4th Grade Science Maps revised


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4th Grade Science Maps revised

  1. 1. 4th 4th Grade Science Curriculum Map IntroductionThis document contains all mandated Arizona state standards for 4th grade science. The standards have been organized into units and clusters. Theunits represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similarconcepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progressionof the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document anddesignated by their A or B group. OrganizationApproximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. Allunits and clusters must be taught prior to the spring district assessments.Essential QuestionsEssential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should beable to answer these on their own by the end of the cluster.Big IdeasBig Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carrywith them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are notalways synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacheruse) has been provided in italics.Common MisconceptionsThese are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them duringinstruction.Content and Skill/Process StandardsThis document has been organized by content standards and skill or process standard. The content standards are those that represent knowledgespecific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientifichabits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to representpossible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona statestandards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for8/13/12 1 Isaac Elementary School District
  2. 2. 4thteaching these performance objectives. Some performance objectives appear more than once. Each time, the performance objective should be taughtto a deeper level of understanding and/or should be connected to the other performance objectives in the cluster.Common Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforcedor taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for4th-8th grade.PriorityWith input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-pointscale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are thosewith the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with thecodes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority forthis grade level are highlighted in blue and are expected to be mastered at this grade level.Key VocabularyThe key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are codedas tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words arehigh utility words that can be used across content areas or contexts. Tier three words are content specific words.ResourcesThe two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used forthe teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.Unit/Cluster ProjectThe Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particularcluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction andpractice should the teacher choose to implement them.AssessmentThe assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It isexpected that each cluster be assessed using a common formative assessment.8/13/12 2 Isaac Elementary School District
  3. 3. 4thOtherPerformance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeperlevel of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself. Unit: Life Science Cluster: Characteristics of Organisms Approximate Time: 8 days8/13/12 3 Isaac Elementary School District
  4. 4. 4th Essential Questions Big Ideas  What do a rabbit, fish, frog, and human all have in common with each  All animals can be classified as vertebrates or other but not with a jellyfish? invertebrates. The rabbit, frog, fish, and human are all vertebrates while the jellyfish is not.  What is the difference between a vertebrate and an invertebrate?  All animals can be classified as vertebrates or invertebrates based on the presence or absence of a backbone. Vertebrates have a backbone while invertebrates do not.  How are plants and animals similar and different?  All organisms are composed of systems and structures that perform their vital functions. Plants and animals are similar and different in many ways. Both plants and animals have vital parts/structures that have similar functions (xylem and phloem/veins and arteries; stomata/respiratory system; etc.). They are also both living things. We know they are living because they grow, develop, reproduce, and breathe. They are also different in many ways. One of the most important differences is that plants can create their own food while animals cannot.8/13/12 4 Isaac Elementary School District
