Grade 4: Overview of the Year
Overview
Topics in fourth
grade science focus on learning critical science skills and include units on
Systems of the Human Body, Plant Growth, Physics of Sound, and Water. Each unit
includes hands-on, minds-on, research-based kits that give students
opportunities to "do science" while learning science vocabulary, concepts
and skills. Each unit equips students to improve their reading and writing
skills with reading resources designed for a range of reading abilities.
Science Kits are shared across the district, so students will follow the
curriculum scheduled for their particular school. Although the order may
differ, all students will receive instruction on the topics listed on the
menu to the right.
Building Successful Foundations in Science - Elementary science
integrates and organizes student scientific knowledge through a foundation
made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying
Concepts. |
|
|
|
Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
-
Constancy and Change: Although most things are in the process of changing, some
properties remain constant (i.e. the speed of light). (Earth/Space
Science)
-
Interdependence: Living things interact with one another and their
environment for existence and balance. (Life Science)
-
Parts of the human body interact and function for growth and survival. Humans
have distinct body systems that are for form, movement, and protection.
(Life Science)
-
Plants, other organisms, and their surroundings interact affecting the stages of
the life cycle and structure of the plant for growth and reproduction.
(Life Science)
-
Order and Organization of Systems: A system consists of components/parts that
interact. (Physical Science)
-
All forms
of energy involve a system that is capable of exerting a force. A system
will not work correctly if one of the components is missing, broken,
worn-out, mismatched, or misconnected. (Physical Science)
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What common vocabulary should be used when conducting an
investigation? Why are predictions an important part of the scientific process?
How can we make better predictions? Why should we follow a plan when conducting an investigation?
What tools are available to gather data when conducting an
investigation? How does data help us explain our investigation? What
are some of the ways we can collect data? How can we
communicate the results of our investigation to others? How can we make sure an investigation is done the same way each
time? How can we make sure our data is accurate? How can we visually
represent data? What tools are available to help gather data? How
can we identify errors in our data? How can data be graphically
represented? How does data help us make better predictions? How can
models help complete a scientific investigation? What are safety procedures to follow when completing an
investigation?
- What physical changes can water undergo? What are some of the
major features of the Earth caused by water? How much of the Earth's
surface is covered by water? What are the states in which water can
be found? What is the water cycle? What water terminology can be
associated with weather? How is water a renewable resource? What
causes precipitation? Why is water an important resource? What happens to water as it is heated and cooled? What factors
influence the water cycle?
- How can energy affect common objects? What are some common terms associated with energy? What are the different properties of electricity? What materials
carry electricity and which do not? How can we distinguish between a
parallel and series circuit? How can a home be wired for
electricity? How much energy input will be needed to obtain the desired
energy output? (e.g. What materials conduct electricity? What
materials are insulators? How will a plant grow to its desired
height?) How is an energy source (e.g. battery) converted into usable
energy /
(e.g. electricity)? What components are necessary in a system to transfer or
transform energy? (e.g. What is needed to make a complete circuit?
What is needed to grow a plant?)
- How can a species be identified? How can plants be classified?
- What do plants need in order to survive? What do plants need to
grow? What is the function of each part of a plant? What is the life
cycle of a plant? Why do animals and plants depend on one another? How do animals
rely on plants?
- How do the different parts of a body system work together to
carry out a specific function?
- How has technology changed our lives? What are some careers that
involve science and technology?
 Highest
Frequency Standards
 High
Frequency Standards  Other
Standards & E-skills
Standard 1:
Students understand the processes of scientific investigations and
design, conduct, communicate about, and evaluate such investigation.
Standard 2: Physical Science: Students know and understand common
properties, forms, and changes in matter and energy. Students know that
matter has characteristic properties which are related to its composition
and structure. Students understand that energy appears in different forms
and can move (be transferred) and change (be transformed). Students
understand that interactions can produce changes in a system, although the
total quantities of matter and energy remain unchanged.
Standard 3: Life Science Students know and understand the
characteristics and structures of living things, the processes of life and
how living things interact with each other and their environment. Students
know and understand the characteristics of living things, the diversity of
life, and how living things interact with each other and with their
environment. Students know and understand interrelationships of matter and
energy in living systems. Students know and understand how the human body
functions, factors that influence its structures and functions compared with
those of other organisms. Students know and understand how organisms change
over time in terms of biological evolution and genetics.
Standard 4: Earth and Space Science: Students know and understand the
processes and interactions of Earth's systems and the structure and dynamics
of Earth and other objects in space. Students know and understand the
composition of the Earth, its history, and the natural processes that shape
it. Students know and understand the general characteristics of the
atmosphere and fundamental processes of weather. Students know major sources
of water, its uses, importance, and cyclic patterns of movement through the
environment. Students know the structure of the solar system, composition
and interactions of objects in the universe and how space is explored.
Standard 5: Students know and understand interrelationships among
science, technology, and human activity and how they affect the world.
Standard 6: Students understand that science involves a particular
way of knowing and they understand common connections among scientific
disciplines. |
