AT A GLANCE GRADE 4

Unit 1 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 1: EnergyStudents will develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another.

They will be able to formulate answers to questions such as:• What is energy and how is it related to motion?• How is energy transferred?• How can energy be used to solve a problem?

Lesson 1: What is Energy?Standard 4-PS3-1

Energy

Lesson 2: Energy in our LivesStandard 4-PS3-2

Energy All Around

Lesson 3: Energy: Energy TransformationsStandard 4-PS3-4

Solar EnergyTurn on the Light: How Electricity Works

Lesson 4: Forces and MotionStandard 4-PS3-3

Forces and Motion at Work

Lesson 5: Energy and Our EnvironmentStandard 4-ESS3-1

BiofuelsWind Energy

Lesson 6: Protecting Our EnvironmentStandard 4-ESS3-1

Going Green

Unit 2 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 2: Waves and InformationStudents are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.

They will be able to formulate answers to questions such as:• What are waves and what are some things they can do?

Lesson 1: Studying WavesStandard 4-PS4-1

Oceans

Lesson 2: Studying SoundsStandard 4-PS4-3

Cell PhonesThe Amazing Facts About Sounds

Unit 3 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 3: Structures, Function and Informational ProcessingStudents are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, students will be able to describe that an object can be seen when light reflected from its surface enters the eye.

They will be able to answer questions such as:• How do internal and external structures support the survivalgrowth, behavior, and reproduction of plants and animals?

Lesson 1: Electrical Systems and ModelsStandard 4-PS4-2

Let’s Investigate Light

Lesson 2: Plants and Animals StructuresStandard 4-LS1-1

Skeletons and Exoskeletons

Lesson 3: ReproductionStandard 4-LS1-1

Reproduction in Plants

Lesson 4: Processing InformationStandard 4-LS1-2

The Nervous System

Unit 4 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 4: Earth’s Systems: Processes that Shape the EarthStudents are expected to develop an understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. In order to describe patterns of Earth’s features, students analyze and interpret data from maps.

They will be able to answer questions such as:• How can water, ice, wind and vegetation change the land?• What patterns of Earth’s features can be determined with the useof maps?

Lesson 1: Rock FormationsStandard 4-ESS1-1

Rocks, Minerals and Soil

Lesson 2: FossilsStandard 4-ESS1-1

Fossils: Uncovering the Past

Lesson 3: Weathering EffectsStandard 4-ESS2-1

Earth and the Role of Water

Lesson 4: Our LandStandard 4-ESS2-2

Continents

Lesson 5: Earth’s FeaturesStandard 4-ESS2-2

Mountains

Lesson 6: System InteractionsStandard 4-ESS1-1

Plate Tectonics and Disasters

Unit 5 Lessons/NGSS Reading SelectionNGSS Performance Expectations Unit 5: Earth and Human ActivityStudents will be able to apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans.

They will be able to answer questions such as:• How do humans impact our planet Earth?• What solutions can be found to protect the Earth?• What tools can be used to better understand our world?

Lesson 1: Human Impact on EarthStandard 4-ESS3-2

Our Footprint on Earth

Lesson 2: Solutions to Protect the EarthStandard 4-ESS3-2

Built to Last

Lesson 3: Using Scientific ToolsStandard 3-5-ETS1-1

Using Tools to Understand Our World

Additional References Rourke’s World of Science Encyclopedia

Volumes 1, 2, 3, 4, 6

Alignment with the Next Generation Science Standards (NGSS)

CORRELATION

Introduction

Fourth Grade

Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.

Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

Topics:• Energy• Waves:WavesandInformation• Structure,Function,andInformationProcessing• Earth’sSystems:ProcessesthatShapetheEarth• EarthandHumanActivity

UNIT 4: EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH

Alignment with the Next Generation Science Standards (NGSS)

Next Generation Science Standards

(NGSS)

Book Title ISBN Number Comparative Measure Level

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Rocks, Minerals, and Soil• Learnhowtheearth’srocks,minerals,andsoilareformedandwhattheyaremadeof.

