4th Grade Science: Curriculum Map and Pacing Guide                            2011/2012Several links to lesson plans, vide...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
4th Grade Science: Curriculum Map and Pacing Guide 2011/2012                                                              ...
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Fourth Grade Science Curriculum Map

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Fourth Grade Science Curriculum Map

  1. 1. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012Several links to lesson plans, videos, games, and other activities that are aligned with thestate standards have been added to the curriculum map. These links are from varioussources, and should be previewed by each individual teacher before using them, in order tobecome acquainted with the content. Many of the activities have additional resources linkedto them.***Special Note – Please Read: Before clicking on the links labeled (DE), whichstands for Discovery Education, you need to log into IDEAL, then click on “CurriculumResources”, and go to “Discovery Education Streaming”. These are videos that are forDiscovery account holders only.If you don’t remember your account login and password, call 480-965-9411 for assistance.To set up an account for the first time, log into https://www.ideal.azed.gov/p/ and provide therequired information.
  2. 2. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Inquiry Process Additional Resources Assessment Performance Objective Student Outcomes Core Resources[SC04-S1C1-01] Differentiate inferences from observations. I can tell the difference between what I think and what I see. These standards will be Before clicking on the taught throughout all links with (DE) after four quarters with an them, log into IDEAL introduction in the first and open Discovery two weeks of August. Streaming. Use resources at end of Inference/Observation each chapter (People in Scientific Method Ppt. Science) for S2C1-01, Scientific Method Quiz S2C1-02. Ppt. *Additional resources may What Is a Scientist? Ppt. be found on the following Stevenson Ranch websites: Elementary Science Links geography4kids.com; BBC Bitesize Science Fair Resources www.eiadoe.gov/kids/clas Investigation Ideas sactivities/teachers&stude Plant Experiment (Lesson/ nts.html#elementary;www Activity) . need.org/curriculum.php; Bridge Building www.energy.gov/foreduca (Lesson/Activity) tors.htm; Keeping Out the Cold nationalgeographic.com (Lesson/Activity)[SC04-S1C1-02] Formulate a relevant question I can ask a question about observations that can be Science Fun (DE)through observations that can be tested by an tested by an investigation.investigation. (See M04-S2C1-01) Scientific Method[SC04-S1C1-03] Formulate predictions in the I can make predictions after observing cause (experiment with insulatorsrealm of science based on observed cause and and effect relationships. and conductorseffect relationships.[SC04-S1C1-04] Locate information (e.g., book, I can locate information for an investigation.article, website) related to an investigation. (SeeW04-S3C6-01 and R04-S3C1-05) Education World (lots of[SC04-S1C2-01] Demonstrate safe behavior and I can use safe behavior and proper procedures when I resources)appropriate procedures (e.g., use and care of do science activities.technology, materials, organisms) in all scienceinquiry.[SC04-S1C2-02] Plan a simple investigation that I can plan a simple investigation that identifies the variables.identifies the variables to be controlled.[SC04-S1C2-03] Conduct controlled investigations I can do investigations in science.(e.g., related to erosion, plant life cycles, weather,magnetism) in life, physical, and Earth and spacesciences.Isaac School District Page 1 of 8 June 6, 2011
  3. 3. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Inquiry Process Additional Resources Assessment Performance Objective Student Outcomes Core Resources[SC04-S1C2-04] Measure using appropriate tools I can measure using the right tools and units of measure. These standards will be Metric Measurement (DE)(e.g., ruler, scale, balance) and units of measure (i.e., taught throughout all Video, TG, blackline masters, quizmetric, U.S. customary). (See M04-S4C4-03 and four quarters with anM04-S4C4-07) introduction in the first Standardization (DE) two weeks of August. Use resources at end of Standard Units Intro (DE) each chapter (People in Video, TG, blackline Science) for S2C1-01, masters S2C1-02. *Additional resources may Activities to do that require