ask questions
a problem and finding a solution.
These outcomes determine the Evaluation of Explanation Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by unique problem solving situations
students during this phase are The role of evaluation during the during this phase constructs a deeper
explored in the next phase explanation phase is to determine the
of the learning cycle. highlighted during explicit instruction in students’ degree of fluency (accuracy and broader understanding.
the next phase. and efficiency) when solving problems.
The concept, process, or skill has
The concept, process, or skill is Conceptual understanding, skill been and will be evaluated as part
formally explained in the next phase refinement, and vocabulary acquisition of all phases of the learning cycle.
of the learning cycle. during this phase are enhanced
through new explorations.
The concept, process, or skill is
elaborated in the next phase
of the learning cycle.
9 Volusia County Schools Grade 4 Science Curriculum Map
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Elementary Science Department
Webb’s Depth of Knowledge (DOK) Model of Cognitive Complexity
LOW COMPLEXITY MODERATE COMPLEXITY HIGH COMPLEXITY HIGH COMPLEXITY
Level 1 Level 2 Level 3 Level 4
(Recall) (Basic Application of Concepts and Skills) (Strategic Thinking & Complex Reasoning) (Extended Thinking & Complex Reasoning)
This level is the recall of information This level includes the engagement of This level requires reasoning, planning, This level has the same high cognitive
such as a fact, definition, or term, as some mental processing beyond using evidence, and a higher level of demands as Level 3 with the additional
well as performing a simple science recalling or reproducing a response. thinking than the previous two levels. requirement that students work over an
process or procedure. Level 1 only The content knowledge or process The cognitive demands at Level 3 are extended period of time or with
requires students to demonstrate a rote involved is more complex than in Level complex and abstract because the extended effort. Students are required
response; use a well-known formula; 1. Level 2 requires that students make multi-step task requires more to make several connections—relating
follow a set, well-defined procedure some decisions as to how to approach demanding reasoning than Level 2. ideas within the content area or among
(like a recipe); or perform a clearly the question or problem. Level 2 Level 3 activities include drawing content areas—and have to select or
defined series of steps. activities include making observations, conclusions from observations; citing devise one approach among many
and collecting data; classifying, evidence and developing a logical alternatives for how the situation or
Some examples are: organizing, and comparing data; and argument for concepts; explaining problem can be solved. It is important
• Recall or recognize a fact, term, or representing and displaying data in phenomena in terms of concepts; and to note that the extended time period is
property. tables, graphs, and charts. using concepts to solve non-routine not a distinguishing factor if the
• Represent in words or diagrams a problems. required work is only repetitive and
scientific concept or relationship. Some examples are: does not require the application of
• Provide or recognize a standard • Specify and explain the Some examples are: significant conceptual understanding
scientific representation for simple relationships among facts, terms, • Identify research questions and and higher-order thinking.
phenomena. properties, and variables. design investigations for a scientific
• Perform a routine procedure, such • Identify variables, including problem. Some examples are:
as measuring length. controls, in simple experiments. • Design and execute an experiment • Based on provided data from a
• Identify familiar forces (e.g., • Distinguish between experiments or systematic observation to test a complex experiment that is novel to
pushes, pulls, gravitation, friction, and systematic observations. hypothesis or research question. the student, deduce the
etc.). • Describe and explain examples • Develop a scientific model for a fundamental relationship among
• Identify objects and materials as and non-examples of science complex situation. several variables.
solids, liquids, and gases. concepts. • Form conclusions from • Conduct an investigation, from
• Select a procedure according to experimental data. specifying a problem to designing
specified criteria, and perform it. • Cite evidence that living systems and carrying out an experiment and
• Formulate a routine problem given follow the laws of conservation of analyzing data and forming
data and conditions. mass and energy. conclusions.
• Organize and represent data. • Explain the physical properties of • Produce a detailed report of a
the sun and its dynamic nature and scientific experiment or systematic
connect them to conditions and observation, and infer conclusions
events on Earth. based upon evidence obtained.
More information about Florida’s DOK levels is available online at http://www.cpalms.org/cpalms/dok.aspx.
10 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 4 Science Curriculum Map
October 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
11 Volusia County Schools
Level 1 Level 2
Recall or Reproduction… Basic Application… Elementary Science Department
is the recall of information such as a fact, is engaging in a mental process that
definition, or term as well as performing goes beyond basic recall or
a simple science process or procedure. reproduction, requiring two or more
Level 1 only requires students to steps before giving a response.
demonstrate a rote response, restate Students are asked to apply their
information in their own words, and/or knowledge of content on a simple level.
follow or perform a well-defined Level 2 requires student to make some
procedure. decisions as to how to approach a
question or problem such as to classify,
Some Examples of organize, and compare data.
Level 1 Performance
Some Examples of
Recall or recognize a fact, term, or property Level 2 Performance
(e.g., how speed is determined).
Read and interpret information from a simple
Represent a scientific concept or relationship graph.
in words or diagrams.
Designate and explain the relationships among
Retrieve information from a chart, table, facts, terms, properties, and variables (e.g.,
diagram, or graph. compare physical properties of solids, liquids,
and gases).
Recognize a standard scientific representation
of a simple phenomenon (e.g., water cycle Identify variable and controls in simple
model). experiments.
Identify common examples of topics, objects, Distinguish between experiments and
and materials (e.g., familiar forces and systematic observations.
invertebrates).
Describe and explain examples and non-
Perform a routine procedure such as examples of science concepts (e.g., flowering
measuring length. and non-flowering plants).
Question Stems Select a procedure according to specified
criteria, and perform it.
What is (was) _____?
What _____ did you use? Formulate a routine problem given data and
What are some examples of _____? conditions.
How many _____?
Identify the _____? Question Stems
Make a listing of _____?
Why did you choose _____? Explain how _____ affected _____.
How would you describe _____? Apply what you have learned to _____.
How can you recognize _____? Compare/contrast.
When did _____ happen? How would you classify _____?
Recall what happened. What could you use to classify?
What happened when _____? How are _____ alike? Different?
Retell. Summarize.
Draw. What do you notice about _____?
Select or retrieve _____? What do you observe? Infer?
What data represents _____? What are some examples of _____?
Which _____ has the most? Least? What are some non-examples of _____?
Read your data table, chart, or graph. Given the data, what was the testable question?
Is _____ on the graph? What variable is being tested?
What pattern is seen when _____? What is the control group?
What procedure would you use?
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 4 Science Curriculum Map
October 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
12 Volusia County Schools
Level 3 Level 4
Strategic Thinking… Extended Thinking… Elementary Science Department
requires reasoning, planning, using requires the same high cognitive
evidence, and complex and abstract demands as Level 3 with the additional
thinking. The complexity results from requirement that students work over an
there being multiple correct responses in extended period of time and/or with
which student justification is necessary extended effort. Level 4 assessment
and thorough. Level 3 asks students to items require significant thought.
cite evidence when developing a logical
argument and to explain scientific Some Examples of
phenomena in terms of concepts. Level 4 Performance
Some Examples of Relate scientific concepts to other content
Level 3 Performance areas (e.g., impact of environment changes).
Design and execute an experiment or Develop generalizations of the results obtained
systematic observation to test a hypothesis or and apply them to new situations (e.g., predict
research question. the weather in a particular place and time).
Design and develop a scientific model to Select or devise an approach among many
explain a scientific concept or theory. alternatives for how a situation or problem is to
be solved.
Form conclusions from experimental data.
Cite evidence for scientific theory (e.g., energy Analyze multiple sources of evidence.
Apply understanding in a new way, provide
is neither lost nor created within food chains
and electrical circuits). argument or justification for the application
Compare information within or across data sets (e.g., using inertia).
(several monthly temperature graphs of the Conduct an investigation, from specifying a
same city). problem to designing and carrying out an
Explain how political, social, and economic experiment and analyzing data and forming
concerns can affect science, and vice versa. conclusions.
Explain the properties of the sun and its
position within the solar system and then Question Stems/Tasks
connect this knowledge to the condition and
events occurring on Earth. What information can you gather to support your
idea about _____?
Question Stems
Apply information from one text to another text to
What conclusions can you draw? develop a persuasive argument.
How would you test _____?
What would the outcome be if _____? Write a research paper/thesis on a topic from
What features of the graph should be considered multiple sources.
when _____? Judge the value of material for a given purpose.
What question could we ask now? Consider multiple lines of inquiry to explain a
What evidence should be considered?
Explain your thinking when there is more than particular scientific theory (e.g., conservation
of mass and inertia).
one answer. Elaborate. Produce a detailed report of a scientific
Formulate a reason as to why _____? experiment or systematic observation, and
Which facts support _____? infer conclusions based upon evidence
What is the best answer? Why? obtained.
How would you adapt _____ to create a different Provide time for extended thinking.
Assess through performance and open-ended
_____? activities.
How is _____ related to _____?
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 1 – 3
Unit of Study: Introduction to Practice of Science August 15 – September 2
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Topics Learning Targets/Skills Benchmarks Vocabulary
Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does SC.4.N.1.3 evidence
involve the use of observations and empirical evidence. experiment
Explain that science focuses solely on the natural world. SC.4.N.2.1 investigation
observation
Week 1 Students will: science
• set up a science notebook that will be used all year by students. science notebook
Introduction to • explore various fields of science realizing that not all scientists follow the scientific method (e.g., scientific method
Science biologist vs. paleontologist or astronomer vs. botanist). scientist
• explain the role of a scientist (ask questions and find answers).
• explain that science does involve the use of observations and evidence.
• define science (study of the natural world through observation and evidence).
Teacher Hints for “Introduction to Science”:
• The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom.
• An interactive student notebook (ISN) is a compilation of student learning that provides a partial record of the instructional experiences a student has in the classroom. Some
teachers use spiral-bound notebooks or composition books, while others use 3-ring binders to organize information. Since pages should not be taken out of the science
notebook, careful consideration should be given to the type of notebook that is used.
• Students notebooks are divided into two parts (the left side is for student output which may include preview and process entries; the right side is for teacher input which
ensures all students have access to the same information.
• Students are expected to realize that investigations do not always follow the scientific method (step-by-step experiments). Scientific investigations sometimes only involve
observations, comparisons, or research (e.g., record observations of rocks and/or minerals, comparison of a solid and a liquid).
• Throughout the school year, metric units of measure should be used in science.
Weeks 2-3 Keep records that describe observations made, carefully distinguishing actual observations from ideas and SC.4.N.1.6 chart/data table
inferences about the observations. diagrams
Introduction to Embedded findings
Science NOTE: Begin recording observations of the moon’s visible shape for the next unit. Nature of Science graph
Process inference
Students will: SC.4.N.1.3 observation
This topic is • record observations of an object and/or an event in a science notebook using a variety of data
continued on the collection tools (e.g., diagrams, charts, graphs).
• make inferences based on observations.
next page. • distinguish observations from inferences.
• communicate observations and inferences (findings) with others in the classroom.
• critique each other’s findings through engaging discussions.