Fossils: Uncovering the Past• Thisbookexamineshowfossilsdocumenttheappearance,diversification,andextinctionofmanylifeforms.

Plate Tectonics and Disasters• Thisbookdiscussesthenatureofthegroundbeneathourfeetaswellasthethreatsposedbytectonicplatemovementandvolcanicthreatsfromunderground.

9781606947531

9781617419843

9781618102362

725

875

1000

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

The Earth and the Role of Water• Thisbookdiscussesthepowerofwaterinallitsformsincludingthewatercycleanderosion.

9781612362311 800

4-ESS2-2.Analyzeandinterpret data from maps to describe patterns of Earth’s features.

Continents• Exploresthesevencontinentsandhowtheearth’splatesarealwaysmovingandchangingthecontinents.

Mountains• ExploresmapsofmountainrangesintheUnitedStates,themakingofmountains,andmuchmore.

9781606949108

9781600449477

925

800

TEACHER NOTE UNIT 4 FOSSILS, UNCOVERING THE PAST

Book Summary: This book examines how fossils document the appearance, diversification, and extinction of many life forms.Guided Reading Level: VLexile Level: 875Key Vocabulary: algae, australopithicus afarensis, catastrophic, dating, decays, earthquakes, episodic, erosion, evolution, excrement, extinct, fungi, geology, hominids, Homo sapiens, invertebrates, marine, Neanderthal, organisms, paleontology, plate tectonics, prehistoric, primates, remnants, sauropods, sedimentary, species, specimens, theorize, trilobites, volcanicKey Vocabulary in Spanish: australopithicus afarensis, catastrófico, fechado, descomposición, terremotos, episódicos, erosión, evolución, excremento, extinto, hongo, geología, homínido, homo sapiens, invertebrados, marino, Neanderthal, organismos, paleontología, placas tectónicas, prehistórico, primates, restos, saurópodos, sedimentos, especies, teorías, trilobitos, volcánica

STANDARDS: (GRADE 4)Common Core Standards

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Next Generation Science Standards

Earth’s Systems: Processes that Shape the Earth 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: Fossils: Uncovering the Past by Tom GrevePer Group: Paper, pencils, glue, index cards, objects, samples of fossils

Strategies: Word meaning, visual cues, graphic organizers, W-questions, text support, questioning, Bloom Taxonomy (gathering evidence) cooperative learning, generating and testing hypothesis, demonstrations, observation charts, critical thinking, problem solving, collaboration

HOMEWORK AND PRACTICE1. Language Development Activities

Beginning Level: Students will be able to determine if a fossil is a body fossil or a trace fossil.

Intermediate Level: Students will complete a chart “Timeline of Life” and will describe what fossils were found in each era.

Advanced Level: After conducting research on dinosaurs, students will write a report with their findings.

2. Journal ActivityAfter gathering information from print and digital sources, students will write about what evidence supports the hypothesis.

HOME-SCHOOL CONNECTION: SCIENCE PROJECTStudents will follow directions on how to build a fossil model.

FURTHER READING AND RESOURCES

ENGLISH:Rourke’s Science Encyclopedia Volume 4- Earth Science

SPANISH:Enciclopedia de Ciencias Rourke Volumen 4- Ciencias de la Tierrahttp://www.aragosaurus.com/secciones/docencia/tema/Historia_Vida1.pdfhttp://www.dinosaurios.info/

Grade Four - Teacher Note - #17

CLOSURE 1. Provide students with time to explain their findings about “fossil formation” and the evidence they gather about organisms that lived a long

time ago.2. Direct student groups to take 5 minutes to choose one thing that worked well with their assignment and one thing they could improve on.

When groups are done, have each one come to the board to write down their choices.3. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that

Earth's surface has changed over time?

