fourth grade science - auburn school...

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Fourth Grade Science

Table of ContentsUnit 1 Process Skills............................................................................................... 3Unit 2 Plants........................................................................................................... 8Unit 3 Animals ..................................................................................................... 11Unit 4 Ecosystems ................................................................................................ 14Unit 5 Matter ........................................................................................................ 16Unit 6 Energy, Forces and Motion ........................................................................ 18Unit 7 Electricity .................................................................................................. 20Unit 8 Weather ..................................................................................................... 22Review for NYS ELS Assessment............................................................................. 24Unit 9 Health and Nutrition .................................................................................. 25

Course Description:Fourth grade science focuses on life sciences, physical sciences, earth science and

the human body. Life sciences will include the life cycles of plants and animals andadaptations of plants and animals and their interaction with their environment. The focuswill include basic characteristics, needs, and functions common to all living things. Theywill understand the variety and complexity of life and its processes and develop respectfor all life. Physical sciences will include learning about matter, forms of energy, andforces and motion. The students will describe, categorize, compare, and measureobservable physical properties of matter. They will understand that energy exists in avariety of forms and be able to describe those forms (e.g., heat, chemical, light,electrical). Earth sciences include the study of weather and the water cycle. The humanbody unit includes the study of body systems, health, and nutrition.

*****ORDER GRADE 4 PRACTICE ASSESSMENT KIT ES 204*******FOR END OF MARCH OR EARLY APRIL

NYS SCIENCE ASSESSMENT MAY 7, 8, 9, 10 in 2007

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Unit Sequence and Timeline:

Unit 1 Process SkillsLength: ~ 3 weeksTimeframe: Early to late September

Unit 2 PlantsLength: ~ 3 weeksTimeframe: Early to late October

Unit 3 AnimalsLength: ~ 3 weeksTimeframe: Early to late November

Unit 4 EcosystemsLength: ~ 3 weeksTimeframe: Early to late December

Unit 5 MatterLength: ~ 3 weeksTimeframe: Early to late January

Unit 6 Energy, Forces, and MotionLength: ~ 3 weeksTimeframe: Early to late February

Unit 7 ElectricityLength: ~ 3 weeksTimeframe: Early to late March

Unit 8 WeatherLength: ~ 2 weeksTimeframe: Early to mid-April

Review for NYS ELS Assessment (Assessment scheduled for May 7 – 10, 2007)Length: ~ 2 weeksTimeframe: Mid-April to early May

Unit 9 Health and NutritionLength: ~ 4 weeksTimeframe: Mi-May to mid-June

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Unit 1 Process SkillsLength: ~ 3 weeksTimeframe: Early to late September

State Standards:The tables below shows the Scientific Inquiry key ideas, performance indicators, andmajor understandings for Grades K – 4. Fourth grade teachers are responsible to ensurethat students can perform the major understandings identified by a check () in theGrade 4 column over the course of the year.

Standard 1:It should be a goal of the instructor to foster the development of science process skills.

The application of these skills allows students to investigate important issues inthe world around them.

Inquiry-based units will include many or most of the following process skills. Theseprocess skills should be incorporated into students’ instruction as developmentallyappropriate.

Classifying – arranging or distributing objects, events, or information representingobjects or events in classes according to some method or system

Communicating – giving oral and written explanations or graphic representations ofobservations

Comparing and contrasting – identifying similarities and differences between or amongobjects, events, data, systems, etc.

Creating models – displaying information, using multi-sensory representationsGathering and organizing data – collecting information about objects and events which

illustrate a specific situationGeneralizing – drawing general conclusions from particularsIdentifying variables – recognizing the characteristics of objects or factors in events that

are constant or change under different conditionsInferring – drawing a conclusion based on prior experiencesInterpreting data – analyzing data that have been obtained and organized by

determining apparent patterns or relationships in the dataMaking decisions – identifying alternatives and choosing a course of action from among

the alternatives after basing the judgment for the selection on justifiable reasonsManipulating materials – handling or treating materials and equipment safely,

skillfully, and effectivelyMeasuring – making quantitative observations by comparing to a conventional or

nonconventional standardObserving – becoming aware of an object or event by using any of the senses (or

extensions of the senses) to identify propertiesPredicting – making a forecast of future events or conditions expected to exist

Scientific Inquiry (Standard 1)Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural

phenomena in a continuing, creative process.

