4th GradeScience

Curriculum

S.P. MORTON ELEMENTARY SCHOOL 300 Morton St. Franklin, VA 23851

(757) 562-5458 spm.fcpsva.org

Our solar system is a grand place, and in fourth grade science, students learn where we fit in this solar system. Starting with the solar system, and then moving to the planet Earth, the Commonwealth of Virginia, and finally their specific ecosystems, students examine how features of plants and animals support life. They also explore how living things interact with both living and nonliving components in their ecosystems. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In fourth grade, students will continue to develop skills in posing questions and predicting outcomes, planning and conducting simple investigations, collecting and analyzing data, constructing explanations, and communicating information about the natural world. Students continue to use the engineering design process to apply their scientific knowledge to solve problems.

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and engineering practices include the use of scientific skills and processes to explore the content of science. The engineering design practices are the application of science content to solve a problem or design an object, tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded throughout the year.

Theme: Scientific and Engineering Practices Week 1

SOL 4.1 The student will demonstrate an understanding of scientific and engineering practices bya) asking questions and defining problems

· identify scientific and non-scientific questions· develop hypotheses as cause-and-effect relations· define a simple design problem that can be solved through the development of an object, tool, process, or system

b) planning and carrying out investigations· identify variables when planning an investigation· collaboratively plan and conduct investigations

· use tools and/or materials to design and/or build a device that solves a specific problem· take metric measurements using appropriate tools· measure elapsed time

c) interpreting, analyzing, and evaluating data· organize and represent data in bar graphs and line graphs· interpret and analyze data represented in bar graphs and line graphs· compare two different representations of the same data (e.g., a set of data displayed on a chart and a graph)· analyze data from tests of an object or tool to determine whether it works as intended

d) constructing and critiquing conclusions and explanations· use evidence (i.e., measurements, observations, patterns) to construct or support explanations and to make inferences

e) developing and using models· develop and/or use models to explain natural phenomena

· identify limitations of modelsf) obtaining, evaluating, and communicating information

· read and comprehend reading-level-appropriate texts and/or other reliable media· communicate scientific information, design ideas, and/or solutions with others

Resources:Week 1 and Week 2Science Fusion Grade 5 Unit 4-2 (pgs. 189-190)

Literature Connections:Neo Leo: The Ageless Ideas of Leonardo da Vinci, Gene Barretta Boy, Were We Wrong About Dinosaurs, Kathleen KudlinskiThe Manatee Scientists: Saving Vulnerable Species, Peter Lourie The Case of the Vanishing Golden Frogs, Sandre Markle Boy, Were We Wrong About the Solar System, Kathleen Kudlinski

What is science Mad Margaret Experiments https://www.youtube.com/watch?v=ysnf0gZuVWo tps://www.youtube.com/watch?v=5tQcSKH37AY-Scientific Processes 4.1 -Scientific Method

Vocabulary: classify, observation, prediction, inference, conclusion, constant, variable, independent variable, dependent variable, analyze, construct, reasonable, estimation, identify, investigation, outcomes, testable question, millimeter, centimeter, meter, kilometer, grams, kilograms, milliliters, liters, Celsius, meter stick, balance, scale, ruler, graduated cylinder, beaker, metric, hypotheses, manipulated

Theme: Scientific and Engineering Practices Week 2

Earth ResourcesWeek 3

Resources:Week 3 and Week 4 (See Week 1 and Week 2)

SOL 4.1 The student will demonstrate an understanding of scientific and engineering practices bya) asking questions and defining problems

· identify scientific and non-scientific questions· develop hypotheses as cause-and-effect relations· define a simple design problem that can be solved through the development of an object, tool, process, or system

b) planning and carrying out investigations· identify variables when planning an investigation· collaboratively plan and conduct investigations

· use tools and/or materials to design and/or build a device that solves a specific problem· take metric measurements using appropriate tools· measure elapsed time

c) interpreting, analyzing, and evaluating data· organize and represent data in bar graphs and line graphs· interpret and analyze data represented in bar graphs and line graphs· compare two different representations of the same data (e.g., a set of data displayed on a chart and a graph)· analyze data from tests of an object or tool to determine whether it works as intended

d) constructing and critiquing conclusions and explanations· use evidence (i.e., measurements, observations, patterns) to construct or support explanations and to make inferences

e) developing and using models· develop and/or use models to explain natural phenomena

· identify limitations of modelsf) obtaining, evaluating, and communicating information

· read and comprehend reading-level-appropriate texts and/or other reliable media· communicate scientific information, design ideas, and/or solutions with others

Earth ResourcesWeek 4

Earth Resources Week 5

Central Idea: Virginia has many natural resources, including watersheds, minerals, rocks, ores, soil, land, and forests.