EVALUATION

Use the following performance rubric for assessing students’ work.Performance Indicators: _______ Collaborates with the group during mini lab time _______ Works well with team members while carrying out assignment. _______ Explains what can he or she can do to support changes in our Earth’s surface over time.Observations and Rubric Score3 2 1 0

What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

LESSON PROCEDURES:BUILDING BACKGROUND ENGAGE EXPLORE EXPLAIN and ELABORATE

Introduce Fossils, Uncovering the Past by looking at the inside cover photo and starting a discussion about what they already know about fossils. Ask:• Whatdoyouseeinthese

illustrations? What are these called?• Whatisanexampleofafossil?• Wheredopeoplefindfossils?

Have students look at the Glossary. • Whichwordsarefamiliartoyou?• Whichwordsarenew?Introduce key words students need to know before reading the book.

Provide students a KWL graphic organizer to fill out what they already know about fossils and what they would like to learn.

Explain to students that fossils are made when living things die and get buried by sediments quickly before the hardest parts of the animal have a chance to decay. Have students work in pairs and look at examples of body fossils and trace fossils on page 9. Ask them to identify the differences between them.

Have students open their books to page 24. Have them understand what a paleontologist is. Tell them that because a paleontologist studies life forms that are now extinct, they rely on fossils to learn about life in the past. Show students examples of dinosaursonpages28-34.Youcanalso do a Google search for images about fossils. Ask leading questions such as:• Whatarethesepicturesof?• Whatdoyouknowabout

dinosaurs?

Tell students that today they are going to become paleontologists. Display different objects around the class including samples of fossils. Tell them they will walk around and look at the different objects. As they are observing, have them write the number of the objects they see on their paper. They should have two columns titled “fossil” and “non-fossil.” When they are finished, discuss the items classified as “fossils.” Have students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Have students explore the lives of famous paleontologists such as Luis Alvarez who believed an asteroid hit the Earth causing the extinction of the dinosaurs. Discuss with students how scientists use fossils to help explain Earth’s past. Since there are currently no living dinosaurs, the only evidence we have about dinosaurs and other prehistoric organisms is what can be inferred from fossilized remains. Show students an example of amber that has an insect trapped inside (see page 11). Tell students that amber is fossilized tree resin that it is used for jewelry because of its beauty.Give each student a 3 x 5 index card. Have each student draw about a one-inch circle on the left side of the index card. Have them color it the color that they think is closest to the real color of amber. Students should place a small object representing an insect on the colored circle. Students will use glue to cover the insect placed on colored circle. Discuss how this represents the resin that fossilized into amber over a period of millions of years, preserving the insect.

On the right hand side of the card, have them write the process that preserved the insect.

Explain to students how fossils represent time since these are like snapshots that we can study about prehistoric life that existed a long time ago.

Have students look at pages 38-39 in their book. Explain to them how fossils of primitive humans help us understand theoretical evolutionary changes toward modern humans. Have students observe the “timeline of life” as presented on pages 44-45. Explain each one of the life eras starting with the Precambrian Era and ending with the Cenozoic Era. Have them analyze each era and discuss what kinds of fossils were found. Ask them to place in chronological order information presented in the text.

Continue with the closure and evaluation sections of the lesson. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

Lab Lesson Essential Question(s):

FOSSILS: UNCOVERING THE PAST

BEGINNING LEVEL ACTIVITY

NAME: ____________________________________________DATE: ____________

IDENTIFY EACH FOSSIL

Directions:

Look at each fossil illustration and determine if it is a body fossil or a trace fossil.

Fossil Type of Fossil

Grade Four - Beginning Activity - #17

FOSSILS: UNCOVERING THE PAST

INTERMEDIATE LEVEL ACTIVITY

NAME: ____________________________________________ DATE: ____________

TIMELINE OF LIFE

Directions:

Complete the “Timeline of Life” presented below with a brief description of each era and examples of fossils that date back to each era.