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Performance Indicator S1.1: Ask "why" questions in attempts to seek greaterunderstanding concerning objects and events they have observed and heard about.Major understandings: K 1 2 3 4S1.1a Observe and discuss objects and events and recordobservations

S1.1b Articulate appropriate questions based on observations

Performance Indicator S1.2: Question the explanations they hear from others and readabout, seeking clarification and comparing them with their own observations andunderstandings.Major understandings: K 1 2 3 4S1.2a Identify similarities and differences betweenexplanations received from others or in print and personalobservations or understandings

Performance Indicator S1.3: Develop relationships among observations to constructdescriptions of objects and events and to form their own tentative explanations of whatthey have observed.Major understandings: K 1 2 3 4S1.3a Clearly express a tentative explanation or descriptionwhich can be tested

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves thetesting of proposed explanations involving the use of conventional techniques andprocedures and usually requiring considerable ingenuity.

Performance Indicator S2.1: Develop written plans for exploring phenomena or forevaluating explanations guided by questions or proposed explanations they have helpedformulate.Major understandings: K 1 2 3 4S2.1a Indicate materials to be used and steps to follow toconduct the investigation and describe how data will berecorded (journal, dates and times, etc.)

Performance Indicator S2.2: Share their research plans with others and revise them basedon their suggestions.

Major understandings: K 1 2 3 4S2.2a Explain the steps of a plan to others, actively listeningto their suggestions for possible modification of the plan,seeking clarification and understanding of the suggestionsand modifying the plan where appropriate

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Performance Indicator S2.3: Carry out their plans for exploring phenomena throughdirect observation and through the use of simple instruments that permit measurement ofquantities, such as length, mass, volume, temperature, and time.Major understandings: K 1 2 3 4S2.3a Use appropriate "inquiry and process skills" to collectdata

S2.3b Record observations accurately and concisely

Key Idea 3: The observations made while testing proposed explanations, when analyzedusing conventional and invented methods, provide new insights into phenomena.

Performance Indicator S3.1: Organize observations and measurements of objects andevents through classification and the preparation of simple charts and tables.Major understandings: K 1 2 3 4S3.1a Accurately transfer data from a science journal ornotes to appropriate graphic organizer

Performance Indicator S3.2: Interpret organized observations and measurements,recognizing simple patterns, sequences, and relationships.Major understandings: K 1 2 3 4S3.2a State, orally and in writing, any inferences orgeneralizations indicated by the data collected

Performance Indicator S3.3: Share their findings with others and actively seek theirinterpretations and ideas.Major understandings: K 1 2 3 4S3.3a Explain their findings to others, and actively listen tosuggestions for possible interpretations and ideas

Performance Indicator S3.4: Adjust their explanations and understandings of objects andevents based on their findings and new ideas.Major understandings: K 1 2 3 4S3.4a State, orally and in writing, any inferences orgeneralizations indicated by the data, with appropriatemodifications of their original prediction/explanation

S3.4b State, orally and in writing, any new questions thatarise from their investigation

General Skills (Standard 4)Skill: K 1 2 3 4i. follow safety procedures in the classroom, laboratory, and

field

ii. safely and accurately use the following tools:• hand lens

• ruler (metric)

• balance

• gram weights

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Skill: K 1 2 3 4• spring scale

• thermometer (C°, F°)

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learningenvironments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and freediscovery

v. use information systems appropriatelyvi. select appropriate standard and nonstandard measurement

tools for measurement activities

vii. estimate, find, and communicate measurements, usingstandard and nonstandard units

viii. use and record appropriate units for measured orcalculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate a scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects andevents

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effectrelationships

xvi. generate appropriate questions (teacher and studentbased) in response to observations, events, and otherexperiences

xvii. observe, collect, organize, and appropriately recorddata, then accurately interpret results

xviii. collect and organize data, choosing the appropriaterepresentation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/orinformation

xx. compare and contrast organisms/objects/events in theliving and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-terminvestigation based on a student- or teacher-posedproblem

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Skill: K 1 2 3 4xxiii. communicate procedures and conclusions through oral

and written presentations

Big Ideas:Scientists need to use inquiry skills to interpret and understand the world around

them.