Vertical Alignment: The importance of resources is a consistent theme in all elementary years, with third grade focusing on the importance of water and soil as resources (3.8). In sixth grade, students deepen their understanding of human impact on the environment and learn how individuals can influence public policy decisions related to energy and the environment (6.9).

SOL 4.8 The student will investigate and understand that Virginia has important natural resources. Key resources includea) watersheds and water;b) plants and animals;c) minerals, rocks, and ores; andd) forests, soil, and land.

Earth ResourcesWeek 6

Central Idea: Virginia has many natural resources, including watersheds, minerals, rocks, ores, soil, land, and forests.

Vertical Alignment: The importance of resources is a consistent theme in all elementary years, with third grade focusing on the importance of water and soil as resources (3.8). In sixth grade, students deepen their understanding of human impact on the environment and learn how individuals can influence public policy decisions related to energy and the environment (6.9).

Resources: Week 5 and Week 6

Soil Natural ResourcesWatersheds Chesapeake Bay WatershedRivers, Lakes http://baybackpack.com/

Earth Resources Week 7

Central Idea: Virginia has many natural resources, including watersheds, minerals, rocks, ores, soil, land, and forests.

Vertical Alignment: The importance of resources is a consistent theme in all elementary years, with third grade focusing on the importance of water and soil as resources (3.8). In sixth grade, students deepen their understanding of human impact on the environment and learn how individuals can influence public policy decisions related to energy and the environment (6.9).

SOL 4.8 The student will investigate and understand that Virginia has important natural resources. Key resources includea) watersheds and water;b) plants and animals;c) minerals, rocks, and ores; andd) forests, soil, and land.

Resources: Week 7 and Week 8

Soil Natural ResourcesWatersheds Chesapeake Bay WatershedRivers, Lakes http://baybackpack.com/

Earth ResourcesWeek 8

Central Idea: Virginia has many natural resources, including watersheds, minerals, rocks, ores, soil, land, and forests.

Vertical Alignment: The importance of resources is a consistent theme in all elementary years, with third grade focusing on the importance of water and soil as resources (3.8). In sixth grade, students deepen their understanding of human impact on the environment and learn how individuals can influence public policy decisions related to energy and the environment (6.9).

Theme: Living Systems and ProcessesWeek 9

Central Idea: Plants and animals have different processes and structures that allow them to carry out life processes such as obtaining energy and reproducing.

Vertical Alignment: In third grade, students are introduced to the concept that organisms have both physical features and behaviors that help them to survive in their environment (3.4). The process of photosynthesis is expanded in Life Science to include the energy transfer between sunlight and chlorophyll and the transformation of water and carbon dioxide into sugar and oxygen (LS.4). In addition, students build on their understanding of how adaptations to the specific biotic and abiotic conditions within their environment make them better able them to survive (LS.11).

SOL 4.2 The student will investigate and understand that plants and animals have structures that distinguish them from one another and play vital roles in their ability to survive. Key ideas include

a) the survival of plants and animals depends on photosynthesis;b) plants and animals have different structures and processes for obtaining energy; andc) plants and animals have different structures and processes for creating offspring.

Resources: Week 9 and Week 10

Energy Pyramid Pollination Photosynthesis Plant Growth -iBiome-Wetland (gameanimal and plant life cycles

Theme: Living Systems and ProcessesWeek 10

Central Idea: Plants and animals have different processes and structures that allow them to carry out life processes such as obtaining energy and reproducing.

Vertical Alignment: In third grade, students are introduced to the concept that organisms have both physical features and behaviors that help them to survive in their environment (3.4). The process of photosynthesis is expanded in Life Science to include the energy transfer between sunlight and chlorophyll and the transformation of water and carbon dioxide into sugar and oxygen (LS.4). In addition, students build on their understanding of how adaptations to the specific biotic and abiotic conditions within their environment make them better able them to survive (LS.11).