  5. 5. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S4:C1:PO1 Compare structures in plants S1:C1:PO1 (2) root Unit A: A World of Living (e.g., roots, stems, leaves, flowers) and Differentiate (2) stem Things animals (e.g., muscles, bones, nerves) that inferences from (1) leaves Chapter 1: Lesson 3 serve different functions in growth and observations (1) flowers Pg. A18-A23 survival (2) muscles (1) bones (2) nerves (3) function (2) growth E S4:C1:PO2 Classify animals by (2) classify Unit A: A World of Living identifiable group characteristics: (3) vertebrate Things  vertebrates- mammals, birds, (3) invertebrate Chapter 1: Lesson 2 fish, reptiles, amphibians (3) arachnid Pg. A12-A17  invertebrates- insects, arachnids (2) insect (3) amphibian (3) mammal (2) bird (2) fish (2) reptile U S2:C1:PO1 Identify how diverse people S2:C2:PO2 Explain (3) Margaret and/or cultures, past and present, have various ways scientists Mead made important contributions to scientific generate ideas (e.g., innovations; Margaret Mead observation, [anthropologist] experiment, collaboration, theoretical and mathematical models) U S2:C1:PO2 Describe science-related (3) botanist career opportunities (3) zoologistAssessment:Unit: Life ScienceCluster: Organisms and Environments8/13/12 5 Isaac Elementary School District
  6. 6. 4th Approximate Time: 14 days Essential Questions Big Ideas  What is the difference between renewable and nonrenewable resources?  There are a finite amount of resources in the Why is it important to know the difference? environment and although some are renewable and some are not, humans must be careful of the way in which resources are used. Renewable resources are resources we can get more of. Nonrenewable resources are resources of a finite amount. It is important to know the difference to be aware of how much we are using of each. We need to be careful not to use too much of either type but especially nonrenewable resources because when we run out there will not be more.  How can people change or modify the way in which they impact their  Resources should be used carefully. People can environment? reduce, reuse and recycle to help preserve the environment and ensure there are enough resources in the future. Perhaps the most important or effective way to lessen our impact on the environment is to reduce, reuse and recycle.8/13/12 6 Isaac Elementary School District
  7. 7. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular I S4:C3:PO1 Describe ways various S3:C2:PO2 Describe (2) resources resources (e.g., air, water, plants, animals, benefits (e.g., easy (2) utilize soil) are utilized to meet the needs of a communications, rapid (2) population population transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology E S4:C3:PO2 Differentiate renewable (2) renewable resources from nonrenewable resources (2) nonrenewable (2) resources I S4:C3:PO3 Analyze the effect that limited (2) limited Unit C: Earth’s Surface resources (e.g., natural gas, minerals) may (2) natural gas Chapter 2: Lesson 3 have on an environment (2) oil Pg. C50-C57 (2) petroleum (2) fossil fuel (2) minerals (2) environment E S4:C3:PO4 Describe ways in which (2) conserve Unit B: Looking at resources can be conserved (e.g., by (2) reduce Ecosystems reducing, reusing, recycling, finding (2) reuse Chapter 2: Lesson 3 substitutes) (2) recycle Pg. B66-B73 (2) substitute (2) substitution E S3:C1:PO1 Describe how natural events (2) intended Unit B: Looking at and human activities have positive and (2) unintended Ecosystems negative impacts on environments (e.g., (2) impact Chapter 2: Lesson 2 fire, floods, pollution, dams) (2) dam Pg. B58-B65 E S3:C1:PO2 Evaluate the consequences of (2) rapidly environmental occurrences that happen (2) environmental either rapidly (e.g., fire, flood, tornado) occurrences or over a long period of time (e.g., (2) prolonged drought, melting ice caps, the greenhouse (2) drought effect, erosion) (2) greenhouse effect (2) ice caps (2) erosionAssessment:8/13/12 7 Isaac Elementary School District
  8. 8. 4th Unit: Life Science Cluster: Diversity, Adaptation and Behavior Approximate Time: 14 days8/13/12 8 Isaac Elementary School District