Essential Questions:What kinds of skills do scientists need?

Prior knowledge:Refer to above chart.

Unit Objectives:The students will know or be able:

to observe and describe objects and eventsto classify objects by arranging or grouping them according to common propertiesto measure attributes of objectsto estimate measurements of objectsto predict the outcome of an experimentto ask relevant questionsto collect and interpret datato identify and control variables

Resources:Scott Foresman Science handbook (in back of Teachers’ manual)

Suggested websites:http://www.sciencenetlinks.com/http://www.billnye.com/

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Unit 2 PlantsLength: ~ 3 weeksTimeframe: Early to late October

State Standards:Living EnvironmentKey Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.As students investigate the continuity of life, emphasis should be placedon how plants and animals reproduce their own kind. Teachers should leadstudents to make observations about how the offspring of familiar animalscompare to one another and to their parents. Students know that animalsreproduce their own kind—rabbits have rabbits (but you can usually tellone baby from another), cats have kittens that have different markings (butcats never have puppies), and so forth. This idea should be strengthenedby a large number of examples, both plant and animal, upon which thestudents can draw. Students should move from describing individualsdirectly (e.g., she has blue eyes) to naming traits and classifyingindividuals with respect to those traits (e.g., eye color: blue). Students canbe encouraged to keep lists of things that animals and plants get from theirparents, things that they don’t get, and things that the students are not sureabout either way.

4.K-4.LE2.1 Recognize that traits of living things are both inherited and acquiredor learned.

4.K-4.LE2.1a Some traits of living things have been inherited (e.g., color offlowers and number of limbs of animals).

4.K-4.LE2.2 Recognize that for humans and other living things there is geneticcontinuity between generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and otherindividuals in their species.

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspringwhen they reproduce

Key Idea 3: Individual organisms and species change over time.Throughout time, plants and animals have changed depending on theirenvironment. In learning how organisms have been successful in theirhabitats, students should observe and record information about plants andanimals. They should begin to recognize how differences amongindividuals within a species can help an organism or population to survive.Students at this level will identify the behaviors and physical adaptationsthat allow organisms to survive in their environment.

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1c In order to survive in their environment, plants and animalsmust be adapted to that environment.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

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Students need many opportunities to observe a variety of organisms forthe patterns of similarities and differences of the life functions used tosustain life. All organisms carry out basic life functions in order to sustainlife. These life functions include growing, taking in nutrients, breathing,reproducing, and eliminating waste. Students need many opportunities toobserve and compare these similarities and differences in a variety oforganisms. Specimens that could provide these opportunities may includeguppies, mealworms, and gerbils, as well as fish, insects, mammals, birds,amphibians, reptiles, plants, and fungi.

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2a Plants respond to changes in their environment. For example,

the leaves of some green plants change position as the directionof light changes; the parts of some plants undergo seasonalchanges that enable the plant to grow; seeds germinate, andleaves form and grow.

4.K-4.LE5.2g The health, growth, and development of organisms are affectedby environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight.

Big Ideas:Organisms inherit genetic information in a variety of ways that result in continuity

of structure and function between parents and offspring.Individual organisms and species change over time.Organisms maintain a dynamic equilibrium that sustains life.

Essential Questions:How do plants reproduce?How do plants survive?

Prior knowledge:to describe the major parts (root, stem, leaves) of a plant and the function of eachto name and describe each stage of a plant’s life cycleto define life span


to identify that reproduction occurs in the adult stage of the life cycleto classify seedsto describe the two groups into which plants can be separatedto identify and explain what the four parts of a flower doto describe how pollination and fertilization occurto describe the methods by which seeds can be dispersedto describe how plants grow from seedsto explain how plant structures help a plant survive and grow

Resources:

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Scott Foresman Science Unit A Chapter 1

Key Vocabularyreproduce classify coniferspore sepal pistilstamen pollen pollinationovary ovule fertilizationembryo monocot seed dicot seeddormant

Suggested websites:www.mbgnet.net/

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Unit 3 AnimalsLength: ~ 3 weeksTimeframe: Early to late November

State Standards:Living EnvironmentKey Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.(See Unit 2 for additional detail on LE Key Idea 2)

4.K-4.LE2.1 Recognize that traits of living things are both inherited and acquiredor learned.