13 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Weeks 2-3 Compare the observations made by different groups using multiple tools and seek reasons to explain the SC.4.N.1.2 communication
differences across groups. evidence
Introduction to SC.4.N.1.5 flaw
Science Process Compare the methods and results of investigations done by other classmates. Embedded interpretation
Nature of Science
Teacher Hints for Students will: SC.4.N.1.3 investigation
this topic are on • identify appropriate tools to use when making measurements. SC.4.N.1.6 metric
the next page. • demonstrate proper use of scientific tools to ensure accuracy of measurements. prediction
• engage in a common team investigation using metric measurement tools (e.g., beakers, SC.4.N.1.1 records
04 Science SMT 1 graduated cylinders, ruler, meter stick, tape measure, thermometer, scale, gram weights).
to be administered • compare the methods and results of other team investigations. SC.4.N.1.8 scientific tools
• formulate opinions, new ideas, and conclusions based on team comparisons. Embedded o beaker
during Week 2. • seek reasons to explain any differences that may have occurred. Nature of Science o graduated cylinder
• critique others’ work in a written manner to make recommendations of how to improve future SC.4.N.1.2 o hand lens
investigations. SC.4.N.1.3 o meter stick
SC.4.N.1.5 o ruler
Raise questions about the natural world, use appropriate reference materials that support understanding to obtain SC.4.N.1.6 o scale
information (identifying the source), conduct both individual and team investigations through free exploration and o stopwatch
systematic investigations and generate appropriate explanations based on those explorations. SC.4.N.1.7 o tape measure
SC.4.N.1.4 o thermometer
Recognize that science involves creativity in designing experiments. Embedded o weights
Nature of Science
Students will: SC.4.N.1.1 scientific method
• generate testable questions about the world that can be answered through observation and SC.4.N.1.2 o question
investigation. SC.4.N.1.6 o research
• research topics related to the questions they generate (e.g., internet, leveled-readers, non- o hypothesis
fiction resources, newspaper). o experiment
• form a hypothesis based on research. materials
• investigate student-generated questions, individually and in teams, through free exploration, procedure
experimentation (scientific method), or other types of investigations using appropriate science o data
tools (metric measurement). o results
• form conclusions based on data obtained during investigations. o conclusion
• identify any flaw(s) in the experimental design that may have affected the outcome.
variable
Recognize and explain that scientists base their explanations on evidence.
Attempt reasonable answers to scientific questions and cite evidence in support.
Students will:
• define data and evidence (a collection of observable and measurable information gathered
during an investigation).
• discuss previously acquired data/evidence to form a conclusion (a statement that explains
whether the data does or does not support the hypothesis including an explanation of why).
• compare conclusions.
• recognize that sharing ideas and conclusions is a source of new information and knowledge
for a scientist.
• explain that scientists base their explanations on data and evidence.
14 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Teacher Hints for “Introduction to Science Process”:
• Digital textbook resources can be accessed through V-Portal. See page 53 for access information.
• Students could prepare for the Earth’s Movements (Weeks 5-7) learning targets by beginning each morning with work routines which include collecting data on seasons, star
patterns, and moon phases. Students could take turns collecting different types of data during different times of the year.
• Lessons should be structured to build background knowledge for topics to be covered in 4th grade. Topics should be varied and may include, but should not be limited to the
following: plants, rocks, minerals, magnets, Alka-Seltzer investigations, mystery bags, mystery photos.
• Considerations may be given to utilizing activities and investigations that target traditionally low performing benchmarks with the focus of science process at this time of year.
For example, students could prepare for a deeper understanding of Plant Life Cycles (Week 28) by growing seeds at this time to collect data and record observations on
growth and possible seasonal changes that may occur. This information would be further utilized later during plant instruction.
• During this time, teachers have the opportunity to select and use a variety of science tools to explore the scientific process.
• Students should practice making and recording observations daily. Students naturally make observations with their eyes but may need to be reminded that observations
should utilize all of their senses (e.g., “I see bubbles forming when vinegar is mixed with baking soda. I hear bubbles fizzing when vinegar is mixed with baking soda.”).
• An inference is a logical guess based on observations. It is arrived at based on the face value of the observations alone and is not the result of a systematic analysis or
testing of the evidence (e.g., “I infer that a chemical change is occurring when the vinegar and baking soda are combined.”)
• Students need to make inferences based on evidence gathered during observations. Considerations should be made to practice this skill with each benchmark throughout
the year to support student understanding. Connections to other core subjects may be referenced.
• Teachers should lead students in the understanding that scientists do not only learn from doing hands-on investigations but also from reading non-fiction reference materials,
such as, journals, newspapers, reference books etc.
• Teachers should discuss the importance of researching a topic before forming a hypothesis or conducting an investigation.
• Teachers need to engage students in a discussion about the importance of multiple trials and large experimental groups when conducting experiments.
• Teachers should continue to model controlling variables and testing a control group for comparison purposes.
• Teachers should organize common investigations so that students will be able to compare their results with the results of other groups. When differences arise, students
should compare the tools and different methods that were used by each group to possibly explain the differences.
• Teachers need to avoid referring to a hypothesis as being right or wrong when forming a conclusion. Instead, guide students to articulate that a hypothesis is either
supported or not supported by the evidence (data) gathered.
o My hypothesis was supported by the evidence I collected. I thought _____would occur as a result of my experimentation. I now know______).
o My hypothesis was not supported by the evidence I collected. I thought _____ would occur, but it did not. Instead my evidence supports _____).
• Science block offers students an opportunity to collect authentic data that should be accessed for instructional purposes during the Language Arts and Mathematics blocks as
appropriate throughout the school year.
15 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Week 1 Weeks 2-3
Alignment Introduction to Science Introduction to Science Process
HMH TE pp. 1-16, 17A TE pp. 17-44, 45A
Teacher’s Edition
Spin-a-copter, p. 2 Why Do Scientists Compare Results?, p. 5
HMH Pendulum Swing, p. 3 Rain, Rain, Come Again, p. 4; Bridge Building, p. 6
Inquiry Flipchart/Labs Unit 1 Lessons 1-5
pp. 2-57
HMH Suggestion: Any AIMS activity can be used to teach science process; pp. 2-57
Think Central the same activities can be revisited to address science content. Hands-On Science pp. 9-15
ScienceSaurus Narrative: Tell about a time when you used science to help you solve a
AIMS Science problem. Expository: Everyone is a scientist. Give three reasons
(Florida-specific) Circle Map (What is Science?) explaining why you are a scientist.
Bubble Map (Describe a scientist)
Writing Connection
Bill Nye: Do-It-Yourself Science
Thinking Maps® & Real World Science: The Scientific Method
Foldables Use Those Tools
Rising Waters
Safari Montage Scholastic Study Jams: Tools of Measurement
Scholastic Study Jams: Units of Measurement
CPALMS Let’s Go to a Party Puzzles Scholastic Study Jams: Tell Temperature
Web Resources Introduction to the Nature Journal Brain Pop: Scientific Inquiry
Scholastic Study Jams: Scientific Methods Science Buddies
Scholastic Study Jams: Scientific Theory and Evidence Books in the Non Fiction section (500) of the media center
Happy Scientist: What is Science? Video may be useful.
Brain Pop: Scientific Inquiry
Books Books in the Non Fiction section (500) of the media center may be
useful.
16 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 4 – 6
September 6 – 23
Unit of Study: Space
Prerequisite Kindergarten – SC.K.N.1.2, SC.K.N.1.4, SC.K.E.5.2, SC.K.E.5.3, SC.K.E.5.4
Learning First Grade – SC.1.N.1.2
Second Grade – none
Third Grade – SC.3.N.3.2
Topics Learning Targets/Skills Benchmarks Vocabulary
Explain that models can be three-dimensional, two-dimensional, an explanation in your mind, or a computer model. SC.4.N.3.1 axis
constellations
Students will: SC.4.E.5.3 day
• explain that models can be three-dimensional, two-dimensional, a mental model (a picture in earth
your mind), or a computer model. Embedded model
Nature of Science
Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. o 2-dimensional
SC.4.N.1.1 o 3-dimensional
Weeks 4-6 Students will: SC.4.N.1.4 o mental
• use a model to demonstrate the difference between Earth’s rotation and Earth’s revolution. SC.4.N.1.7 o computer
• explain that Earth rotates once on its axis in approximately a 24-hour period (day and night). SC.4.N.3.1 night
• explain that Earth revolves (orbits) around the sun once in a year (approximately 365 days). SC.4.E.6.5 orbit
revolution
Earth’s Investigate how technology and tools help to extend the ability of humans to observe very small things and very large Embedded rotation
Movements things. Nature of Science seasons
star pattern
Stars Students will: SC.4.N.1.1 stars
• discuss the types of investigations in which a microscope or hand lens might be used. sun
This topic is • research the histories of the microscope and telescope reporting on what is learned. year
continued on the • identify the telescope and satellite as tools that have allowed scientists to see very large things,
such as the Earth, the solar system, and parts of the universe. SC.4.E.5.4
next page.
Relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. SC.4.E.5.1
Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and Embedded
different stars can be seen in different seasons. Nature of Science
Students will: SC.4.N.1.1
• review that the sun is the closest star to Earth. SC.4.N.1.3
• demonstrate that the star patterns (constellations) in the sky do not move although they appear SC.4.N.1.4
to shift across the sky nightly due to Earth’s rotation. SC.4.N.1.6
• discuss how different star patterns are high in the night sky in some seasons but dip below the SC.4.N.1.7
horizon in other seasons (e.g., use models/ simulations of winter and summer skyline). SC.4.N.3.1
• explain that Earth moves, but the sun and other stars remain fixed in the sky (do not move).
• explain that Earth’s rotation on its axis causes the sun/stars to appear as though they are
moving across the sky.
17 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. SC.4.E.5.4 moon
SC.4.E.5.2 moon’s shapes
Describe the changes in the observable shape of the moon over the course of about a month.
Embedded (observable)
Students will: Nature of Science space
• recognize that the moon does not produce its own light; it reflects light from the sun. space exploration
• recognize that the moon revolves around (orbits) Earth in about 28 days as Earth revolves SC.4.N.1.3 technology
around (orbits) the sun. SC.4.N.1.6
Weeks 4-6 • describe the changes (patterns) that occur to the observable shape of the moon over the course Embedded
of about a month that have been recorded in a science notebook. Earth Science
Earth’s • predict the changes in the observable shape of the moon starting at any point in the cycle. SC.4.E.5.4
Movements • sequence moon patterns.
• compare observable shapes of the moon. SC.4.E.5.5
Moon • explain that the moon’s physical shape does not actually change.
• explain that Earth’s rotation on its axis causes the moon to appear as though it is moves across
the sky in the day or night sky.
Investigate and report the effects of space research and exploration on the economy and culture of Florida.
Students will: Embedded
• read and discuss how the effects of space research and exploration has created advances in Nature of Science
science that have impacted the economy and culture of Florida (e.g., medical technology,
transportation, agriculture, and industrial productivity). SC.4.N.1.1
• research products that were generated specifically for space but have now found purpose for
public use (e.g., freeze-dried food, memory foam, mylar blanket).
Teacher Hints for “Earth’s Movements”:
• Waxing, waning, gibbous, and crescent moon terminology will not be assessed on the 5th grade SSA.
• Star patterns appear to translate (slide) across the sky nightly (and from season to season) without changing their shape or distance from one another.
• Mental models can be taught by reading a descriptive paragraph about something vague or unfamiliar. Students listen first while forming a picture in their minds of what is
being described. Next, they create a 2- or 3-dimensional representation of what they pictured. Share and compare with a partner.
• Students will not be required to recognize or name constellations.
• National Space Day is the first Friday in May. Try to plan activities for your class/school to recognize this day and use it as a form of review.
• Use varied materials (video, books, visuals) to help students understand that star patterns appear to shift in the sky when in reality it is Earth that is moving. Have students
choose one star to look at each night (e.g., North Star) to observe it as it appears to shift in the sky.
• A free planetarium for your computer can be found at http://www.stellarium.org/.
• Emphasize that the moon does not actually change shape but only appears to. We see different amounts of the part that reflects the sun.
• Students will be required to recognize the motion of rotation (the spinning of Earth or the moon on its axis) and revolution (one complete trip of Earth around the sun).
• The following website will be helpful in tracking the shapes of the moon in a science notebook: www.stardate.org/nightsky/moon and http://www.moongiant.com/.
• In addition to determining a missing observable shape of the moon within a given pattern, consider asking students to predict the observable shape that will occur in 1 week, 2
weeks, 3 weeks, and 4 weeks.