data collection be found on the following websites: Graphic Organizers geography4kids.com; www.eiadoe.gov/kids/clas sactivities/teachers&stude nts.html#elementary;www . need.org/curriculum.php; www.energy.gov/foreduca tors.htm; nationalgeographic.com[SC04-S1C2-05] Record data in an organized and I can record data in a t-chart, table, list or log.appropriate format (e.g., t-chart, table, list, writtenlog). (See W04-S3C2-01 and W04-S3C3-01)[SC04-S1C3-01] Analyze data obtained in a I can analyze data from an investigation to identify trends.scientific investigation to identify trends. (SeeM04-S2C1-03) Formulate conclusions[SC04-S1C3-02] I can develop conclusions using the trends I identify in data.based upon identified trends in data. (SeeM04-S2C1-03) Determine that data collected is[SC04-S1C3-03] I can tell if the data collected is consistent with theconsistent with the formulated question. question of the investigation.[SC04-S1C3-04] Determine whether the data I can tell whether the data from an investigationsupports the prediction for an investigation. agrees with the prediction.[SC04-S1C3-05] Develop new questions and I can develop new questions and predictionspredictions based upon the data collected in the from the data collected in the investigation.investigation.[SC04-S1C4-01] Communicate verbally or in I can talk about or write about the results of an inquiry.writing the results of an inquiry. (See W04-S3C3-01)Isaac School District Page 2 of 8 June 6, 2011
  4. 4. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Inquiry Process Additional Resources Assessment Performance Objective Student Outcomes Core Resources [SC04-S1C4-02] Choose an appropriate graphic I can choose a graphic representation for data. These standards will be Thomas Edison (Lesson) representation for collected data: • bar graph • line taught throughout all Graphic Organizers graph • Venn diagram • model (See M04-S2C1-02) four quarters with an introduction in the first George Washington Carver two weeks of August. Lesson) Use resources at end of each chapter (People in Engineering (videos) Science) for S2C1-01, S2C1-02. Weather Forcasting *Additional resources may Toyology (DE) be found on the following websites: NASCAR Engineer (DE) geography4kids.com; www.eiadoe.gov/kids/clas sactivities/teachers&stude nts.html#elementary;www . need.org/curriculum.php; www.energy.gov/foreduca tors.htm; nationalgeographic.com [SC04-S1C4-03] Communicate with other groups or I can talk with others to compare the results of an investigation. individuals to compare the results of a common Unit A-A World of Living investigation. [SC04-S2C1-01] Identify how diverse people and/or I can identify people who have contributed to Things - Chapter 2 - cultures, past and present, have made important scientific innovations. Lesson 1 pp. A54-A61, contributions to scientific innovations (e.g., Margaret Chapter 3-Lesson 1 Mead [anthropologist], supports Strand 4; Nikola (supplemental activity Tesla [engineer, inventor] supports Strand 5; Michael needed) Faraday [scientist], supports Strand 5; Benjamin Franklin [scientist], supports Strand 5). [SC04-S2C1-02] Describe science-related I can describe science related career opportunities. career opportunities.Isaac School District Page 3 of 8 June 6, 2011
  5. 5. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 September 5-October 3 Assessment Performance Objective Student Outcomes Core Resources Additional Resources[SC04-S4C1-02] Classify animals by identifiable I can classify animals as vertebrates or invertebrates. Unit A-A World of Living Things (DE)group characteristics: • vertebrates – mammals, birds, Living Things - Chapter 1 Teacher’s Guidefish, reptiles, amphibians • invertebrates – insects, - Lesson 2 pp. A12-A17 Animal Classification (DE)arachnids Teacher’s Guide Characteristics of Living Organisms (Lesson)[SC04-S4C1-01] Compare structures in plants (e.g., I can compare structure in plants and animals that Unit A-A World of Plant Structure (DE)roots, stems, leaves, flowers) and animals (e.g., have different purposes in growth and survival. Living Things - Chapter 1 Video, TG, blacklinemuscles, bones, nerves) that serve different functions - Lesson 3 pp. A18-A23 masters, quiz Plantin growth and survival. Adaptation (DE) Video, TG, blackline masters, quiz Bird Beaks (Lesson)[SC04-S4C4-02] Give examples of adaptations that I can give examples of adaptations that allow plants Unit A-A World of Insect disguises (DE)allow plants and animals to survive. • camouflage – and animals to survive. Living Things - Chapter 2 Animal Adaptations (Lesson)horned lizards, coyotes • mimicry – Monarch and - Lesson 1 (used to build Desert Adaptations (DE)Viceroy butterflies • physical – cactus spines • background for diversity,mutualism – species of acacia that harbor ants, which adaptation, and behavior)repel other harmful insects A36-A45Isaac School District Page 4 of 8 June 6, 2011