4.K-4.LE2.1a Some traits of living things have been inherited (e.g., color offlowers and number of limbs of animals).

4.K-4.LE2.1b Some characteristics result from an individual’s interactionswith the environment and cannot be inherited by the nextgeneration (e.g., having scars; riding a bicycle).

4.K-4.LE2.2 Recognize that for humans and other living things there is geneticcontinuity between generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and otherindividuals in their species.

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspringwhen they reproduce

Key Idea 3: Individual organisms and species change over time.(See Unit 2 for additional detail on LE Key Idea 3)

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1c In order to survive in their environment, plants and animalsmust be adapted to that environment.

4.K-4.LE3.2 Observe that differences within a species may give individuals anadvantage in surviving and reproducing.

4.K-4.LE3.2a Individuals within a species may compete with each other forfood, mates, space, water, and shelter in their environment.

4.K-4.LE3.2b All individuals have variations, and because of these variations,individuals of a species may have an advantage in surviving andreproducing.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.(See Unit 2 for additional detail on LE Key Idea 5)

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2b Animals respond to change in their environment, (e.g.,

perspiration, heart rate, breathing rate, eye blinking, shivering,and salivating).

4.K-4.LE5.2c Senses can provide essential information (regarding danger,food, mates, etc.) to animals about their environment.

4.K-4.LE5.2d Some animals, including humans, move from place to place tomeet their needs.

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4.K-4.LE5.2e Particular animal characteristics are influenced by changingenvironmental conditions including: fat storage in winter, coatthickness in winter, camouflage, shedding of fur.

4.K-4.LE5.2f Some animal behaviors are influenced by environmentalconditions. These behaviors may include: nest building,hibernating, hunting, migrating, and communicating.

4.K-4.LE5.2g The health, growth, and development of organisms are affectedby environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight.

Big Ideas:Organisms inherit genetic information in a variety of ways that result in continuity

of structure and function between parents and offspring.Individual organisms and species change over time.Organisms maintain a dynamic equilibrium that sustains life

Essential Questions:How are animals alike and different?How do animals with backbones vary?What characteristics do animals get from their parents?How do animals survive in their environment?

Prior knowledge:The students will know that animals have life cycles, varying life spans and that

they grow.


to identify an animal as a vertebrate or an invertebrateto describe ways that animals are similar and differentto identify an animal as a mammal, reptile, bird, fish, or amphibianto name and describe the stages in an animal’s life cycleto identify how young are physically similar to and different from their parentsto identify which behaviors are learned and which are inheritedto identify animal structures and behaviors that are important for survival

Resources:Scott Foresman Unit A Chapter 2

Key VocabularyBackbone exoskeleton moltGills amphibian reptileMammal behavior instinctReflex stimulus responseAdaptation camouflage migrationHibernation symbiosis parasite

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host

ESTEC Kit (Wayne Fingerlakes BOCES Kit):Animal Adaptations: Body Coverings ES191

Websites:http://science.howstuffworks.com/animal-camouflage.htm

http://www.nationalgeographic.com/ngkids/

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Unit 4 EcosystemsLength: ~3 weeksTimeframe: Early to late December

State Standards:Living EnvironmentKey Idea 6: Plants and animals depend on each other and their physical environment.

Plants and animals interact in a number of ways that affect their survival.The survival of plants and animals varies, in response to their particularenvironment. As the physical environment changes over time, plants andanimals change. Younger students should focus on simple, observableassociations of organisms with their environments. Their studies ofinteractions among organisms within an environment should start withrelationships they can directly observe. Note: Although the concept ofplants making their own food may be difficult for elementary students tograsp, they should understand that the Sun is the ultimate source of energyfor life and physical cycles on Earth.