  9. 9. 4th Essential Questions Big Ideas  Why are rabbits in Alaska white and extra fluffy but rabbits in Arizona  Organisms have traits that help them survive in are brown and thin? their environments. Alaskan rabbits live in the snow and their white fur helps them blend in and stay warm. The Arizona rabbits need to blend into the desert so they are brown. They also need to keep cool so they have less fur.  Cacti are some of the oldest plants on record. What about cacti  Organisms have traits that help them to survive in contributes to their success? their environments. Cacti are especially suited for their environment. Their thick exterior helps retain water and their spines protect them from predators.  Why aren’t all babies born in the summer suntanned?  Only genetic traits can be passed on. Babies born in the summer are not suntanned because although their parents may be, a suntan is not a genetic trait. Only genetic traits or the traits inside of our cells’ DNA can be passed on. Things that change, like suntans, scars, tattoos, or dyed hair color, are not in the DNA and cannot be passed on.8/13/12 9 Isaac Elementary School District
  10. 10. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S4:C4:PO1 Recognize that successful S1:C1:PO1 (2) characteristics Camouflage Beans characteristics of populations are Differentiate (2) populations inherited traits that are favorable in a inferences from (2) inherited particular environment observations (2) trait (2) favorable (2) particular (2) inference (2) observation E S4:C4:PO2 Give examples of (2) adaptation Unit A: A World of Living adaptations that allow plants and animals (2) survival Things to survive (2) survive Chapter 2:Lesson 1  camouflage- horned lizards, Pg. A36-A45 coyotes  mimicry- Monarch and Viceroy butterflies  physical- cactus spines  mutualism- species of acacia that harbor ants, which repel other insects Cluster Project: A New Place, A New Organism Students create a fictitious environment and an organism that would be successful living there. Students must explain which of the adaptations help it to survive as well as explain and justify the relationship between environmental conditions and the adaptations that are favorable. Assessment: Unit: Earth Science8/13/12 10 Isaac Elementary School District
  11. 11. 4th Cluster: Water and Land Approximate Time: 18 days Essential Questions Big Ideas  Other than a human, what is something we (in Arizona) experience  Water and the processes associated with it (erosion, outside that is powerful enough to change the surface of the Earth? deposition, etc) continuously change the surface of the Earth. Water and wind are powerful enough to change the surface of the Earth.  What one thing makes up both the most and one of the least abundant  The distribution of water on Earth varies in where resource on Earth? the water is as well as whether it is salt, fresh, ground or atmpospheric. Water. The most plentiful is resource is salt water. About 71% if the Earth is covered in water but only 3% of that is freshwater.8/13/12 11 Isaac Elementary School District
  12. 12. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S6:C3:PO2 Describe the distribution of (2) distribution water on the Earth’s surface (2) surface E S6:C3:PO1 Identify the sources of water within an environment (e.g., ground water, surface water, atmpospheric water, glaciers) E S6:C2:PO1 Identify the Earth processes S1:C2:PO2 Plan a (2) variable that cause erosion AND simple investigation (2) control that identifies the (2) investigation S6:C2:PO2 Describe the role that water variables to be (2) experiment E plays in the following processes that alter controlled (2) data the Earth’s surface features (erosion, deposition, weathering) S1:C2:PO3 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical and Earth and space sciences S1:C4:PO3 Communicate with other groups or individuals to compare the results of a common investigation I S6:C2:PO4 Compare rapid and slow (2) weathering Unit B: Looking at processes that change the Earth’s surface, (2) rapid Ecosystems including: (2) slow Chapter 2:Lesson 1  rapid- earthquakes, volcanoes, Pg. B49-B57 floods  slow- wind, weatheringUnitProject:Assessment:8/13/12 12 Isaac Elementary School District
  13. 13. 4th Unit: Earth Science Cluster: Weather and Climate Approximate Time: 16 days8/13/12 13 Isaac Elementary School District
  14. 14. 4th Essential Questions Big Ideas  A boy walks out of his house into the normal, hot, dry outdoors. He  Weather is temporary while climate is a persistent notices that it is very sunny and there is a slight breeze blowing. “I really state or trend. enjoy the climate of my state and the beautiful weather today,” he thought. What is the weather that day and the climate where the boy The climate is hot and dry. The weather is sunny with a lives? slight breeze.  How do the Earth and the atmosphere interact?  The Earth and atmosphere are always interacting. The changes on Earth affect the atmosphere and the changes in the atmosphere create changes in the weather and climate on Earth.8/13/12 14 Isaac Elementary School District