Theme: Living Systems and ProcessesWeek 11

Central Idea: An ecosystem is made up of interacting components that allow for the transfer of matter and energy. Each organism has a specific niche that supports life processes.

Vertical Alignment: Students learn about food chains and the roles that organisms occupy within their community in third grade, which is an introduction to the concept that organisms are part of a system and depend on each other and the nonliving parts of the system (3.5). The concept is expanded in Life Science to include the flow of matter and energy in food webs, the food pyramid, and the interactions that exist among organisms within a population (LS.5, LS.6).

Resources:Week 11 and Week 12

Readworks: Ecosystems Generation Genius- Ecosystems Energy Pyramid Food Chain Game Food Fight Game Ecosystems Food Chains Classification

SOL 4.3 The student will investigate and understand that organisms, including humans, interact with one another and with the nonliving components in the ecosystem. Key ideas include

a) interrelationships exist in populations, communities, and ecosystems;b) food webs show the flow of energy within an ecosystem;c) changes in an organism’s niche and habitat may occur at various stages in its life cycle; andd) classification can be used to identify organisms.

Theme: Living Systems and ProcessesWeek 12

Central Idea: An ecosystem is made up of interacting components that allow for the transfer of matter and energy. Each organism has a specific niche that supports life processes.

Vertical Alignment: Students learn about food chains and the roles that organisms occupy within their community in third grade, which is an introduction to the concept that organisms are part of a system and depend on each other and the nonliving parts of the system (3.5). The concept is expanded in Life Science to include the flow of matter and energy in food webs, the food pyramid, and the interactions that exist among organisms within a population (LS.5, LS.6).

Theme: Living Systems and Processes

Week 13

Central Idea: An ecosystem is made up of interacting components that allow for the transfer of matter and energy. Each organism has a specific niche that supports life processes.

Vertical Alignment: Students learn about food chains and the roles that organisms occupy within their community in third grade, which is an introduction to the concept that organisms are part of a system and depend on each other and the nonliving parts of the system (3.5). The concept is expanded in Life Science to include the flow of matter and energy in food webs, the food pyramid, and the interactions that exist among organisms within a population (LS.5, LS.6).

Resources:Week 13 and Week 14

Readworks: Ecosystems Generation Genius- Ecosystems Energy Pyramid Food Chain Game Food Fight Game Ecosystems Food Chains Classification

SOL 4.3 The student will investigate and understand that organisms, including humans, interact with one another and with the nonliving components in the ecosystem. Key ideas include

a) interrelationships exist in populations, communities, and ecosystems;b) food webs show the flow of energy within an ecosystem;c) changes in an organism’s niche and habitat may occur at various stages in its life cycle; andd) classification can be used to identify organisms.

Theme: Living Systems and Processes

Week 14

Central Idea: An ecosystem is made up of interacting components that allow for the transfer of matter and energy. Each organism has a specific niche that supports life processes.

Vertical Alignment: Students learn about food chains and the roles that organisms occupy within their community in third grade, which is an introduction to the concept that organisms are part of a system and depend on each other and the nonliving parts of the system (3.5). The concept is expanded in Life Science to include the flow of matter and energy in food webs, the food pyramid, and the interactions that exist among organisms within a population (LS.5, LS.6).

Resources:Week 15 and Week 16

Weather Hurricanes/Tornadoes Thunderstorms Extreme Weather Hurricane Home READWORKS: WEATHER

Theme: Living Systems and ProcessesWeek 15

Central Idea: Weather conditions and phenomena may have significant impact on ecosystems. The prediction of weather events is possible by tracking weather conditions.

Vertical Alignment: In second grade, students are introduced to weather events and the collection of weather data for identification of weather patterns (2.6, 2.7). The concept is expanded in sixth grade as students investigate the effects of uneven distribution of thermal energy on Earth as it relates to weather and climate (6.7).

SOL 4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas includea) weather measurements create a record that can be used to make weather predictions;b) common and extreme weather events affect ecosystems; andc) long-term seasonal weather trends determine the climate of a region.

Theme: Living Systems and ProcessesWeek 16

Central Idea: Weather conditions and phenomena may have significant impact on ecosystems. The prediction of weather events is possible by tracking weather conditions.