4.K-4.LE6.1 Describe how plants and animals, including humans, depend uponeach other and the nonliving environment

4.K-4.LE6.1a Green plants are producers because they provide the basic foodsupply for themselves and animals.

4.K-4.LE6.1d Decomposers are living things that play a vital role in recyclingnutrients.

4.K-4.LE6.1e An organism’s pattern of behavior is related to the nature of thatorganism’s environment, including the kinds and numbers ofother organisms present, the availability of food and otherresources, and the physical characteristics of the environment.

4.K-4.LE6.1f When the environment changes, some plants and animalssurvive and reproduce, and others die or move to new locations.

4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for livingand nonliving cycles.

4.K-4.LE6.2a Plants manufacture food by utilizing air, water, and energy fromthe Sun.

4.K-4.LE6.2b The Sun’s energy is transferred on Earth from plants to animalsthrough the food chain.

Big Ideas:Plants and animals depend on each other and their physical environment.Human decisions and activities have had a profound impact on the physical and

living environments.The sun is the ultimate course of energy for life and physical cycles on the Earth.

Essential Questions:What is an ecosystem?How do plants get energy?How do other living things get energy?

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What are food chains and food webs?What are various habitats and their characteristics?How important is the sun? Why?

Prior knowledge:to identify major habitatsto recognize that habitats can change


to describe what a habitat isto describe what living and nonliving things make up an ecosystemto explain the process of photosynthesisto describe how animals (herbivores, carnivores, and omnivores) get energy

through food chains and food websto explain the interaction between producers and consumers and predators and

preyto describe the roles of scavengers and decomposersto explain how changes in the environment affect habitats

Resources:Scott Foresman Unit A Chapters 3 & 4

Key VocabularyEcosystem habitat chlorophyllCarbon dioxide photosynthesis producerConsumer herbivore carnivoreOmnivore scavenger decomposerFood chainfood webpredatorPrey

Webistes:EcoKids websitehttp://www.ecokids.ca/pub/fun_n_games/storybook/index.cfm

http://www.mbgnet.net/

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Unit 5 MatterLength: ~ 3 weeksTimeframe: Early to late January

State Standards:Physical SettingKey Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.Students should describe, categorize, compare, and measure observablephysical properties of matter and objects. Students’ initial efforts inperforming these processes may yield simple descriptions and sketches,which may lead to increasingly more detailed drawings and richer verbaldescriptions. Things can be done to materials to change their properties,but not all materials respond in the same way to what is done to them.Younger students emphasize physical properties while older students willrecognize chemical changes. Appropriate tools can aid students in theirefforts.

4.K-4.PS3.1 Observe and describe properties of materials, using appropriate tools.4.K-4.PS3.1a Matter takes up space and has mass. Two objects cannot occupy

the same place at the same time.4.K-4.PS3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)

that can be observed through the senses.4.K-4.PS3.1c Objects have properties that can be observed, described, and/or

measured: length, width, volume, size, shape, mass or weight,temperature, texture, flexibility, reflectiveness of light.

4.K-4.PS3.1d Measurements can be made with standard metric units andnonstandard units. (Note: Exceptions to the metric system usageare found in meteorology.)

4.K-4.PS3.1e The material(s) an object is made up of determine some specificproperties of the object (sink/float, conductivity, magnetism).Properties can be observed or measured with tools such as handlenses, metric rulers, thermometers, balances, magnets, circuittesters, and graduated cylinders.

4.K-4.PS3.1f Objects and/or materials can be sorted or classified according totheir properties.

4.K-4.PS3.1g Some properties of an object are dependent on the conditions ofthe present surroundings in which the object exists. For example:• temperature - hot or cold• lighting - shadows, color• moisture - wet or dry

4.K-4.PS3.2 Describe chemical and physical changes, including changes in statesof matter.

4.K-4.PS3.2a Matter exists in three states: solid, liquid, gas.4.K-4.PS3.2b Temperature can affect the state of matter of a substance.4.K-4.PS3.2c Changes in the properties of materials or objects can be

observed and described.

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Big Ideas:Matter has properties that can be observed and described.