• Connections may be made in science to patterning activities done in mathematics. For example, pattern changes of objects/numbers can be compared to pattern changes in
observable shapes of the moon and patterns of stars/constellations.
• The effects of space research and exploration on the economy and culture of Florida is an opportunity for integrating Social Studies and ELA.
18 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 4-6
Alignment Earth’s Movements (Stars and Moon)
HMH TE pp. 45-102
Teacher’s Edition
Planets and Other Objects in Space Eyes in the Sky
HMH
Leveled Readers Our Planet and Beyond
HMH How Does Earth Move in Space?, p. 9 From Full to New and Back Again, p. 10
Inquiry Flipchart/Labs
How Can You Model a School?, p. 7 Working in Space, p. 11
HMH
Think Central Spin and Model (p. 8)
ScienceSaurus
Unit 1 Lessons 5-6
AIMS Science
(Florida-specific) Unit 2 Lessons 1-4
Formative Assessment pp. 51-53, 218-239, 359
Probes
Earth Science Facing Up to The Moon, p.75
(Page Keeley)
History of the Telescope, p.17 Spin Cycle, p. 111
Writing Connection
Thinking Maps® & Tech Track Down, p.19 Rotation and Revolution, p.133
Foldables Wee See, p.37 A Place For Space, p.137
Safari Montage Star Tracks, p.51
CPALMS Volume 1 Volume 2
Web Resources #24, Gazing at the Moon, p. 177 #23, Darkness at Night, p. 171
Books #25, Going Through a Phase, p. 183 #24, Emmy’s Moon and Stars, p. 177
#25, Objects in the Sky, p. 185
Research: Research and report the effects of space research and exploration on the economy and the culture of Florida.
Fictional Narrative: Everyone notices stars in the sky at night. Before you begin writing, imagine you had access to a time machine.
Write a story about the stars you observe as you travel through time.
Four-door Foldable (observable moon shapes) Bubble Map (moon’s qualities)
Double Bubble Map (rotation and revolution)
Schlessinger: Florida (Ch 2) National Geographic: Stars and Constellations
Schlessinger: Stars (Ch 2) Bill Nye: Moon
Schlessinger: Stars (Ch 7) National Geographic: Sun, Earth, Moon
Professional Studio Manager (Perspective STEM Video) Moon Phases
Earth in Motion: Seasons NASA Spinoff Website
Star Light, Star Bright
Scholastic Study Jams: A Day on Earth Oreo Cookie Activity
Scholastic Study Jams: Seasons A2 Sci Rotation and Revolution Part 1 Video
Brain Pop: Moon A2 Sci Rotation and Revolution Part 2 Video
Brain Pop: Moon Phases Why the Moon Appears to Change
Brain Pop: Constellations
Earth Sun and Moon
Earth, Sun and Moon - GAME
Books in the Non Fiction section (523) of the media center may be useful.
19 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 7 – 11
Unit of Study: Earth September 26 – October 28
Prerequisite Kindergarten – SC.K.N.1.2, SC.K.P.8.1
Learning First Grade – SC.1.N.1.2, SC.1.E.6.1, SC.1.E.6.2, SC.1.E.6.3, SC.1.P.8.1
Second Grade – SC.2.E.6.1, SC.2.E.6.2, SC.2.E.6.3, SC.2.P.8.1
Third Grade – none
Topics Learning Targets/Skills Benchmarks Vocabulary
Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, SC.4.E.6.4 constructive
temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). destructive
Students will: Embedded erosion
• observe and record evidence of physical weathering in nature (e.g., plant roots growing up Nature of Science processes
through a sidewalk, cement cracking from weather changes). weathering
• describe causes of physical weathering occurs (wind, water, ice, temperature change, and SC.4.N.1.1
plants). SC.4.N.1.3 o physical
• investigate the processes of physical weathering (breaking down a rock) using a model. SC.4.N.1.4
Weeks 7-8 • observe and record evidence of erosion in a science notebook. SC.4.N.1.6
• describe causes of erosion (gravity, wind, water, and ice). SC.4.N.1.7
Weathering/ SC.4.N.1.8
Erosion SC.4.N.3.1
• investigate the processes of erosion (movement of rock) using a model.
• discuss the cause/effect relationships for erosion and weathering.
• provide examples of how physical weathering and the erosion processes change Earth’s
surface (constructive and destructive).
This will be the first time students will learn weathering/erosion concepts that will not be repeated prior to taking the SSA in grade 5.
Teacher Hints for “Weathering/Erosion”:
• Students will not be responsible for understanding chemical weathering.
• Since students continue to confuse erosion and weathering, these concepts should be taught as two separate concepts.
• Teachers may consider using the erosion foldable activity (Agents of Erosion) found on page 267 in the teacher’s edition.
• Provide various examples of scenarios in which allow students to identify examples of surface changes in nature and identify the process that caused them utilizing
conditions from natural weather phenomenon either on school grounds or from the media.
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and SC.4.E.6.2 classify
streak color, and recognize the role of minerals in the formation of rocks. mineral
Weeks 9-10 Students will: Embedded mineral properties
• identify the physical properties of common earth-forming minerals, including hardness, color, Nature of Science o color
Rocks/Minerals luster, cleavage, and streak color. o cleavage/fracture
• Investigate and record the physical properties of minerals using technology and tools when SC.4.N.1.1 o hardness
This topic is appropriate (hardness-glass plate or other minerals, streak color-streak plate or unglazed tile). SC.4.N.1.2 o luster
continued on the • explain that investigations of minerals do not always follow the scientific method but do involve SC.4.N.1.3 o streak
the use of observations and evidence. SC.4.N.1.6
next page. • compare observations made by other classmates explaining any differences in data. rocks
• compare minerals based on physical properties. Embedded o igneous
• explain the role of minerals (e.g., clay, quartz, feldspar) and their importance in rock formation. Earth Science o metamorphic
o sedimentary
SC.4.E.6.5
technology
tools
20 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and SC.4.E.6.1
fossilized organisms); and metamorphic (formed from heat and pressure).
Students will: Embedded
• use technology and tools to study and investigate samples of rocks. Nature of Science
SC.4.N.1.1
• observe and identify examples for each of the three categories of rocks (igneous, SC.4.N.3.1
Weeks 9-10 sedimentary, and metamorphic). Embedded
Rocks/Minerals • construct models for each of the three categories of rocks to include major details. Earth Science
• explain, pictorially and in words, the steps of the rock cycle.
• describe how each category of rock is formed within the rock cycle. SC.4.E.6.5
o igneous – formed from molten rock
o sedimentary – formed with other pieces of rock and fossilized organisms
o metamorphic – formed from heat and pressure
• differentiate between the three different categories of rocks based on how each is formed
and/or their physical properties.
Teacher Hints for “Rocks/Minerals”:
The following information pertains to the mineral portion of this topic:
• Students should have multiple experiences with the physical properties (hardness, color, luster, cleavage, and streak color) used to identify minerals.
• Students will not be responsible for identifying the Mohs scale or cleavage criteria.
• Students will not be responsible for identifying minerals but will be responsible for identifying a physical property from its description.
• Students will not be responsible for identifying minerals.
• Students should use a hand lens to observe the minerals that comprise rocks (e.g., granite contains quartz, feldspar, and mica). Page 247 in the Student Edition comments
on this.
• The following minerals may be used on the SSA and the Volusia Science Tests: quartz, feldspar, mica, calcite, talc, pyrite, and graphite.
• Students should be provided with scenarios that include natural rocks representing the various mineral properties.
• The Happy Scientist provides video support of this content (www.thehappyscientist.com). Access information is found on page 53.
The following information pertains to the rock portion of this topic:
• Rocks constantly change from one type to another.
• Students will need to understand the formation of rocks through the rock cycle. (http://www.windows2universe.org/earth/geology/rocks_intro.html).
• Igneous rocks are formed when hot melted rock, called magma, cools (e.g., granite, lava rock).
• Sedimentary rocks are formed when pieces of other rocks and fossilized organisms are squeezed together (i.e., limestone, chalk).
• Metamorphic rocks are formed from extreme heat and extreme pressure (e.g., slate, marble).
• Students will not be responsible for memorizing names of rocks (e.g., granite, slate, quartzite). They will be responsible for identifying categories of rocks (igneous,
sedimentary, and metamorphic) according to how they are formed.
• Students should be able to identify the various stages of the rock cycle in a flow chart.
• Use of videos and animations by students to observe and then explain how igneous, sedimentary, and metamorphic rocks are formed is encouraged.
• Locations of available rock/mineral resources found in Florida can be discovered at http://www.dep.state.fl.us/geology/geologictopics/minerals.htm#Mine. Information on this
website can be referenced during the following Unit of Study (Renewable/Nonrenewable Resources) as well.
21 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.3 limestone
Week 11 Students will: Embedded oil
• define resources as anything from the environment that meets our needs and wants. Nature of Science phosphate
Renewable/ • provide examples of renewable resources (e.g., water, wind, solar, trees). resources
Nonrenewable • provide examples of nonrenewable resources (rocks, minerals, soil, and fossil fuels such as SC.4.N.1.1
coal, oil, natural gas). -nonrenewable
Resources • identify renewable and nonrenewable resources found on Earth that humans need and how -renewable
they are used. silicon
OPTIONAL • distinguish between renewable and nonrenewable resources found on Earth. solar
04 Science VST 1 • explain that nonrenewable resources exist in a fixed quantity in Earth and may be used up. water
wind
available to Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
administer at the SC.4.E.6.6
Students will:
end of the • identify natural resources available in Florida (water, phosphate, oil, limestone, silicon, wind, Embedded
Earth/Space Unit and solar energy). Nature of Science
• distinguish Florida’s natural resources as renewable (water, wind, solar, trees) and
(Week 11) SC.4.N.1.1
nonrenewable (phosphate, oil, limestone, silicon).
Teacher Hints for “Renewable/Nonrenewable Resources”:
• Consider the social studies implications of local landforms and bodies of salt and fresh water and impact of these and other resources on local and state economy.
• Examples of renewable resources may include: fresh water, fresh air, forests, agriculture (plants and animals), oils from seeds, sun (solar energy), wind (wind energy-
turbines), water (hydro-powered), geothermal (heat from earth’s interior), etc.
• Examples of nonrenewable resources may include: fossil fuels, uranium, minerals.
• Note that some examples of nonrenewable resources such as minerals (e.g., iron, copper, aluminum) or fossil fuels (i.e., petroleum, coal, natural gas), while continuously
formed in nature, will eventually be depleted and cannot be utilized by current consumers.
22 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 7-8 Weeks 9-10 Week 11
Alignment Weathering/Erosion Rocks/Minerals Renewable/Nonrenewable Resources
TE pp. 107-122 TE pp. 151A-168
HMH TE pp. 123A-150
Teacher’s Edition Changes to the Earth’s Surface Recycle, Reuse
The Ground Beneath Your Feet The Rock Cycle
HMH Where Am I? What Are Rocks and Minerals? Recycle Resources Yourself, p. 16
Leveled Readers Grooving with Glaciers, p. 12 Earthquake
Mineral Match-Up, p. 13 Unit 3 Lesson 5
HMH Unit 3 Lesson 1 Getting Stones to Stick, p. 15
Inquiry Flipchart/Labs What Are Properties of Minerals?, p. 14 pp. 320-333
pp. 170-173 Unit 3 Lessons 2-4 Earth Science
HMH Earth Science Resourceful Thinking, p.281
Think Central Weathering Ways, p.223 pp. 160-167, 184 Concentrating On Resources, p.299
ScienceSaurus Evidence For Erosion, p.239 Earth Science Resources on the Map, p. 319
Rocking the Cycle, p.147 Florida’s natural Resources, p.323
AIMS Science Settling on Sediments, p.151
(Florida-specific) Expository: Renewable and nonrenewable
resources are important in our daily lives. Choose
Formative Volume 1 Volume 2 1 resource and explain why it would be hard to
Assessment Probes #22, Beach Sand, p. 163 #20, Is It a Rock? (version 1), p. 151 live without it.