  15. 15. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S6:C3:PO3 Differentiate between (2) weather weather and climate as they relate to the (2) climate southwestern United States (2) differentiate (2) distinguish E S6:C3:PO5 Interpret the symbols on a (2) symbol Unit D: Patterns on Earth weather map or chart to identify the (2) front and in Space following: (2) temperature Chapter 1: Lesson 3: How  temperature (2) precipitation is Weather Predicted  fronts Pg. D22-D23  precipitation Chapter 1: Lesson 2 Pg. D14-D15 I S6:C3:PO6 Compare weather condition S1:C3:PO1 Analyze (2) conditions in various locations (e.g., regions of data obtained in a (2) various Arizona, various U.S. cities, coastal vs. scientific investigation (2) location interior geographical regions) to identify trends (2) region (2) coastal S1:C3:PO2 Formulate (2) interior conclusions based (2) exterior upon identified trends in data U S6:C3:PO4 Measure changes in weather S1:C2:PO1 (2) precipitation Unit D: Patterns on (e.g., precipitation, wind speed, Demonstrate safe (3) barometric Earth and in Space barometric pressure) behavior and pressure Unit D Experiment- appropriate (4) barometer Clouds and Weather procedures (e.g., use Prediction and care of TE pg. D1i technology, materials, organisms) in all science inquiry S1:C2:PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary) S1:C2:PO5 Record data in an organized and appropriate format (e.g., t-chart,8/13/12 15 Isaac Elementary School District
  16. 16. 4th table, list, written log) S1:C4:PO2 Choose an appropriate graphic representation for collected data: bar graph, line graph, Venn diagram, model E S6:C2:PO5 Identify the Earth events that S1:C1:PO3 Formulate (2) prediction cause changes in atmospheric conditions predictions in the (2) atmosphere (e.g., volcanic eruptions, forest fires) realm of science (2) atmospheric based on observed (2) conditions cause and effect (2) erupt relationships (2) volcanic eruption (1) forest fire Cluster Students choose where to move by interpreting data and drawing conclusions about where they would like to live. Data includes weather and climate patterns on a map. Project: Whether the Weather is Nice Assessment: Unit: Earth Science Cluster: Changes in Earth Approximate Time: 10 days8/13/12 16 Isaac Elementary School District
  17. 17. 4th Essential Questions Big Ideas  One day, on a hike in the desert you find an object that looks like a  There is evidence that life and environments have piece of stone with an imprint of a fish skeleton in it. What do you changed over time. suppose the object is and what information could it give you about where you found it? The object is probably a fossil and it is telling us that at one time there was probably water near by. The area could have been covered with water that has since dried up or there could have been water near by and people or animals used to catch the fish and bring them back to the area where the fossil was to eat them. Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/ Core Curricular E S6:C2:PO6 Analyze evidence that (2) evidence indicates life and environmental conditions (3) fossil have changed (e.g., tree rings, fish fossils (3) ice core in desert regions, ice cores) (3) tree ring E S6:C2:PO3 Describe the role that water plays in the following processes that alter the Earth’s surface features:  erosion  deposition  weathering I S6:C2:PO4 Compare rapid and slow Unit B: Looking at processes that change the Earth’s surface, Ecosystems including: Chapter 2:Lesson 1  rapid- earthquake, volcanoes, Pg. B49-B57 floods  slow- wind, weathering Assessment:8/13/12 17 Isaac Elementary School District
  18. 18. 4th Unit: Physical Science Cluster: Electricity Approximate Time: 13 days8/13/12 18 Isaac Elementary School District
  19. 19. 4th Essential Questions Big Ideas  Why are winter socks made of wool and stove tops are made of metal?  Conductors allow energy to move through them while insulators do not. Winter socks are wool because wool is an insulator. Since heat is a form of energy and insulators do not allow energy to pass through them, wool is good and keeping feed warm. On the other hand, stovetops are designed to pass energy from the stovetop to the pan and from the pan to the food. They are made of metal because metal is a conductor and will allow the heat energy to pass through.  Suppose five light bulbs are wired together inside of a box. The box  The two main types of circuits are parallel and prevents you from seeing how they are wired together but you know series circuits. The difference between a parallel that when you flip the switch all five turn on. One day, you are and series circuit is that all the components of a observing the lights when the middle one goes out. Immediately after, series circuit are connected to one another whereas the other two light bulbs after that one go out too but the first two stay in a parallel circuit all the components share a on. What do we know about how these light bulbs are wired together? voltage source but are not necessarily connected to one another. We know that the lights are wired in series. If they had been wired in a parallel circuit all of them would have gone out when the voltage source went out or just one would go out and the others would stay lit. We know they are in a series because the voltage flows until it reaches the one that burns out and then it cannot go any further which makes the rest go out too.8/13/12 19 Isaac Elementary School District