  6. 6. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 September 5-October 3 Additional Resources Assessment Performance Objective Student Outcomes Core Resources[SC04-S3C2-01] Describe how science and I can describe how science and technology have Unit B-Looking at Reduce, Reuse, Recycle (Lesson)technology (e.g., computers, air conditioning, improved people’s lives. Ecosystems - Chapter 1 Technology and Farmingmedicine) have improved the lives of many people. - Science and (Lesson) Technology pp. B42- Tracking Hurricanes B43 (Lesson)[SC04-S4C3-01] Describe ways various resources I can describe ways that air, water, plants, animals, and Supplemental resources Renewable Energy Sources(e.g., air, water, plants, animals, soil) are utilized soil are used to meet people’s needs. needed (Lesson)to meet the needs of a population. (discoveryeducation.com Recycling 1 (Lesson)[SC04-S4C3-02] Differentiate renewable I can tell whether resources are renewable or nonrenewable. ) Recycling 2 (Lesson)resources from nonrenewable resources. Recycling (DE) Teacher’s Guide[SC04-S4C3-04] Describe ways in which I can describe ways to conserve resources. Unit B-Looking at Recycling (DE) Video,resources can be conserved (e.g., by reducing, Ecosystems - Chapter 2 TG, blackline mastersreusing, recycling, finding substitutes). - Lesson 3 pp. B66-B73 Water Expands When it Freezes (demonstration)[SC04-S4C3-03] Analyze the effect that limited resources I can discuss the effect on an environment when Unit C-Earths Surface -(e.g., natural gas, minerals) may have on an environment. resources such as natural gas are limited. Chapter 2 - Lesson 3 pp. C50-C57[SC04-S3C1-02] Evaluate the consequences of I can explain the consequences of things that occur Unit B-Looking atenvironmental occurrences that happen either quickly in the environment or over a long period of Ecosystems - Chapter 2rapidly (e.g., fire, flood, tornado) or over a long time. - Lesson 1 pp. B49-B57period of time (e.g., drought, melting ice caps, *Supplementalthe greenhouse effect, erosion). resources needed for S6C2-05 and S6C2-06[SC04-S6C2-04] Compare rapid and slow I can compare rapid and slow processes that change theprocesses that change the Earth’s surface, Earth’s surface, including:including: • rapid – earthquakes, volcanoes, floods • rapid – earthquakes, volcanoes, floods• slow – wind, weathering • slow – wind, weatheringIsaac School District Page 5 of 8 June 6, 2011
  7. 7. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 2 October 31-December 15 Additional Resources Assessment Performance Objective Student Outcomes Core Resources[SC04-S6C2-05] Identify the Earth events that cause I can identify the Earth events that cause changes in Unit B-Looking at Tree Rings (DE) Video, TG, blackline masters,changes in atmospheric conditions (e.g., volcanic atmospheric conditions. Ecosystems - Chapter 2 quizeruptions, forest fires - Lesson 1 pp. B49-B57 *Supplemental resources needed for S6C2-05 and S6C2-06[SC04-S6C2-06] Analyze evidence that indicates life I can analyze evidence that shows life andand environmental conditions have changed (e.g., environmental conditions have changed.tree rings, fish fossils in desert regions, ice cores).[SC04-S6C2-01] Identify the Earth processes I can identify the Earth processes that cause erosion. Supplemental Erosion (DE) resource Weathering (DE)that cause erosion. Deposition (DE) needed Sinkholes Video[SC04-S6C2-02] Describe how currents and I can describe how currents and wind causewind cause erosion and land changes. erosion and land changes. How the Grand[SC04-S6C2-03] Describe the role that water plays I can describe the role that water plays in altering Canyonin the following processes that alter the Earth’s the Earth’s surface because of erosion, deposition, Wassurface features: • erosion • deposition • weathering and weathering. Formed (Lesson)[SC04-S3C1-01] Describe how natural events and I can describe how natural events and human Lesson 2 pp. B58-B65 Air Pollution (DE) Video, TG, blackline masters,human activities have positive and negative activities have positive and negative impacts on and Supplemental quizimpacts on environments (e.g., fire, floods, environments (e.g., fire, floods, pollution, dams). resources such as, Thepollution, dams). Great Kapok Tree by Volcanoes (DE) Lynne Cherry, Fern Gully video, andThe Lorax by Forest Fires (DE) Video, Dr. Suess TG, blackline masters,[SC04-S3C2-02] Describe benefits (e.g., easy I can describe some benefits and some quizcommunications, rapid transportation) and risks (e.g., risks of using technology.pollution, destruction of natural resources) related tothe use of technology.