Vertical Alignment: In second grade, students are introduced to weather events and the collection of weather data for identification of weather patterns (2.6, 2.7). The concept is expanded in sixth grade as students investigate the effects of uneven distribution of thermal energy on Earth as it relates to weather and climate (6.7).

Resources:Week 17 and Week 18

Weather Hurricanes/Tornadoes Thunderstorms Extreme Weather Hurricane Home READWORKS: WEATHER

Theme: Living Systems and ProcessesWeek 17

Central Idea: Weather conditions and phenomena may have significant impact on ecosystems. The prediction of weather events is possible by tracking weather conditions.

Vertical Alignment: In second grade, students are introduced to weather events and the collection of weather data for identification of weather patterns (2.6, 2.7). The concept is expanded in sixth grade as students investigate the effects of uneven distribution of thermal energy on Earth as it relates to weather and climate (6.7).

SOL 4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas includea) weather measurements create a record that can be used to make weather predictions;b) common and extreme weather events affect ecosystems; andc) long-term seasonal weather trends determine the climate of a region.

Theme: Living Systems and ProcessesWeek 18

Central Idea: Weather conditions and phenomena may have significant impact on ecosystems. The prediction of weather events is possible by tracking weather conditions.

Vertical Alignment: In second grade, students are introduced to weather events and the collection of weather data for identification of weather patterns (2.6, 2.7). The concept is expanded in sixth grade as students investigate the effects of uneven distribution of thermal energy on Earth as it relates to weather and climate (6.7).

Resources:Week 19 and Week 20

Moon phases Planetsearth’s rotation Moon phasesTides Seasons and tilt of earth

Theme: Living Systems and Processes

Week 19

Central Idea: Our solar system is composed of planets with unique characteristics, primarily due to their locations within the system. Earth is unique in that its characteristics and location allow for life to exist.

Vertical Alignment: Although students learn characteristics of Earth in lower grades, fourth grade is the first time students are introduced to the planets that make up the solar system. The components and interactions of celestial bodies within the solar system is the focus in sixth grade science (6.2).

SOL4.5 The student will investigate and understand that the planets have characteristics and a specific place in the solar system. Key ideas includea) planets rotate on their axes and revolve around the sun;b) planets have characteristics and a specific order in the solar system; andc) the sizes of the sun and planets can be compared to one another.

Theme: Living Systems and Processes

Week 20

Central Idea: Our solar system is composed of planets with unique characteristics, primarily due to their locations within the system. Earth is unique in that its characteristics and location allow for life to exist.

Vertical Alignment: Although students learn characteristics of Earth in lower grades, fourth grade is the first time students are introduced to the planets that make up the solar system. The components and interactions of celestial bodies within the solar system is the focus in sixth grade science (6.2).

Theme: Living Systems and ProcessesWeek 21

Central Idea: Our solar system is composed of planets with unique characteristics, primarily due to their locations within the system. Earth is unique in that its characteristics and location allow for life to exist.

Vertical Alignment: Although students learn characteristics of Earth in lower grades, fourth grade is the first time students are introduced to the planets that make up the solar system. The components and interactions of celestial bodies within the solar system is the focus in sixth grade science (6.2).

Resources:Week 21 and Week 22

Moon phases Planetsearth’s rotation Moon phasesTides Seasons and tilt of earth

SOL4.5 The student will investigate and understand that the planets have characteristics and a specific place in the solar system. Key ideas includea) planets rotate on their axes and revolve around the sun;b) planets have characteristics and a specific order in the solar system; andc) the sizes of the sun and planets can be compared to one another.

Theme: Living Systems and ProcessesWeek 22

Central Idea: Our solar system is composed of planets with unique characteristics, primarily due to their locations within the system. Earth is unique in that its characteristics and location allow for life to exist.

Vertical Alignment: Although students learn characteristics of Earth in lower grades, fourth grade is the first time students are introduced to the planets that make up the solar system. The components and interactions of celestial bodies within the solar system is the focus in sixth grade science (6.2).

Theme: Living Systems and ProcessesWeek 23

Central Idea: The relationship of the Earth, moon, and sun in the solar system and to each other lead to seasons, tides, and the phases of the moon.

Vertical Alignment: Students are introduced to the effect of the sun on the temperatures of land, water, and air in first grade (1.6). In sixth grade, students further explore Earth’s unique properties and movements as well as the causes of seasons and the tides (6.3).