Essential Questions:What is matter?How can we measure various objects (solids, liquids and gasses)?How can matter change physically? Change chemically?

Prior knowledge:The students will know or be able:

to identify the 3 states of matterto recognize that matter can be measured, sorted and classified according to

properties.


to identify the properties of solids, liquids, and gassesto identify appropriate units to use to measure solids, liquids, and gassesto measure properties of solids and liquids using appropriate tools and unitsto explain what constitutes a physical change vs. a chemical changeto describe the physical properties of matter

Resources:Scott Foresman Unit B chapter 1

Key VocabularyBalancegram (g)kilogram (kg)Matter mass volumeProperty mixture solutionMeter cubic meter literGraduated cylinder gram densityPhysical change melting point boiling pointFreezing point chemical change

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Unit 6 Energy, Forces and MotionLength: ~3 weeksTimeframe: Early to late February

State Standards:Physical SettingKey Idea 4: Energy exists in many forms, and when these forms change, energy is

conserved.Students should understand that energy exists in a variety of forms.Students should observe the results of simple energy transformations fromone form to another in their physical environment. The safe use andrespect of various energy forms should be stressed in the classroom. Note:Attempting to understand heat and its difference from temperature is tooabstract a concept for elementary students. Energy is a subject that isdifficult for students to understand. Students cannot hold it in their handsand, with the exception of light, they cannot see it.

4.K-4.PS4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) andthe changes that occur in objects when they interact with those formsof energy

4.K-4.PS4.1a Energy exists in various forms: heat, electric, sound, chemical,mechanical, light.

4.K-4.PS4.1b Energy can be transferred from one place to another.4.K-4.PS4.1c Some materials transfer energy better than others (heat and

electricity4.K-4.PS4.1d Energy and matter interact: water is evaporated by the Sun’s

heat; a bulb is lighted by means of electrical current; a musicalinstrument is played to produce sound; dark colors may absorblight, light colors may reflect light.

4.K-4.PS4.1f Heat can be released in many ways, for example, by burning,rubbing (friction), or combining one substance with another.

4.K-4.PS4.1g Interactions with forms of energy can be either helpful orharmful.

4.K-4.PS4.2 Observe the way one form of energy can be transferred into anotherform of energy present in common situations (e.g., mechanical toheat energy, mechanical to electrical energy, chemical to heatenergy).

4.K-4.PS4.2b Humans utilize interactions between matter and energy.Key Idea 5: Energy and matter interact through forces that result in changes in

motion.Students should be able to observe and describe relative positions betweenobjects in their world. Exploring the observable effects of gravity andmagnetism may help students develop an understanding of the reason forthe direction of an object’s motion. Manipulation and application ofsimple tools and machines may help students learn about the relationshipsbetween forces and motion.

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4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects,such as those caused by gravity, magnetism, and mechanical forces.

4.K-4.PS5.1c The force of gravity pulls objects toward the center of Earth.4.K-4.PS5.1d The amount of change in the motion of an object is affected by

friction.4.K-4.PS5.1f Mechanical energy may cause change in motion through the

application of force and through the use of simple machines suchas pulleys, levers, and inclined planes.

Big Ideas:Energy exists in many forms, and when these forms change energy is conservedEnergy and matter interact through forces that result in changes in motion

Essential Questions:How do forces affect motion?What is the difference between potential and kinetic energy?How are work and motion related?What are the different kinds of simple machines and how do they make work

easier?

Prior knowledge:Students should know or be able to:

to identify various forms of energyto recognize that energy and matter interactto identify ways in which humans utilize energyto identify that gravity and magnetism affect objects


to determine what makes things moveto explain how gravity and friction affect motionto list and describe different forms of energyto define workto define simple, compound and complex machinesto explain how simple machines make work easierto categorize simple machines

Resources:Scott Foresman Unit B Chapter 2

Key Vocabularyforce gravity inertiafriction energy potential energykinetic energy mechanical energy chemical energyelectrical energy work simple machinecompound machine complex machine

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Unit 7 ElectricityLength: ~ 3 weeksTimeframe: March

State Standards:Physical SettingKey Idea 4: Energy exists in many forms, and when these forms change, energy is

conserved.(See Unit 6 for additional detail on PS Key Idea 4)

4.K-4.PS4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) andthe changes that occur in objects when they interact with those formsof energy

4.K-4.PS4.1c Some materials transfer energy better than others (heat andelectricity

4.K-4.PS4.1e Electricity travels in a closed circuit.