[SC04-S3C2-03] Design and construct a I can design and build a solution using technology totechnological solution to a common problem or a common problem or need.need using common materials.Isaac School District Page 6 of 8 June 6, 2011
  8. 8. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 January 17-March16 Performance Objective Student Outcomes Core Resources Additional Resources Assessment[SC04-S5C3-01] Demonstrate that electricity flowing I can show that electricity flowing in circuits can Unit F-Forces and Motion Cicuits (video) Electricity (Lesson)in circuits can produce light, heat, sound, and produce light, hear, sound, and magnetic effects. - Chapter 1 - Lesson 1 Electricity (DE) Video,magnetic effects. (preview to TG, blackline masters, electircity) quiz and Lesson 2 pp. F10-F15 Electricity in the Home Internet resources: (Lesson) www.srpnet.com/eductai Electricity module, o n/inservice.aspx#kids questions, applications[SC04-S5C3-02] Construct series and parallel I can construct series and parallel electric circuits. Simple Circuits module,electric circuits. questions[SC04-S5C3-03] Explain the purpose of I can explain the purpose of conductors and insulators Building Circuits module,conductors and insulators in various practical in various practical applications questions Circuit Experimentsapplications. module, questions[SC04-S5C3-04] Investigate the characteristics of I can investigate the characterstics of magnets. Unit F-Forces and Motion Lesson 1 on Magnets Lesson 2 on Magnetsmagnets (e.g., opposite poles attract, like poles repel, - Chapter 1 - Lesson 3 Image of Flashlightthe force between two magnet poles depends on the pp. F16-F21 Componentsdistance between them). Magnets (DE) Video, TG,[SC04-S2C2-02] Describe the interaction of I can describe how components interact in a system. Unit F-Forces and Motion blackline masters, quiz Magnetismcomponents in a system (e.g., flashlight, radio). - Chapter 1 - Lesson 4 Magnetic Forces module pp. F22-F29 and questions and[SC04-S5C3-05] State cause and effect relationships I can state cause and effect relationships between applicationsbetween magnets and circuitry. magnets and circuitry. Energy SiteIsaac School District Page 7 of 8 June 6, 2011
  9. 9. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 January 17- March 16 Performance Objective Student Outcomes Core Resources Assessment Additional Resources[SC04-S6C3-01] Identify the sources of water within I can identify the sources of water within an environment Supplemental Intro to weather andan environment (e.g., ground water, surface water, resource climate (DE) Teacher’satmospheric water, glaciers). needed Guide[SC04-S6C3-02] Describe the distribution of water on the I can describe how water is distributed on the Earth.Earth’s surface.[SC04-S6C3-03] Differentiate between weather and I can tell the difference between weather andclimate as they relate to the southwestern United climate in the southwestern United States.States.[SC04-S6C3-05] Interpret the symbols on a weather I can read the symbols for temperature, fronts, and Unit D-Weather Lesson: Weather Mapsmap or chart to identify the following: • temperatures precipitation on a weather map. Conditions - and Symbols Lesson)• fronts • precipitation Chapter 1 - Lesson 2 pp.[SC04-S6C3-04] Measure changes in I can measure changes in weather. Unit D-Weather Measuring Weatherweather (e.g., precipitation, wind speed, Conditions - (Lesson)barometric pressure). Chapter 1 - Recording Weather Lesson 3 pp. (Lesson) D18-D23[SC04-S6C3-06] Compare weather conditions in I can compare weather conditions in different locations. Supplemental Weather Around the Worldvarious locations (e.g., regions of Arizona, resource needed (Lesson)various U.S. cities, coastal vs. interior *Additionalgeographical regions). information available on the following website: wwwazwater.gov/ dwr/Con March 26-April 13: Review before AIMSIsaac School District Page 8 of 8 June 6, 2011

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