Era Brief Description Fossils Found

The Precambrian Era

The Paleozoic Era

The Mesozoic Era

The Cenozoic Era

Grade Four - Intermediate Activity - #17

FOSSILS: UNCOVERING THE PAST

ADVANCED LEVEL ACTIVITY

NAME: ____________________________________________ DATE: ____________

FOSSILS: UNCOVERING THE PAST

Directions:

Conduct research on dinosaurs and complete a report with your findings. You can use websites like this one: http://www.sciencekids.co.nz/sciencefacts/dinosaurs/types.html

Choose one type of dinosaur for your research. You could use these questions as a guide:

• Whatisthemeaningofitsname?Mostofthetimethiswilltellyousomethingimportantorinteresting

about the dinosaur.

• Whattypeofdinosaurwasit?Howisitclassifiedandwhatdinosaursisitcloselyrelatedto?

• Whatdidyourdinosaurlooklike?Forexample,howbigwasit,whatshapewasitsbody,wereitslegs

long or short, did it have horns, plates, crests or claws? Describe

• Whendidyourdinosaurlive?Howmanymillionsofyearsagodiditliveandwhatwasthenameofthe

geological period?

• Whatdidthedinosaureatandhowdiditgetitsfood?Wherewasthisdinosaurinthefoodchain?

• Howdiditwalk?Diditwalkontwoorfourlegs?Diditmovefastorslow?

• Howdiditdefenditself?Diditattackotheranimals?How?

• Wherehavefossilsbeenfound?Whenweretheyfirstfound?Aretherejustafewfragmentsorarethere

almost complete specimens?

• Whonamedthedinosaur?Isthereanythinginterestingaboutthescientistwhonamedit?

Use your own words. Check your spelling and grammar.

Grade Four - Advanced Activity - #17

FOSSILS: UNCOVERING THE PAST

JOURNAL ACTIVITY

NAME: ____________________________________________ DATE: ____________

DINOSAUR EXTINCTION

Directions:

Dinosaurs existed millions of years ago. According to scientist Luis Alvarez, the mass extinction of the dinosaurs was caused by the impact of a large asteroid on the Earth that occurred sixty-five million years ago. After gathering information from print and digital sources, write about what evidence supports his hypothesis.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Don't Forget to Edit Your Work!

Check the spelling, punctuation, and grammar. Also, check the structure of your essay:

________ I checked the spelling, punctuation, capitalization, and grammar.

________ My essay is clear, focused and purposeful.

________ I explained what caused the mass extinction of dinosaurs.

________ I provided evidence to support the hypothesis.

Grade Four - Journal Activity - #17

NAME: ____________________________________________ DATE: ______________

MAKE YOUR OWN FOSSILS

You can build models of fossils using common materials. If you live or travel to the right geographic area, you can find and collect real fossils, or you can purchase fossils from some museum or fossil stores.

Materials:

• PlasterofParis• Plasticcreaturesorobjects,ornaturalthingslikeshellssmallenoughtofitinthemiddleofacup• Water• Containerforpouringwithasmallpourspout• Modelingclay• Smallpapercups• Popsiclesticks

Directions:

1. Flattentheclayintoaball.Theflattenedclayshouldtakeuplessthanhalfthecup.2. Place the object upside down in the clay. DO NOT bury the object. Add pieces to other objects to

morph them into weird creatures.3. Using one of the paper cups to measure, gently add ½ cup of plaster on top of the impression.4. Add 2-3 tablespoons of water. The consistency should be like thick pancake batter. If too much water,

add small amount of plaster QUICKLY!5. Stir the water and plaster together gently, making sure not to poke the impression below.6. Let it sit for a minimum of one hour or overnight (recommended).7. Tear open the cup over a trash can to reveal your amazing fossil.8. Reuse the ball of clay for another project. Keep in an airtight container.9. Compost the paper cup.10. Use larger cups/containers to make bigger fossils. Remember, you will need more plaster and clay.

Impressions are the images left by plant or animal remains after they have been pressed against sediment, such as clay or soil. If remnants remain, the remains are called a compression.