Big Ideas:Energy can exist in the form of electricity

Essential Questions:What is an electric current?How do electric circuits work?Which materials conduct electricity? Which materials make good insulators?

Prior knowledge:None identified


to build a simple electrical circuitto explain how electric current flowsto test various objects for conductivityto explain and demonstrate the difference between a series and a parallel circuit

Resources:Scott Forseman Unit B Chapter 3

Key VocabularyResistance conductor insulatorSeries circuit parallel circuit

ESTEC Kit (Wayne Fingerlakes BOCES Kit):Electricity and Magnetism ES 113Energy Antics ES 199

Websites:

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Simple machines websitehttp://www.edheads.org/activities/simple-machines/

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Unit 8 WeatherLength: ~ 2 weeksTimeframe: Early to mid-April

State Standards:Physical SettingKey Idea 2: Many of the phenomena that we observe on Earth involve interactions

among components of air, water, and land.The water cycle, weather, erosion, deposition, and extreme natural eventsinvolve interactions among air, water, and land. Students should observeand describe naturally occurring changes in their world involving thesephenomena. They can also investigate these phenomena in classroomexperiments.Younger students (K-2) should be engaged in observation of theirimmediate surroundings with emphasis on recognizing change aroundthem. As students mature (3-4), they can begin to recognize cycles andidentify the processes and natural events which are causing the changesthey are observing.

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1e Extreme natural events (floods, fires, earthquakes, volcanic

eruptions, hurricanes, tornadoes, and other severe storms) mayhave positive or negative impacts on living things.

Big Ideas:Many of the phenomena that we observe on Earth involve interactions among

components of air, water, and land.

Essential Questions:What causes clouds and precipitation?What is the water cycle? Why is it important?

Prior knowledge:Students should know that weather is the condition of the outside air that can be

observed and measured


to describe how clouds formto identify and describe different kinds of precipitationto explain how water moves through a cycleto describe different kinds of weather phenomena (e.g., tornados, hurricanes, etc.)

Resources:Scott Forseman Unit C Chapter 1

Websites:

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http://www.edheads.org/activities/weather/index.htm

Key VocabularyPrecipitation humidity condensationRunoff evaporation water cycle

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Review for NYS ELS AssessmentLength: ~ 2 weeksTimeframe: Mid to late April

State Assessment scheduled for May 7 – 10, 2007

State Standards:All

Big Ideas:

Essential Questions:

Prior knowledge:They should know it all.

Unit Objectives:Review for state assessment

Resources:

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Unit 9 Health and NutritionLength: ~ 4 weeksTimeframe: May - June

State Standards:Living EnvironmentKey Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 2 for additional detail on LE Key Idea 2)4.K-4.LE5.3 Describe the factors that help promote good health and growth in

humans.4.K-4.LE5.3a Humans need a variety of healthy foods, exercise, and rest in

order to grow and maintain good health.4.K-4.LE5.3b Good health habits include hand washing and personal

cleanliness; avoiding harmful substances (including alcohol,tobacco, illicit drugs); eating a balanced diet; engaging in regularexercise.

Big Ideas:Organisms maintain a dynamic equilibrium that sustains life.

Essential Questions:How can you keep your body systems healthy?What are good health habits?

Prior knowledge:The students should know that all living things grow and carry out life functions

in their particular environment.The students should know that humans have major body systems that form

specific functions that need to be maintained to stay healthy.


to name the body systemsto describe the ways in which to keep all body systems healthyto identify the difference between good and bad health habits

Resources:Scott Foresman Unit D Chapter1

Websites:Arianna’s Nutrition Exploration websitehttp://www.nutritionexplorations.org/kids/nutrition-main.asp

Key Vocabularynutrient vitamin

fourth grade science - auburn school...

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