#23, Mountain Age, p. 169 #21, Is It a Rock? (version 2), p. 157 Narrative: Imagine a world where our
(Page Keeley) Volume 2 nonrenewable resources were all gone. Write a
#22, Mountaintop Fossil, p. 165 Fictional Narrative: All rocks are formed in story about how you would live without these
Writing Connection Fictional Narrative: Saving the Sand different ways. Think about the three different precious resources. What changes would you
(Resource Alignment Dunes: Pretend that you have been given the job rocks and how they are formed. Pretend that you have to make in order to survive?
of saving the sand dunes at the beach from being are one type of rock and write a story describing Persuasive: Nonrenewable resources are
continued on eroded. Write a story about trying to save the how you were formed. important to our daily lives. Persuade your friends
next page) sand dunes. or family members why it is important to conserve
Expository: Think about the impact erosion and these resources.
weathering has on our Research: Write a report about one natural
environment. Write an essay explaining why it is Florida resource (phosphate, limestone, or clay).
important for scientists to study weathering and Describe how the resource is obtained and the
erosion. process it undergoes in order to be used.
23 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 7-8 Weeks 9-10 Week 11
Alignment Weathering/Erosion Rocks/Minerals Renewable/Nonrenewable Resources
Circle map (weathering)
Thinking Maps® & Double Bubble map (weathering and erosion) Double Bubble map (igneous, sedimentary, All About Natural Resources: Chapter 2
Foldables Shutter-fold book foldable (weathering) and metamorphic) All About Natural Resources: Chapter 4
Four-door diorama foldable (erosion) Flow map – how rocks are formed All About Natural Resources: Chapter 5
Safari Montage Pyramid foldable (weathering/erosion) Three-tab book foldable (igneous,
sedimentary, and metamorphic)
Eyewitness: Weathering and Erosion Layered-look book foldable
The Magic School Bus: Rocks and Rolls (properties of minerals)
Bill Nye: Erosion Tree map (renewable/nonrenewable)
Two-Tab book foldable (renewable and
nonrenewable resources)
Rocks and Minerals
All About Rocks and Minerals
Every Stone Has a Story
Rocks and Soil
Rocks
Weathering Changes to Land Find WHAT in Florida?
Looking At Weathering and Erosion Save our Sand - An Engineer Design
Challenge Scholastic Study Jams: Natural Resources
CPALMS Cemented Together Neo K12 – Natural Resources
What Kind of Rock – Expository Writing Big Idea 7: Earth Provides Resources Video
Web Resources Scholastic Study Jams: Weathering & Erosion
Happy Scientist: Erosion Scholastic Study Jams: Minerals Scholastic Study Books in the Non Fiction section (333) of the
Brain Pop: Earth System Jams: Igneous Rocks media center may be useful.
Weathering and Erosion - Part 1 Video Scholastic Study Jams: Sedimentary Rocks
Weathering and Erosion Game Show Review Scholastic Study Jams: Metamorphic Rocks
Scholastic Study Jams: Rock Cycle
Books Books in the Non Fiction section (551.3) of Brain Pop: Earth System
the media center may be useful. Happy Scientist: Rocks
Rocks and Minerals Video
Types of Rocks and Rock Cycles
Rocks
Books in the Non Fiction section (552) of the
media center may be useful.
24 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 12 – 16
Unit of Study: Matter October 31 – December 2
Prerequisite Kindergarten – SC.K.P.8.1, SC.K.P.9.1, SC.K.P.13.1, SC.K.E.5.1
Learning First Grade – SC.1.P.8.1, SC.1.P.13.1, SC.1.E.5.2, SC.1.E.5.3
Second Grade – SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6, SC.2.P.9.1, SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4
Third Grade – SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, SC.3.P.9.1, SC.3.E.5.4
Topics Learning Targets/Skills Benchmarks Vocabulary
Measure and compare objects and materials based on their physical properties including: mass, shape, volume, SC.4.P.8.1 mass
color, hardness, texture, odor, taste, attraction to magnets. matter
Embedded physical properties
Students will: Nature of Science
• compare objects based on observable and measurable physical properties (shape, color, o observable
hardness, texture, odor, taste, attraction to magnets, mass, volume, temperature). SC.4.N.1.1 o measurable
• investigate and explain that all matter has the following measurable properties: volume (takes SC.4.N.1.2 states of matter
up space) and mass (weight). SC.4.N.1.5 o solid
• record and compare the mass and volume of solid and liquid matter using metric units. SC.4.N.1.6 o liquid
• record and compare the volume of regular- and irregular-shaped solids using the water o gas
displacement method. SC.4.P.8.3 temperature
• display data appropriately in charts, tables, and graphs. Embedded volume
• compare measurement data with other lab groups checking for accuracy. Nature of Science
Weeks 12-13 • explain any differences that may have occurred across groups. SC.4.N.1.1
Properties of Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as SC.4.P.8.2
Matter the sum of the masses of its parts.
Students will:
• explore the Law of Conservation of Mass (whole = sum of its parts) to obtain the mass of
various objects using tools and technology.
• demonstrate that the mass of a whole object is always equal to the sum of its parts.
Identify properties and common uses of water in each of its states.
Students will: Embedded
• investigate and describe properties of water in all three states. Nature of Science
• identify common uses of water in all three states.
• explain the importance of water to life on Earth. SC.4.N.1.1
SC.4.N.1.7
Teacher Hints for “Properties of Matter”:
• Physical properties of matter are observable and measurable.
• Density is no longer instructed at the elementary level.
• Students should have a good working knowledge of mass/weight and volume and be presented with various situations in which mass and volume have to be calculated.
• Mass is the amount of matter in an object. Mass and weight are the same on Earth. At this grade level, mass and weight will be used interchangeably.
• Water displacement is a technique used to measure the volume of an object by calculating how much water it displaces (pushes aside) when placed into a sample of water.
• Students should comfortably make the following associations:
Property Tool Unit of Measure
Mass (weight) balance, digital scale g, kg
Volume beaker, graduated cylinder mL, L
Temperature thermometer ˚C, ˚F
25 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Week 14 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. SC.4.P.8.4 attract
Magnets magnet
Students will: Embedded magnetic
• investigate and classify objects that are attracted to magnets (paper clips, iron filings, Nature of Science magnetic field
scissors) and those that are not (bottle, penny, copper wire, eraser, foil, nickel, steel). north pole (N)
• investigate that all magnets, regardless of shape, have a north pole (N) and a south pole (S) SC.4.N.1.1 repel
although they may not be marked. SC.4.N.1.4 south pole (S)
• investigate the presence of a magnetic field with different-shaped magnets. SC.4.N.1.5
• describe the effects of the magnetic field of different-shaped magnets using iron filings. SC.4.N.1.6
• investigate how magnets attract and repel other magnets based on the presence of a SC.4.N.1.7
magnetic field. SC.4.N.1.8
Teacher Hints for “Magnets”: SC.4.P.9.1 chemical change
• Explore contact and non-contact forces with the use of various magnets. physical change
• Since some magnets do not label the north and south poles, this is an opportunity to explore the properties of magnets. Embedded
• Magnetism is a property of matter. Magnets are tools that help to determine an object’s magnetic property. Nature of Science
• Given a few objects, explore whether the objects are magnetic or are magnets themselves.
• Earth’s magnetism will not be assessed. SC.4.N.1.1
SC.4.N.1.3
Identify some familiar changes in materials that result in other materials with different characteristics, such as SC.4.N.1.6
decaying animal or plant matter, burning, rusting, and cooking.
Weeks 15-16 Students will:
• identify familiar physical changes in matter in which the objects’ properties are retained (e.g.,
Changes in cutting, tearing, crumpling, folding, melting, freezing, dissolving).
Matter • identify familiar chemical changes in matter that result in a new substance with new properties
(e.g., burning, frying, rusting, grilling, toasting, decaying plant and animal matter).
• record observations of physical and chemical changes in a science notebook.
• make inferences about observations made of physical and chemical changes.
• describe observable signs that a chemical change may exhibit (smell, color, heat, fizzing
sound, and substance given off).
Teacher Hints for “Changes in Matter”:
• Although students have had exposure to physical changes in previous grade levels, this is their first exposure to chemical changes (e.g., when baking soda (solid) is mixed
with vinegar (liquid), carbon dioxide (gas) is produced in the form of bubbles. Carbon dioxide has different properties than either baking soda or vinegar).
• Another example of a chemical change is: iron nails exposed to oxygen forms rust. Rust is a completely different substance than iron or oxygen.
• Students should make comparative observations between original matter and that which has undergone a change (e.g., a new iron nail and a rusted iron nail, a new candle
and one that is burning, fresh and decaying leaves, bread that is not toasted and toasted) and engage in discussions to share their observations and listen to the thinking of
their classmates.
26 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 12-13 Week 14 Weeks 15-16
Alignment Properties of Matter Magnets Changes in Matter
TE pp. 169-177, 180-202 TE pp. 203A-222
HMH TE pp. 193A, 223-246
Teacher’s Edition Matter and Its Properties How Do Magnets Attract Objects?, p. 22
Needle Dance, p. 21 Changes in Matter
HMH How Are Physical Properties Observed?, p. Changing Matter
Leveled Readers 18 Unit 4 Lessons 5-6 How Can You Tell When a New Substance
What is Conservation of Mass?, p. 19 pp. 304-307 Forms?, p. 24
HMH Measuring Liquids, p. 17 Physical Science Melt, Boil, Evaporate, p. 20
Inquiry Flipchart/Labs Unit 4 Lessons 1-4 Metal Detector, p.165 Kitchen Chemistry, p. 23
Magnets and Metal, p.171 Unit 5 Lessons 1-2
HMH pp. 242-247 Face to Face, p. 179
Think Central Physical Science Magnetic Tug of War , p.187 pp. 260-267
ScienceSaurus Sum of Its Parts, p.31 Properties of Magnets, p.193 Physical Science
Top Parts and Totals, p. 37 Carving Out Changes, p.197
AIMS Science Journal Entry: Explain what objects are From Leaf to Soil, p. 203
(Florida-specific) attracted to magnets. Describe why this occurs. Burned Up, p. 209
A Strange Change, p. 219
Formative Volume 1 Round Red Rings, p. 227
Assessment Probes #10, Is It Matter, p. 79 Volume 1
#5, Ice Cubes in a Bag, p. 49 #9, Is It Melting?, p. 73
(Page Keeley) #6, Lemonade, p. 55 #12, The Rusty Nails, p. 91
#7, Cookie Crumbles, p. 61 Volume 2
Writing Connection #8, Seedlings in a Jar, p. 67 #5, Turning the Dial, p. 47
Volume 2 #6, Boiling Time and Temperature, p.53
(Resource Alignment #1, Comparing Cubes, p. 19 #7, Freezing Ice, p. 59
continued on #4, Solids and Holes, p. 41
next page) Narrative: Write a story that tells of your Journal Entry: Explain the difference between
adventures in Matter Land as you set out to find physical and chemical change.
all three states of matter.
Expository: Solids, liquids, and gases are all
around us. Tell about a place you have visited
where all three states of matter are found.
27 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 12-13 Week 14 Weeks 15-16
Alignment Properties of Matter Magnets Changes in Matter
Thinking Maps® & Tree map (magnetism) Double-Bubble map (chemical/physical
Foldables Bubble map (matter) change)
Safari Montage Two-door foldable (mass/volume) Magnetic Personality Schlessinger: Changes in Properties of
Schlessinger: Properties of Matter Magnetism and Magnetic Properties Matter
CPALMS Did it Change?