My Observations:

What object worked best? What object didn’t? What would you do different next time?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

FOSSILS: UNCOVERING THE PAST

HOME-SCHOOL CONNECTION: SCIENCE PROJECT

Grade Four - Science Project - #17

NAME: ____________________________________________ DATE: ____________

FOSSILS: UNCOVERING THE PAST

EXTENSION ACTIVITY

Grade Four - Extension Activity - #17

CLASSIFYING FOSSILS

Directions:

After reading Fossils: Uncovering the Past, use the graphic organizers to classify fossils based on their characteristics.

PRE- AND POST-TEST

Directions:Each question is followed by four choices. Decide which choice best completes the statement or answers the question. On the separate answer sheet, record your answers by circling the same letter as the answer you have chosen.

1. A fourth grade class observes this illustration tostudy evidence of fossils in rock layers overtime. Dinosaurs lived more than 145 millions ofyears ago. In which era did the dinosaurs live?

A. The Precambrian EraB. The Paleozoic EraC. The Cenozoic EraD. The Mesozoic Era

2. The breaking down of rocks, soil, and mineralsis called _______________.

A. wedgingB. erosionC. decayD. rock formation

3. A fourth grade student observes rocks. Onesample feels rough and grainy. It has a plantfossil. Which type of rock is it?

A. MetamorphicB. GraniteC. IgneousD. Sedimentary

PRE- AND POST-TEST GRADE 4

Unit Theme & Reading Selection Next Generation Science Standard (NGSS) 10Test Item #

Correct Response

Unit 1: Energy

Energy 4-PS3-1. Use evidence to construct an explanation relating thespeed of an object to the energy of that object

11 A

Energy All Around 4-PS3-2. Make observations to provide evidence that energycan be transferred from place to place by sound, light, heat, andelectric currents.

12 D

Forces and Motion at Work 4-PS3-3. Ask questions and predict outcomes about the changesin energy that occur when objects collide.

14 D

Solar EnergyTurn on the Light

4-PS3-4. Apply scientific ideas to design, test, and refine a devicethat converts energy from one form to another.

1319

DC

Going GreenBiofuelsWind Energy

4-ESS3-1. Obtain and combine information to describe thatenergy and fuels are derived from natural resources and their usesaffect the environment.

159

20

CBC

Unit 2: Waves and Information

Oceans 4-PS4-1. Develop a model of waves to describe patterns in termsof amplitude and wavelength and that waves can cause objects tomove.

24 B

Cell PhonesThe Amazing Facts About Sounds

4-PS4-3. Generate and compare multiple solutions that usepatterns to transfer information.

1617

CB

Unit 2: Structure, Function, and Information Processing

Let’s Investigate Light 4-PS4-2. Develop a model to describe that light reflecting fromobjects and entering the eye allows objects to be seen.

21 B

Skeletons and ExoskeletonsReproduction in Plants

4-LS1-1. Construct an argument that plants and animals haveinternal and external structures that function to support survival,growth, behavior, and reproduction.

2223

CD

The Nervous System 4-LS1-2. Use a model to describe that animals receive differenttypes of information through their senses, process the informationin their brain, and respond to the information in different ways.

25 A

Unit 4: Earth’s Systems: Processes that Shape the Earth

Rocks, Minerals, and SoilFossils: Uncovering the PastPlate Tectonics and Disasters

4-ESS1-1. Identify evidence from patterns in rock formations andfossils in rock layers to support an explanation for changes in alandscape over time.

31

18

DDA

The Earth and the Role of Water 4-ESS2-1. Make observations and/or measurements to provideevidence of the effects of weathering or the rate of erosion bywater, ice, wind, or vegetation.

2

ContinentsMountains

4-ESS2-2. Analyze and interpret data from maps to describepatterns of Earth’s features.

45

DB

Unit 5: Earth and Human Activity

Our Footprint on EarthBuilt to Last

4-ESS3-2. Generate and compare multiple solutions to reduce theimpacts of natural Earth processes on humans.

67

18

ACA

Using Tools to Understand Our World 3-5-ETS1-1. Define a simple design problem reflecting a need ora want that includes specified criteria for success and constraints onmaterials, time, or cost.

8, 10 A, C

Next Generation Science Standards Aligned to Test Items

See back for answers in numerical order.