  20. 20. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S5:C3:PO1 Demonstrate that electricity S3:C2:PO1 Describe (2) electricity Unit F: Forces and Motion flowing in circuits can produce light, heat, how science and (2) energy Chapter 1: Lesson 4 sound, and magnetic effects technology (e.g., (2) light Pg. F22-F23 computers, air (2) heat conditions, medicine) (2) sound have improved the (3) magnetic lives of many people effects (2) magnetism I S5:C3:PO2 Construct series and parallel S2:C2:PO2 Describe (3) series circuit Unit F: Forces and electric circuits the interaction of (3) parallel circuit Motion components in a (3) voltage Chapter1: Lesson 2 system (e.g., flashlight, Pg. F14 radio) E S5:C3:PO3 Explain the purpose of (3) insulator Unit F: Forces and conductors and insulators in various (3) conductor Motion practical applications (2) practical Chapter1: Lesson 2 application Pg. F13 I S5:C3:PO5 State cause and effect (2) magnet Unit F: Forces and relationships between magnets and (3) circuitry Motion circuitry Chapter 1: Lesson 4 Pg. F24-F27 U S2:C1:PO1 Identify how diverse people S2:C2:PO3 Explain (3) Benjamin and/or cultures, past and present, have various ways scientists Franklin made important contributions to scientific generate ideas (e.g., (3) Nicola Tesla innovations; Benjamin Franklin, Nicola observation, Tesla experiment, collaboration, theoretical and mathematical models) S2:C2:PO1 Explain the role of experimentation in scientific inquiry U S2:C1:PO2 Describe science-related (3) electrical career opportunities engineer (3) electro physicist (3) inventorAssessment:8/13/12 20 Isaac Elementary School District
  21. 21. 4th Unit: Physical Science Cluster: Magnetism8/13/12 21 Isaac Elementary School District
  22. 22. 4th Approximate Time: 13 days Essential Questions Big Ideas  How are magnets and the Earth alike?  Magnets have poles that are oppositely charged. The like sides repel one another and the opposite sides attract one another. Both the Earth and magnets have poles that are opposite one another.  Energy flowing through circuits often produces  Why do metal things sometimes stick to plastic switch covers? magnetic effects near the circuit. Light weight metal objects will occasionally stick to plastic switch or outlet covers because the energy flowing through that circuit creates a magnetic field near it.8/13/12 22 Isaac Elementary School District
  23. 23. 4th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core Curricular E S5:C3:PO4 Investigate the S1:C1:PO2 Formulate (2) magnet Unit F: Forces and Motion characteristics of magnets (e.g., a relevant question (2) poles Chapter 1: Lesson 3 opposite poles attract, like poles repel, through observations (2) attract Pg. F18-F21 the force between two magnet poles that can be tested by (2) repel depends on the distance between them an investigation (2) force (2) opposite S1:C1:PO4 Locate W-S3:C6:PO1 information (e.g., R-S3:C1:PO5 book, article, website) related to an investigation S1:C3:PO3 Determine that data collected is consistent with the formulated question S1:C3:PO4 Determine whether the data supports the predictions for an investigation S1:C3:PO5 Develop new questions and predictions based upon the data collected in the investigation S1:C4:PO1 W-S3:C3:PO1 Communicate verbally or in writing the results of an inquiry I S5:C3:PO5 State cause and effect S2:C2:PO3 Design (2) magnet http://phet.colorado.edu/en/ relationships between magnets and and construct a (3) circuitry simulations/category/physics/ circuitry technological solution electricity-magnets-and- to a common problem circuits or need using common materials U S2:C1:PO1 Identify how diverse S2:C2:PO3 Explain8/13/12 23 Isaac Elementary School District
  24. 24. 4th people and/or cultures, past and various ways scientists (3) Michael present, have made important generate ideas (e.g., Faraday contributions to scientific innovations; observation, Michael Faraday experiment, collaboration, theoretical and mathematical models) Assessment:8/13/12 24 Isaac Elementary School District