Properties of Matter: Mass, Shape, Volume Happy Scientist: Science of Credit Cards Holey Rusted Metal
Web Resources Volume Lesson Brain Pop: Magnetism
Observing Physical Change Pete’s Power Points: Magnets Scholastic Study Jams: Changes of Matter
Water Cycle Magnet Game Brain Pop: Matter Changing States
Exploring Water Virtual Lab
Water Troubles
Scholastic Study Jams: Properties of Matter
Scholastic Study Jams: Solids, Liquids,
Gases
Brain Pop: States of Matter
Books Books in the Non Fiction section (530) of the Books in the Non Fiction section (538) of the Books in the Non Fiction section (530) of the
media center may be useful. media center may be useful. media center may be useful.
28 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 17 – 25
Unit of Study: Energy & Motion December 5 – February 10
Prerequisite Kindergarten – SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1
Learning First Grade – SC.1.P.12.1, SC.1.P.13.1
Second Grade – SC.2.P.10.1, SC.2.P.13.1, SC.2.P.13.4
Third Grade – SC.3.P.10.1, SC.3.P.10.2, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.3.E.6.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of SC.4.P.10.1 electrical
motion. energy
heat
Weeks 17-18 Students will: light
• observe and describe some basic forms of energy, including light, heat, sound, electrical, and mechanical
Forms of the energy of motion (mechanical). motion
Energy • identify examples of these energy forms in their life and in the natural world. pitch
• compare and contrast these types of energy. pluck
• review how light travels in a straight path until interrupted by an object. sound
• review how light passes through other objects (transparent, translucent, opaque). vibrate
• review how light reflects, bends, and absorbs.
SC.4.P.10.3
Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the
object vibrates. Embedded
Nature of Science
Students will:
• describe the requirements/components necessary for sound to be produced. SC.4.N.1.1
• Investigate the production of sound (e.g., tuning forks, hollow tubes, vocal cords, or water SC.4.N.1.3
bottles filled with different amounts of water). SC.4.N.1.4
• explain that sound is produced by vibrating objects. SC.4.N.1.6
• investigate variations in pitch (e.g., water bottle liquids, rulers, straws, stretched rubber SC.4.N.1.7
bands).
• explain that pitch depends on the speed (fast and slow) an object vibrates and the
measurements (size and length) of the object.
Teacher Hints for “Forms of Energy”:
• In 3rd grade, students are expected to identify basic forms of energy. In 4th grade, students are expected to be able to observe and describe basic forms of energy.
• Students will no longer need to know potential and kinetic energy.
• The study of sound energy is new to 4th grade.
• Please note that resources such as ScienceSaurus will showcase several different forms of energy that students may recognize as examples in their life. Students only need
to identify electrical sources but not explain how they work (5th grade benchmark).
• Sound activities should focus on vibration and pitch. Students can make their own musical instruments.
29 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Weeks 19-20 Investigate and describe that energy has the ability to cause motion or create change. SC.4.P.10.2 change
energy
Energy in Describe how moving water and air are sources of energy and can be used to move things. SC.4.P.10.4 hydropower
Motion motion
Students will: Embedded solar
• investigate and describe how energy can cause motion (e.g., moving water can turn a water Nature of Science water
wheel to make hydropower, wind can move sand across the beach or sail a model boat, solar wind
energy can power a model car). SC.4.N.1.1
• investigate and describe how energy can create change in matter (e.g., heat energy can melt SC.4.N.1.4
ice, moving water can make rocks smooth, light can keep food warm). SC.4.N.1.6
• explain the relationship between energy and motion. SC.4.N.1.7
SC.4.N.1.8
Teacher Hints for “Energy in Motion”:
• Some additional examples of how energy causes motion and change are as follows: sun’s energy causes plants to grow, heat energy causes a volcano to erupt, and
electrical energy causes a city to light up at night.
Identify common materials that conduct heat well or poorly. SC.4.P.11.2 conductor
Students will: Embedded heat
• review how things that give off light often give off heat. Nature of Science heat flow/transfer
• review how heat is produced when two objects rub against each other. insulator
• investigate heat energy by measuring temperature changes in a liquid. SC.4.N.1.1 temperature
• compare observations with classmates explaining any differences that occur. SC.4.N.1.2
Weeks 21-22 • collect and record temperature readings during investigations in charts, tables, and graphs. SC.4.N.1.4
Heat • investigate which materials are the best conductors of heat (e.g., clay, metal, and glass). SC.4.N.1.5
• investigate which materials are non-conductors/insulators of heat (e.g., plastic, wood, SC.4.N.1.6
SC.4.N.1.7
SC.4.N.1.8
04 Science styrofoam). SC.4.P.11.1
SMT 2 to be • make inferences about observations made during conductivity investigations.
administered • form conclusions about which materials conduct heat well or poorly based on investigations. Embedded
during Week 22. Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change Nature of Science
temperature.
SC.4.N.1.1
Students will: SC.4.N.1.4
• investigate and diagram the direction of heat flow (hot cold). SC.4.N.1.6
• record observations of heat transfer (in the form of temperature changes) within tables, SC.4.N.1.7
charts, and graphs.
• analyze and form conclusions based on their recorded observations and data.
Teacher Hints for “Heat”:
• Temperature is a measure of heat energy. Ice water has heat energy. Try the following investigation: Take the temperature of ice water. Add more ice. Take the
temperature again. Discuss the findings.
• The NGSSS do not contain insulators/insulation in the wording of the benchmark language. However, it does show up in the SSA Item Writer glossary making it fair game
vocabulary. During heat conduction investigations, refer to objects as good or poor conductors of heat energy as well as conductors and insulators.
• The following is a simple conduction experiment: Place a plastic, metal, and wooden spoon in hot water. Record observations.
30 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Weeks 23-24 Recognize that an object in motion always changes its position and may change its direction. SC.4.P.12.1 direction
distance
Motion of Students will: Embedded motion
Objects • describe an object’s position and motion in space. Nature of Science position
• explain that motion is a change of an object’s position. speed
OPTIONAL • demonstrate that moving objects always change position. SC.4.N.1.1 time
04 Science VST 2 • demonstrate that moving objects may change direction.
SC.4.P.12.2
available to Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and
administer at the that objects can move at different speeds. Embedded
Nature of Science
end of the Students will:
Physical Science • explain that the speed of an object is determined by the distance it travels within a unit of time. SC.4.N.1.1
Unit (Week 24) • investigate and compare the speeds of different objects by measuring the distance each SC.4.N.1.2
object travels during a set amount of time using tools and technology. SC.4.N.1.4
• investigate and compare the speeds of different objects by measuring the amount of time it SC.4.N.1.6
takes each object to travel a set amount of distance using tools and technology. SC.4.N.1.7
• display obtained speeds in chart, table and graph format. SC.4.N.1.8
Teacher Hints for “Motion of Objects”:
• A change of position is called motion.
• A change in motion means starting or stopping, speeding up or slowing down, or moving in a different direction.
• Speed is a change in position over a period of time.
• The guided inquiry in the student edition, page 436, directs students to roll a marble down a ramp and time how long it takes to move 180 cm. A discussion about speed (not
calculations) can ensue. This activity can be extended to meet the benchmark expectations by rolling a marble down a ramp and seeing how far it travels in 3 seconds.
Week 25 STEM Week
31 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 17-18 Weeks 19-20 Weeks 21-22 Weeks 23-24 Week 25
Alignment Forms of Energy Energy in Motion Heat Motion of Objects
TE 319-342
HMH TE pp. 247-268 TE pp. 269A-286 TE pp. 287-318 Forces and Motion
Teacher’s Edition Move It!
Making and Using Electricity Sound Light and Heat Becoming an Astronaut
HMH What is Electricity? All About Sound Understanding Heat and Fast Walk, Slow Walk, p. 33
Leveled Readers It’s Current! Listening by Design Light What Is Speed?, p. 34
It’s Dark Down Here!
HMH Where Does Energy Come Make a Pinwheel, p. 28 How Is Heat Produced?, p. Unit 8 Lessons 1-2
Inquiry Flipchart/Labs From?, p. 26 Make a Water Wheel, p. 28 30 pp. 275-279
Energy Sources, p. 25 What Is Sound?, p. 27 Heating Things Up, p. 29
Sunny Side Up, p. 31 Physical Science
HMH Unit 6 Lessons 1-2 Unit 6 Lessons 3-4 Which Materials Are Football Forces, p.321 STEM Week
Think Central Conductors?, p. 32 Time to Move In, p.329
ScienceSaurus pp. 284-287; pp. 296-303, pp. 315-317; pp. 325-326 Unit 7 Lessons 1-4 Wobblers, p.353
pp. 313-317
Formative Volume 1 Volume 1 pp. 288-294
Assessment Probes #1, Can It Reflect Light?, p. 25 #4, Making Sound, p. 43
#2, Apple in the Dark, p. 31 Volume 1
(Page Keeley) #3, Birthday Candles, p. 37 #9, Is It Melting, p. 73
Volume 2
AIMS Science Physical Science Physical Science #5, Turning the Dial, p. 47
(Florida-specific) Forms of Energy, p. 233 Water Works, p. 267 #6, Boiling Time and
Crowing Cups, p.237 Paddle Power, p.281 Temperature, p. 53
(Resource Alignment Musical Bottles, p. 245 Puff Mobiles, p.295 #10, Ice Cold Lemonade, p. 77
continued on #11, Mixing Water, p. 83
next page) Physical Science
Snake Warmers, p.369
All Wrapped Up, p.393
32 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 17-18 Weeks 19-20 Weeks 21-22 Weeks 23-24 Week 25
Alignment Forms of Energy Energy in Motion Heat Motion of Objects
Journal Entry: Explain the Expository: Everyone has a
Writing Connection different forms of energy you use favorite type of music. Think Narrative: When an object is Expository (journal entry):
from the time you wake up until about your favorite type of heated the heat flows towards Everyone has participated in a
Thinking Maps® & the time you go to bed. music. Now write an essay objects that have a cooler “race” of some sort. Think about
Foldables explaining why it is your favorite temperature. Pretend you are a a time when you have
Tree map (forms of energy) type of music. water molecule that has been participated in a race. Explain to
Safari Montage Five-tab Book foldable (forms Research: Have students heated. Write a story in which your reader how you could
of energy) research their favorite musical you describe your journey. increase your speed.
CPALMS All About Sound: Chapter 2 instrument and how those
All About Sound: Chapter 5 instruments produce sound. Pocket Book Foldable Bill Nye: Motion STEM Week
Web Resources Bill Nye: The Science of Three-door foldable (sound) (materials that transfer Motion & Balance: Chapter 3
Music, Chapter 3 energy) Motion & Balance: Chapter 4
Energy Kids Designing Windmills Bill Nye: Heat Motion & Balance: Chapter 5
Light and Shadows Wind Sculptures – An VEA: Methods of Heat Sunshine Power Company –
Sound Engineering Design Transfer MEA
Let’s Hear it for Sound Challenge Rollercoaster Investigations
Sound - Why can we hear it? Turn Up the Heat!
Cube Cooler – An Scholastic Study Jams: Force
Scholastic Study Jams: Scholastic Study Jams: Engineering Design & Motion
Energy & Matter Sound Challenge The Happy Scientist: Relative
Brain Pop: Energy Brain Pop: Energy Stop Heat from Escaping Motion
Keep it Cool – An
Engineering Design
Challenge
Brain Pop: Energy
Heat Transfer-Hot 2 Cold
Books Books in the Non Fiction Books in the Non Fiction Books in the Non Fiction Books in the Non Fiction
section (531) of the media section (531) of the media section (531) of the media section (531) of the media
center may be useful. center may be useful. center may be useful. center may be useful.