Resources:Week 23 and Week 24

Moon phases Planetsearth’s rotation Moon phasesTides

SOL 4.6 The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key relationships includea) the motions of Earth, the moon, and the sun;b) the causes for Earth’s seasons;c) the causes for the four major phases of the moon and the relationship to the tide cycles; andd) the relative size, position, age and makeup of Earth, the moon, and the sun.

Theme: Living Systems and ProcessesWeek 24

Central Idea: The relationship of the Earth, moon, and sun in the solar system and to each other lead to seasons, tides, and the phases of the moon.

Vertical Alignment: Students are introduced to the effect of the sun on the temperatures of land, water, and air in first grade (1.6). In sixth grade, students further explore Earth’s unique properties and movements as well as the causes of seasons and the tides (6.3).

Theme: Living Systems and ProcessesWeek 25

Central Idea: The relationship of the Earth, moon, and sun in the solar system and to each other lead to seasons, tides, and the phases of the moon.

Vertical Alignment: Students are introduced to the effect of the sun on the temperatures of land, water, and air in first grade (1.6). In sixth grade, students further explore Earth’s unique properties and movements as well as the causes of seasons and the tides (6.3).

Resources:Week 25 and Week 26Moon phases Planetsearth’s rotation Moon phasesTides

SOL 4.6 The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key relationships includea) the motions of Earth, the moon, and the sun;b) the causes for Earth’s seasons;c) the causes for the four major phases of the moon and the relationship to the tide cycles; andd) the relative size, position, age and makeup of Earth, the moon, and the sun.

Theme: Living Systems and ProcessesWeek 26

Central Idea: The relationship of the Earth, moon, and sun in the solar system and to each other lead to seasons, tides, and the phases of the moon.

Vertical Alignment: Students are introduced to the effect of the sun on the temperatures of land, water, and air in first grade (1.6). In sixth grade, students further explore Earth’s unique properties and movements as well as the causes of seasons and the tides (6.3).

Theme: Living Systems and ProcessesWeek 27

Central Idea: The ocean is a dynamic system that covers most of Earth’s surface; its characteristics are unique and allow it to support a diverse number of organisms.

Vertical Alignment: Students are introduced to the characteristics of aquatic and terrestrial ecosystems, including living and nonliving components, in third grade (3.5). Further exploration of the geological, physical, and biological aspects of the ocean environment is conducted in Earth Science (ES.10).

Resources:Week 27 and Week 28

Oceans Ocean FloorOceans

SOL 4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics includea) geology of the ocean floor;b) physical properties and movement of ocean water; andc) interaction of organisms in the ocean.

Theme: Living Systems and ProcessesWeek 28

Central Idea: The ocean is a dynamic system that covers most of Earth’s surface; its characteristics are unique and allow it to support a diverse number of organisms.

Vertical Alignment: Students are introduced to the characteristics of aquatic and terrestrial ecosystems, including living and nonliving components, in third grade (3.5). Further exploration of the geological, physical, and biological aspects of the ocean environment is conducted in Earth Science (ES.10).

Theme: Living Systems and ProcessesWeek 29

Central Idea: The ocean is a dynamic system that covers most of Earth’s surface; its characteristics are unique and allow it to support a diverse number of organisms.

Vertical Alignment: Students are introduced to the characteristics of aquatic and terrestrial ecosystems, including living and nonliving components, in third grade (3.5). Further exploration of the geological, physical, and biological aspects of the ocean environment is conducted in Earth Science (ES.10).

Resources:Week 29 and Week 30Oceans Ocean FloorOceans

SOL 4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics includea) geology of the ocean floor;b) physical properties and movement of ocean water; andc) interaction of organisms in the ocean.

Theme: Living Systems and ProcessesWeek 30

Central Idea: The ocean is a dynamic system that covers most of Earth’s surface; its characteristics are unique and allow it to support a diverse number of organisms.

Vertical Alignment: Students are introduced to the characteristics of aquatic and terrestrial ecosystems, including living and nonliving components, in third grade (3.5). Further exploration of the geological, physical, and biological aspects of the ocean environment is conducted in Earth Science (ES.10).

Theme: ReviewWeek 31

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Theme: ReviewWeek 32

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Theme: ReviewWeek 33

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Theme: ReviewWeek 34

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Theme: ReviewWeek 35

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Theme: ReviewWeek 36

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