33 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 26 – 31
Unit of Study: Life February 13 – March 31
Prerequisite Kindergarten – SC.K.L.14.3
Learning First Grade – SC.1.L.14.1, SC.1.L.14.2, SC.1.L.14.3, SC.1.L.16.1
Second Grade – SC.2.L.17.1, SC.2.L.17.2
Third Grade – SC.3.L.14.1, SC.3.L.14.2, SC.3.L.17.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo SC.4.L.16.4 flowering
incomplete metamorphosis, and flowering and nonflowering seed-bearing plants. life cycle
Week 26 Students will: Embedded living
• review that all living things have a life cycle. Nature of Science non-flowering
Plant seed-bearing
Life Cycles • explore life cycles of various plants found in Florida (e.g., orange tree, pine tree, hibiscus). SC.4.N.1.1
SC.4.N.1.5
• diagram the major stages in the life cycles of plants.
(seed seedling mature plant flower or cone).
• compare the major stages in the life cycles of Florida plants, both flowering and nonflowering
seed-bearing plants (e.g., daisies and pine trees).
Teacher Hints for “Plant Life Cycles”:
• All living things have a life cycle (plants and animals).
• Items assessing the structures and functions of major parts of plants should be limited to the stem (nutrient transport and support), leaf/needle (food production), root (water
and nutrient transport), flower (reproduction), seed (reproduction), and fruit (reproduction).
• Students need to understand and be exposed to the life cycles of various plant organisms (i.e., radishes, oak tree. grass).
• Many students confuse dead and nonliving. Something that is dead (a leaf that has fallen off of a tree) is considered living because it was once living. Something that is
nonliving (metal and plastic) was never living.
Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), SC.4.L.16.1 anther
seed dispersal, and germination. carpel
Students will: Embedded fertilization
• identify the reproductive structures of a flower and their functions. Nature of Science function
germination
o stamen/anther (male parts) – makes pollen SC.4.N.1.1 ovary
o pistil/carpel (female parts) – produces ovules ovule
Weeks 27-28 o ovule – becomes a seed pistil
o ovary – becomes a fruit plant responses
Plant pollination
Reproduction • identify and describe processes of reproduction (sexual) in flowering plants. reproduction
seed dispersal
o pollination – the transfer of pollen from the male parts (stamens) to the female parts (pistils) of a flower stamen
o fertilization (seed production) – the joining of an egg cell and a sperm cell structure
o seed dispersal – the transport of seed from one location to another
o germination – the sprouting of a plant from a seed
Teacher Hints for “Plant Reproduction”:
• Germination and pollination are introduced in 3rd grade. Fertilization and seed dispersal are introduced in 4th grade.
• Use a hand lens to observe pistils and stamens. Make inferences about which flowers have been pollinated.
• Dissect fruits, such as apples and oranges, to find evidence of fertilization.
• Take a Sock Walk. Wear a sock on the outside of your shoe. Walk around the school yard to gather seeds for observation in the classroom. Have discussions about seed
dispersal. Germinate the seeds collected by planting the socks in potting soil. Watch them grow!
• Additional information about the biology of plants can be found at http://www.mbgnet.net/bioplants/main.html.
• Caution: Germinating seeds in a window creates the misconception that seeds require light to grow.
34 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo SC.4.L.16.4 adult
incomplete metamorphosis, and flowering and nonflowering seed-bearing plants. egg
Week 29 Students will: Embedded larva
Animal • explore life cycles of various animals living in Florida. Nature of Science metamorphosis
• describe complete metamorphosis (4 stages) using animals that undergo this change
(e.g., butterflies, frogs, flies, ants). SC.4.N.1.1 - complete
• describe incomplete metamorphosis (3 stages) using animals that undergo this change SC.4.N.1.2 - incomplete
SC.4.N.1.3 nymph
pupa
Life Cycles (e.g., grasshoppers, cockroaches, dragonflies).
• compare and contrast differences in body structures of the different stages (egg, larva, pupa,
adult, nymph).
• differentiate between the major stages in life cycles of Florida animals including, but not
limited to, those that undergo incomplete and complete metamorphosis.
Teacher Hints for “Animal Life Cycles”:
• Students are to be comfortable with classifying animals into major groups according to physical characteristics and behaviors (e.g., mammals, birds, reptiles, amphibians,
fish, or arthropods (insects, spiders, lobsters, shrimp, crab, crayfish); vertebrate or invertebrate; live birth or egg laying; scales, feathers, or fur).
• Students need to understand and be exposed to the life cycles of various animals (e.g., human, chicken, butterfly, frog).
• Students need to understand the difference between complete metamorphosis (development through four stages: egg, larva, pupa, adult) and incomplete metamorphosis
(development through three stages: egg, nymph, adult).
• Some animals that go through complete metamorphosis are butterflies, bees, flies, and beetles. Some animals that go through incomplete metamorphosis are dragonflies,
cockroaches, and grasshoppers.
• Additional incomplete/complete metamorphosis examples can be found at http://www.mrsscienceteacher.com/Metamorphosis/Metamorphosis.html.
• Stress with students that both humans and invertebrates are animals.
Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by SC.4.L.16.2 acquired traits
the environment. animal behaviors
Students will: Embedded characteristics
• explain that some characteristics (traits) of plants are inherited by offspring from parents (e.g., Nature of Science courtship
type of plant, color of flower, leaf shape, size). grooming
• explain that some characteristics (traits) of plants are affected by the environment in both SC.4.N.1.1 heredity
inherited traits
positive and negative ways (e.g., fires, humans, pollution). instincts
• explain that some characteristics (traits) of animals are inherited by offspring from parents learned behavior
Weeks 30-31 (e.g., freckles, height, dimples, eye color).
• explain that some characteristics (traits) of animals are learned/acquired by the environment
Heredity (e.g., hair color and length, playing an instrument, reading).
• explain that environmental factors such as climate, disease, light, temperature, predator-prey
relationships, and food supply, can affect some characteristics of organisms.
Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L.16.3
Students will: Embedded
• give examples of how animal behaviors may be shaped by heredity or learning. Nature of Science
o instinctive/inherited behaviors: hibernation, migration, hunting, protecting young, courtship, grooming, verbal SC.4.N.1.1
communication, fighting, etc. SC.4.N.1.4
o learned behaviors: using tools, language, hunting, playing sports, writing, etc. SC.4.N.1.7
• form conclusions that many animal behaviors are a combination of both heredity and learning.
• differentiate between learned/acquired behaviors and inherited/innate behaviors.
Teacher Hints for “Heredity”:
• The term characteristics should be used in conjunction with the term traits. For assessment purposes, the term characteristics will be used instead of the term traits.
35 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 26-28 Week 29 Weeks 30-31
Alignment Plant Life Cycles Animal Life Cycles Heredity
Plant Reproduction TE pp. 363A-376
HMH TE pp. 377A-396
Teacher’s Edition TE pp. 343-362 Life Cycles
Cycles of Life Life Cycles
HMH Life Cycles The Girl in the Photo Cycles of Life
Leveled Readers Cycles of Life Breeding Brine Shrimp , p. 37 The Girl in the Photo
The Girl in the Photo Puzzled, p. 38
HMH Finding Out About Flowers, p.35 Unit 9 Lesson 3
Inquiry Flipchart/Labs What Factors Affect Germination Rate?, p. Unit 9 Lesson 4
36 pp. 84-85
HMH Unit 9 Lessons 1-2 Life Science p. 82, 92-95
Think Central This Is Your Life, Tadpole, p. 40 Life Science
ScienceSaurus pp. 86-87 Pasta, Pie Graphs and Painted Ladies, p. Wondering About Worms, p. 129
Life Science 69 Guiding Goldfish, p.147
AIMS Science Seeds of Life, p. 115 Look Alikes, p.155
(Florida-specific) Pairing Up Pollinators, p. 19 Narrative: All living things have a life cycle.
Pollination Stations, p. 31 Pick a living thing that has a life cycle and Volume 2
Formative Seed Scavenger Hunt, p. 45 write a story that describes the life cycle of #17, Baby Mice, p. 129
Assessment Probes Exploring Germination, p. 53 your living thing. #19, Habitat Change, p. 143
Volume 2 Research/Expository: Students individually
(Page Keeley) #12, Is it a Plant?, p. 93 or in teams can research the life cycles of Narrative: Pretend you are an animal. Write
#13, Needs of Seeds, p. 101 plants and animals that reside in the state of a story detailing an instinctive behavior you
Writing Connection #15, Is it Food for Plants?, p. 113 Florida and present their findings to their exhibit (hibernation, migration, hunting,
#16, Giant Sequoia Tree, p. 121 classmates. protecting young).
(Resource Alignment Research/Expository: Students individually Expository: Everyone has certain
continued on or in teams can research the life cycles of traits/characteristics that they have learned
next page) plants that reside in the state of Florida and or acquired. Think about the
present their findings to their classmates. traits/characteristics you have learned or
acquired. Write an essay explaining your
best learned or acquired
traits/characteristics.
36 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 26-28 Week 29 Weeks 30-31
Alignment Plant Life Cycles Animal Life Cycles Heredity
Thinking Maps® & Plant Reproduction Four-door foldable
Foldables (complete metamorphosis) Bridge map
Brace map (life cycle stages) Pyramid foldable (inherited/acquired/learned)
Safari Montage Double Bubble map (life cycle stages) (incomplete metamorphosis) Two-door foldable
Circle map (processes of reproduction) (inherited/acquired/learned)
CPALMS Top-tab book foldable Animal Life Cycles
(processes of reproduction) Bill Nye: Life Cycles Bill Nye: Genes: Chapter 5
Web Resources Bill Nye: Life Cycles Transformation and Metamorphosis in the Genes & Heredity: Chapter 1 Genes &
Books Bill Nye: Flowers Animal Kingdom Heredity: Chapter 2
Bill Nye: Plants Animal Changes Genes & Heredity: Chapter 3
Plant Reproduction Animal Behavior & Communication
All About Plant Pollination: Fruit, Flowers & Have I Morphed Yet?
Seeds Inherited Traits
The Magic School Bus: Goes to Seed Scholastic Study Jams: Animal Life Cycles Caution! Schools A Zoo
Classifying Plants Brain Pop: Metamorphosis
Horsetail Plant Spores Brain Pop: Amphibians Scholastic Study Jams: Animal Adaptations
Thistle Flower Pollination Cycles of Life Scholastic Study Jams: Plant Adaptations
Forest Trees of Florida Metamorphosis Brain Pop: Heredity
Seed Dispersal Introduction to Heredity
The Secret Lives of Flowers Genetics
Teaching Genetics
Scholastic Study Jams: Plants with Seeds
Brain Pop: Seed Plants
Brain Pop: Seedless Plants
The Life Cycle of Plants
Life Cycle of a Plant
The Great Plant Escape
Books in the Non Fiction section (570-580)) Books in the Non Fiction section (591) of the Books in the Non Fiction section (570) of the
of the media center may be useful. media center may be useful. media center may be useful.
37 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 32 – 34
Unit of Study: Interdependence April 11 – May 6
Prerequisite Kindergarten – none
Learning First Grade – SC.1.L.16.1, SC.1.L.17.1
Second Grade – SC.2.L.17.1, SC.2.L.17.2
Third Grade – SC.3.L.17.1, SC.3.L.17.2
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.1 dormancy
hibernation
Students will: Embedded migration
• review how plants respond to different stimuli (heat, light, and gravity). Nature of Science seasonal changes
• compare ecosystems in Florida to ones found in other regions of the country (e.g., deciduous
Week 32 forest, ocean, grassland, wetland). SC.4.N.1.1
• discuss environmental and biological triggers that initiate an organism’s response to seasonal SC.4.N.1.4
Seasonal change both in Florida and in different regions of the country (e.g., temperature, precipitation, SC.4.N.1.7
Changes dormancy, molting, breeding, camouflaging).
• differentiate the seasonal changes of Florida plants to those in other regions of the country
(e.g., dormancy, leaves changing color and falling off, flowering season).
• differentiate the seasonal changes of Florida animals to those in other regions of the country
(e.g., color change, body covering change, hibernation, migration, camouflage).
Teacher Hints for “Seasonal Changes”:
• Compare seasonal changes of plants and animals in Florida with the seasonal changes in plants and animals from various regions of the United States.
• Living organisms have regular patterns and routines that involve obtaining food and carrying out life history stages such as breeding, migrating, molting, and hibernating.
• The acquisition, utilization, and storage of energy reserves (and other resources) are critical to lifetime reproductive success.
• Plants and animals are adapted to survive and reproduce within the ever-changing environments.
Explain that animals, including humans, cannot make their own food and that when animals eat plants or other SC.4.L.17.2 carnivore
animals, the energy stored in the food source is passed to them. consumers
Embedded flow of energy
Students will: Nature of Science food chain
• review that all living things need energy to survive. herbivore
• explain that plants make their own food (photosynthesis) and are called producers. SC.4.N.1.1 omnivore
• explain that animals, including humans, cannot make their own food and are called producers
consumers.
Week 33 • explain that when animals eat plants or other animals, the energy stored in the food source is SC.4.L.17.3
Food Chains passed to them.
Embedded
Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the Nature of Science
consumers.
SC.4.N.1.1
Students will: SC.4.N.3.1
• describe that all life on Earth is dependent upon the sun.
• trace the flow of energy from the sun as it is transferred along the food chain through the
producers to the consumers (e.g., sun grass rabbit fox).
• explain that some energy is lost from one organism to the next in the form of heat.
• classify consumers as herbivores, carnivores, or omnivores.
• describe the relationship between plants as producers and animals as consumers.
38 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Teacher Hints for “Food Chains”:
• Although photosynthesis is taught in 3rd grade, a review of this concept is recommended.
• Students should understand that the arrows in a food chain diagram represent the direction in which energy is transferred (e.g., the sun’s energy is used by grass for
photosynthesis. This energy is transferred to the rabbit when it eats the grass. The energy then transfers to the fox when it eats the rabbit.).
• Decomposers are no longer part of the science curriculum in the elementary grades.
• Food webs and food pyramids are no longer part of the science curriculum in the elementary grades.
environment
Week 34 Recognize ways plants and animals, including humans, can impact the environment. SC.4.L.17.4 invasive species
negative/harmful
Environment Students will: Embedded overpopulation
• describe the positive (helpful) and negative (harmful) impact plants may have on the Nature of Science positive/helpful
OPTIONAL environment. predator
04 Science VST 3 o positive – decor, medicine, oxygen, erosion control, food source SC.4.N.1.1 prey
o negative – invasive species, poisonous plants, reduction in diversity
available to • describe the positive (helpful) and negative (harmful) impact animals may have on the
administer at the environment.
o positive – migration, predator-prey, pets, food source
end of the Life o negative – overpopulation, poisonous/dangerous animals, destruction)
Unit (Week 34) • describe ways that humans help and harm the environment.
Teacher Hints for “Environment”:
• It is recommended that human and animal discussions on the helpful and harmful impacts that each of on the environment be conducted separately.
Resource Week 32 Week 33 Week 34
Alignment Seasonal Changes Food Chains Environment
TE pp. 397-412
HMH TE pp. 413-440 TE pp. 441A-460
Teacher’s Edition How Does Light Affect Pill Bugs?, p. 39
Energy Transfer in Ecosystems Understanding Ecosystems
HMH Ecosystem Energy Amazing Ecosystems
Leveled Readers Life at the Bottom of the Sea The Journey Home
Model a Food Web, p. 41 How Does Weather Pollution Affect Plants,
HMH p.42
Inquiry Flipchart/Labs How Do People Affect Their Environment?,
p. 43
39 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Resource Week 32 Week 33 Week 34
Alignment Seasonal Changes Food Chains Environment
Unit 10 Lesson 1
HMH Unit 10 Lessons 2-3 Unit 10 Lesson 4
Think Central pp. 90-97
ScienceSaurus Life Science pp. 133-138 pp. 334-353
Showing Seasonal Shifts, p.171 Life Science Life Science
AIMS Science Migratory Mapping, p.177 The Critter Connection Food Chains, p.189 Foxes In The Forest, p. 233
(Florida-specific) Producing A Producer, p.191 Little Sprouts, p. 255
Food Chain, p. 201 Trash Talk, p. 265
Formative Assessment Volume 2 Chain Games, p. 211
Probes #19, Habitat Change, p. 143 Catch Me If You Can, p. 219 Volume 1
Narrative: Some bears hibernate during #20, Functions of Living Things, p. 147
Writing Connection the winter months. Imagine that you are a Narrative: Draw a food chain. Now imagine Expository: A building company wants to
bear preparing for winter. Write a story that you are one item on the food chain tear down a forest in your city to build a
(Resource Alignment about how you would prepare to hibernate (you can’t be the sun), and write a story parking lot. Explain how tearing down the
continued on in your environment (i.e. bears in Florida about what happened to you based on your forest will impact the living organisms in
next page) versus bears in Maine). food chain. that environment.
Research: Have students research and
Thinking Maps® & Double Bubble map (seasonal changes) study how different animals get their Circle map (environmental impact)
Foldables Pop-up book foldable energy and pass energy on to other Accordion book foldable
(seasonal changes) animals. (environmental impact)
Flow map (food chains)
Four-door diorama (food chains)
Safari Montage Square of Life Project Food Chains (Chapters 1-5) Animal Interdependency
CPALMS All About Food Chains Plant and Animal Interdependence
Brain Pop: Migration Magic School Bus Gets Eaten
Web Resources Brain Pop: Hibernation Dramatic Food Chains Brain Pop: Humans & Their Environment
Scholastic: A Time to Sleep Article & Brain Pop: Ecosystems
Books Activities Build a Food Chain
USGS: Florida Ecosystems Scholastic Study Jams: Food Chains Books in the Non Fiction section (574) of
Books in the Non Fiction section (591) of Brain Pop: Food Chains the media center may be useful.
the media center may be useful. Food Chains & Food Webs
The Food Chain
Books in the Non Fiction section (577 and
591) of the media center may be useful.
40 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 35 – 39
April 24 – May 26
Unit of Study: Practice of Science
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Topics Learning Targets/Skills Benchmarks Vocabulary
Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does SC.4.N.1.3 evidence
involve the use of observations and empirical evidence. experiment
SC.4.N.2.1 investigation
Explain that science focuses solely on the natural world. observation
science
Students will: scientific method
• explain the role of a scientist (ask questions and find answers).
Weeks 35-37 • explain that scientific investigations do not always follow a rigidly defined method (e.g., SC.4.N.1.6 chart/data table
scientific method, observation, investigation, research). diagrams
Science • explain that science does involve the use of observations and evidence. Embedded findings
Process Nature of Science graph
Keep records that describe observations made, carefully distinguishing actual observations from ideas and inference
This topic is inferences about the observations. SC.4.N.1.3 observation
continued on the records
Students will:
next page. • record observations of an object and/or an event in a science notebook using a variety of data SC.4.N.1.2 investigation
collection tools (e.g., diagrams, charts, graphs). metric
• make inferences based on observations. SC.4.N.1.5 scientific tools
• distinguish observations from inferences.
Embedded o beaker
Compare the observations made by different groups using multiple tools and seek reasons to explain the Nature of Science o graduated cylinder
differences across groups. o hand lens
SC.4.N.1.1 o meter stick
Compare the methods and results of investigations done by other classmates. SC.4.N.1.2 o ruler
SC.4.N.1.6 o scale
Students will: o stopwatch
• demonstrate proper use of scientific tools to ensure accuracy of measurements. o tape measure
• engage in a common team investigation using metric measurement tools (e.g., beakers, o thermometer
graduated cylinders, ruler, meter stick, tape measure, thermometer, scale, gram weights). o weights
• compare the methods and results of other team investigations.
• formulate opinions, new ideas, and conclusions based on team comparisons.
• seek reasons to explain any differences that may have occurred.
• critique others’ work in a written manner to make recommendations of how to improve future
investigations.
41 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Weeks 35-37 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain SC.4.N.1.1 communication
information (identifying the source), conduct both individual and team investigations through free exploration and evidence
Science systematic investigations and generate appropriate explanations based on those explorations. SC.4.N.1.8 flaw
Process Embedded interpretation
Recognize that science involves creativity in designing experiments. Nature of Science
OPTIONAL SC.4.N.1.3 prediction
04 Science VST 4 Students will: SC.4.N.1.6 scientific method
• generate testable questions about the world that can be answered through observation and
available to investigation. o question
administer at the • research topics related to the questions they generate (e.g., internet, leveled-readers, non- o research
end of the Nature fiction resources, newspaper). o hypothesis
of Science Unit • form a hypothesis based on research. o experiment
• investigate student-generated questions, individually and in teams, through free exploration,
(Week 37) experimentation (scientific method), or other types of investigations using appropriate science materials
tools (metric measurement). procedure
• form conclusions based on data obtained during investigations. o data
• identify any flaw(s) in the experimental design that may have affected the outcome. o results
o conclusion
Recognize and explain that scientists base their explanations on evidence. variable
Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.N.1.7
Students will: SC.4.N.1.4
• define data and evidence (a collection of observable and measurable information gathered
during an investigation). Embedded
• discuss previously acquired data/evidence to form a conclusion (a statement that explains Nature of Science
whether the data does or does not support the hypothesis including an explanation of why).
• compare conclusions. SC.4.N.1.2
• recognize that sharing ideas and conclusions is a source of new information and knowledge for SC.4.N.1.3
a scientist. SC.4.N.1.5
• explain that scientists base their explanations on data and evidence. SC.4.N.1.6
Weeks 38-39 STEM Week
Return to page 16 to access the Practice of Science Resource Alignment suggestions
that were not used during the Introduction to Practice of Science at the start of the school year.
42 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Formative Assessment Strategies
Science K-5
Adapted from Page Keeley’s Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Strategy Name Description Additional Information
A & D Statements analyze a set of “fact or fiction” statements. First, Statement How can you find out?
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe All magnets have 2 poles.
their thinking about why they agree, disagree, or are unsure. In the
A & D Statements second part, students describe what they can do to investigate the __agree __disagree
Agreement Circles statement by testing their ideas, researching what is already known, or
using other means of inquiry. __it depends __not sure
Agreement Circles provide a kinesthetic way to activate thinking and My thoughts:
engage students in scientific argumentation. Students stand in a circle
as the teacher reads a statement. While standing, they face their peers Energy
and match themselves up in small groups of opposing beliefs. Students
discuss and defend their positions. After some students defend their 1. Energy is a material that is stored in an object.
answers, the teacher can ask if others have been swayed. If so, stand
up. If not, what are your thoughts? Why did you disagree? After 2. When energy changes from one form to another,
hearing those who disagree, does anyone who has agreed want to heat is usually given off.
change their minds? This should be used when students have had
some exposure to the content. 3. Energy can never be created or destroyed.
4. Something has to move in order to have energy.
Annotated Student Drawings are student-made, labeled illustrations that
visually represent and describe students’ thinking about scientific
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates them.
Annotated Student
Drawings
43 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Chain Notes Chain Notes is a strategy that begins with a question printed at the top of What is Matter?
a paper. The paper is then circulated from student to student. Each
Commit and Toss student responds with one to two sentences related to the question and Matter is all around us.
passes it on to the next student. A student can add a new thought or Matter makes up everything.
Concept Card build on a previous statement. Matter has volume and takes up space.
Mapping You can feel and see matter.
Commit and Toss is a technique used to anonymously and quickly Solids and Holes
assess student understanding on a topic. Students are given a Lance has a thin, solid piece of material. He places it in
question. They are asked to answer it and explain their thinking. They water. It floats. He takes the material out and punches
write this on a piece of paper. The paper is crumpled into a ball. Once holes all the way through it.
the teacher gives the signal, they toss, pass, or place the ball in a What do you think Lance will observe when he puts the
basket. Students take turns reading their "caught" response. material with holes back in the water?
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most A. It will sink.
plausible and to provide justification for the thinking. B. It will barely float.
C. It will float the same as it did before the holes
were punched.
D. It will neither sink nor float. It will bob up and
down in the water.
Explain your thinking. Describe the reason for the answer
you selected.
Concept Card Mapping is a variation on concept mapping. Students are
given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.
44 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Concept Cartoons Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday science. www.pixton.com
Data Match Students decide which character in the cartoon they agree with most
Fact First Questioning and why. This formative assessment is designed to engage and Where We Put the Ice Cube How Many Minutes It
motivate students to uncover their own ideas and encourage scientific Took to Melt
argumentation.
Concept Cartoons are most often used at the beginning of a new On the blacktop in the sun 3
concept or skill. These are designed to probe students’ thinking about
everyday situations they encounter that involve the use of science. On the blacktop in the shade 7
Not all cartoons have one “right answer.” Students should be given On the grass 10
ample time for ideas to simmer and stew to increase cognitive
engagement. On the metal side 2
Data Match provides students with a data set from a familiar
investigation and several statements about data. Students use evidence On the dirt underneath the slide 5
from the data to determine which statements are accurate. This strategy
provides students with an opportunity to consider what constitutes Which of these statements match your results?
evidence, practice interpreting data, and consider how confident they
are in interpreting results of an inquiry. The ice cube on the grass took longest to melt.
Fact First Questioning is a higher-order questioning technique used to The metal slide was hotter than the dirt underneath the slide.
draw out students’ knowledge. It takes a factual “what” question and
turns it into a deeper “how” or “why” question. Teachers state the fact The ice cube melted faster on the blacktop in the sun than on the
first and then ask students to elaborate, enabling deeper thinking
processes that lead to a more enduring understanding of science shaded blacktop.
concepts.
Ice placed on dark things melts faster than ice placed on light
things.
Ice melts faster on some surfaces than on others.
Examples of Fact First Questions
Glucose is a form of food for plants.
Why is glucose considered a food for plants?
A cell is called the basic unit of life.
Why is the cell called the basic unit of life?
The patterns of stars in the night sky stay the same.
Why do the patterns of stars in the night sky stay the
same?
Sandstone is a sedimentary rock.
Why is sandstone considered a sedimentary rock?
45 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Familiar Phenomenon Familiar Phenomenon Probes is a strategy involving two-tiered What’s in the Bubbles?
Probes questions consisting of a selected response section and a justification Hannah is boiling water in a glass tea kettle. She notices large
for the selected response. They engage students in thinking about bubbles forming on the bottom of the kettle that rise to the top
scientific ideas related to the phenomenon and committing to a response and wonders what is in the bubbles. She asks her family what
that matches their thinking. The distracters (wrong choices) include they think, and this is what they may say:
commonly held misconceptions that children have in science.
Dad: They are bubble of heat.
Calvin: The bubbles are filled with air.
Grandma: The bubbles are an invisible form of water.
The bubbles are empty. There is nothing
Mom: inside them.
The bubbles contain oxygen and hydrogen
Lucy: that separated from the water.
Which person do you most agree with and why? Explain
your thinking.
First Word-Last Word is a variation of acrostic poetry. Students First Word-Photosynthesis Last Word-Photosynthesis
construct statements about a concept or topic before and after
instruction that begins with the designated letter of the alphabet. The Plants make their own food. Producers such as plants use
acrostic format provides a structure for them to build their idea energy from the sun to make their
statements off different letters that make up the topic word. Happens in cells food.
Other animals eat plants. Happens in cells that have
First Word-Last Word The roots take up food and water. structures called chloroplasts
Organisms that eat plants are
Oxygen is breathed in through using energy from the plant.
leaves. The roots take water up to the
Sunlight makes food for plants. leaves where it reacts with
You can’t make your own food. sunlight and carbon dioxide.
Oxygen is given off during
Needs water, sunlight, oxygen, photosynthesis and is used by
and minerals plants and animals for respiration.
The leaves, roots, and stems are Sunlight provides the energy so
all parts that make food. plants can make food.
Have to have sun and water You need to have cells with
Energy comes from the sun. chloroplast and chlorophyll to
make food.
Needs water, carbon dioxide and
sunlight to make food
The leaf is the food making part.
Have to have sunlight, water, and
carbon dioxide
Energy comes from sunlight.
Sunlight turns plants green. Sunlight is trapped in the
chlorophyll.
It happens in all plants. It is necessary life process for all
plants.
Soil is used by plants to make
food. Soil holds the water for plants and
gives some minerals.
46 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Fist to Five
Four Corners Fist to Five asks students to indicate the extent of their understanding of I do not I understand I understand I understand it I understand it and
a scientific concept by holding up a closed fist (no understanding), one understand it. some of it. most of it. completely. can explain it.
Frayer Model finger (very little understanding), and a range up to five fingers
(understand completely and can easily explain it to someone else). Fist Agree Strongly
to Five provides a simple feedback opportunity for all students in a class Agree
to indicate when they do not understand a concept or skill and need
additional support for their learning. Strongly Disagree
Four Corners is a kinesthetic strategy. The four corners of the Disagree
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a science statement to students Definition Characteristics
and asks them to go to the corner that best aligns with their thinking.
Students then pair up to defend their thinking with evidence. The Living Things
teacher circulates and records student comments. Next, the teacher
facilitates a whole group discussion. Students defend their thinking and
listen to others’ thinking before returning to their desks to record their
new understanding.
Frayer Model is a strategy that graphically organizes prior knowledge
about a concept into an operational definition, characteristics, examples,
and non-examples. It provides students with the opportunity to clarify
what they are thinking about the concept and to communicate their
understanding.
Examples Non-examples
Friendly Talk Probes Friendly Talk Probes is a strategy that involves a selected response Talking about Gravity
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a science-related concept or phenomenon. Two friends are talking about gravity.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It Ben says, “Gravity needs atmosphere or air. If there is no
can be used to access prior knowledge before the unit begins, or assess air or atmosphere, there will be no gravity.”
learning throughout and at the close of a unit. Kelly says, “Gravity doesn’t need an atmosphere or air. If
there is no air or atmosphere, there will still be gravity.”
Which friend do you agree with?__________
Describe your thinking. Explain why you agree with one
friend and disagree with the other.
47 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Give Me Five
Give Me Five is a simple, quick technique for inviting and valuing public 1. What was the most significant learning you had during
Human Scatterplot reflection and welcoming feedback from the students. Students should today’s lesson?
I Used to Think… be given time to quietly reflect, perhaps through a quick write. Teacher
But Now I Know… selects five “volunteers” to share their reflection. 2. How “in the zone” do you feel right now as far as
understanding the concept?
Justified List NOTE: Deliberately select students for the purpose of reinforcing
correct understanding and addressing misconceptions. 3. How did today’s lesson help you better understand the
concept?
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students’ thinking and the level of 4. What was the high point of this week’s activities on the
confidence students have in their ideas. Teachers develop a selective concept?
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of 5. How well do you think today’s science discussion
low confidence to high confidence. Students read the question and worked in improving your understanding of the
position themselves in the room according to their answer choice and concept?
degree of confidence in their answer.
I Used to Think…But Now I Know is a self-assessment and reflection I USED TO THINK… BUT NOW I KNOW…
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column Making Sound
can be added to include…And This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or All of the objects listed below make sounds.
further develop their ideas.
Justified List begins with a statement about an object, process, concept Put an X next to the objects you think involve vibration
or skill. Examples that fit or do not fit the statement are listed. Students
check off the items on the list that fit the statement and provide a in producing sound.
justification explaining their rule or reasons for their selections.
This can be done individually or in small group. Small groups can share ____guitar strings ____drum ____piano
their lists with the whole class for discussion and feedback.
Pictures or manipulatives can be used for English-language learners. ____dripping faucet ____flute ____wind
____hammer ____crumpled paper
____thunderstorm ____barking dog
____screeching brakes
Explain your thinking. What “rule” or reasoning did you
use to decide which objects involve vibration?
48 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
K-W-L Variations
K-W-L is a general technique in which students describe what they K W L
Learning Goals Know about a topic, what they Want to know about a topic, and what This is what I This is what I This is what I
Inventory (LGI) they have Learned about the topic. It provides an opportunity for already KNOW WANT to find out
students to become engaged with a topic, particularly when asked what LEARNED
Look Back they want to know. K-W-L provides a self-assessment and reflection at
Muddiest Point the end, when students are asked to think about what they have What do you think the learning goal is about?
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and List any concepts or ideas you are familiar with related
what they learned as a result. to this learning goal.
Learning Goals Inventory (LGI) is a set of questions that relate to an List any terminology you know of that relates to this
identified learning goal in a unit of instruction. Students are asked to goal.
“inventory” the learning goal by accessing prior knowledge. This List any experiences you have had that may have
requires them to think about what they already know in relation to the helped you learn about the ideas in this learning goal.
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of What I Learned How I Learned it
the instructional unit as a self-assessment and reflection of their
learning. Scenario: Students have been using a hand lens
Look Back is a recount of what students learned over a given to make observations of the details on a penny.
instructional period of time. It provides students with an opportunity to Teacher states, “I want you to think about the
look back and summarize their learning. Asking the students “how they muddiest point for you so far when it comes to using
learned it” helps them think about their own learning. The information a hand lens. Jot it down. I will use the information
can be used to differentiate instruction for individual learners, based on you give me to think about ways to help you better
their descriptions of what helped them learn. use the hand lens in tomorrow’s lesson.”
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.
49 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Odd One Out
Odd One Out combines similar items/terminology and challenges Properties of Matter: In each set, circle the Odd One Out
Paint The Picture students to choose which item/term in the group does not belong. and describe why it does not fit with the others.
Partner Speaks Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for Which Is the Odd One? Why Is It the Odd One Out?
Pass the Question students to access scientific knowledge while analyzing relationships
between items in a group. weight
A Picture Tells a density
Thousand Words Paint the Picture visually depicts students’ thinking about an idea in length
science without using any annotations. This involves giving the students color
a question and asking them to design a visual representation that
reveals their thinking and answers the question. Paint the Picture What role do minerals play in the formation of a rock?
provides an opportunity for students to organize their thinking and
represent their thinking in a creative, unique visual format. minerals rock
Partner Speaks provides students with an opportunity to talk through an
idea or question with another student before sharing with a larger group. Today we are going to investigate how objects float and sink
When ideas are shared with the larger group, pairs speak from the in water.
perspective of their partner’s ideas. This encourages careful listening
and consideration of another’s ideas. - What do you think affects whether an object floats or
sinks in water?
Pass the Question provides an opportunity for students to collaborate in
activating their own ideas and examining other students’ thinking. - What can you do to change how an object floats or
Students begin by working together in pairs to respond to a question. sinks?
Time is allotted for partial completion of their responses. When the time
is up, they exchange their partially completed response with another Turn to your partner and take turns discussing ideas.
pair. Students are provided time to finish, modify, add to, or change it
as they deem necessary. Pairs then group to give feedback to each What are the phases of the moon?
other on the modifications.
A Picture Tells a Thousand Words is a technique where students are Can sound travel through a solid?
digitally photographed during an inquiry-based activity or investigation.
They are given the photograph and asked to describe and annotate What is the difference between
what they were doing and learning in the photo. Images can be used to temperature and humidity?
spark student discussions, explore new directions in inquiry, and probe
their thinking as it relates to the moment the photograph was taken. Are science tools helpful?
How can you measure matter?
50 Volusia County Schools Grade 4 Science Curriculum Map
October 2016
Elementary Science Department
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