Fourth Grade Science
Course Description and Philosophy
According to the Next Generation Science Standards, the Wildwood Fourth Grade science curriculum encompasses various areas of the discipline. There are seven units of study which include the following: Energy, Waves and their Applications in Technologies for Information Transfer, Molecules to Organisms: Structures and Processes, Earth’s Place in the Universe, Earth’s Systems, Earth and Human Activity, and Engineering Design.
The performance expectations in fourth grade help students formulate answers to questions such as: “What are waves and what are some things they can do? How can water, ice, wind and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? How can energy be used to solve a problem?” Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. (Next Generation Science Standards)
Student performance will be evaluated using a variety of assessments, including teacher-generated test and quizzes, laboratory activities, homework, research projects, class participation and small group exploration activities.
Text Reference:
Various leveled non-fiction books for each unit of study
For differentiation, students, parents and teachers will access Science A to Z http://www.sciencea-z.com/
Various differentiation and extension activities at http://www.sciencenetlinks.com
Revised 2014
Unit I: Energy
Essential Questions:
· What is energy?
· How can we conserve and transfer energy?
· What is the relationship between energy and forces?
· What is the roll of energy in chemical processes and in our everyday life?
· How do we define engineering problems?
Objectives: Students will be able to…
· Use evidence to construct an explanation relating the speed of an object to the energy of that object.
· Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
· Ask questions and predict outcomes about the changes in energy that occur when objects collide.
· Apply scientific ideas to design, test, and refine a device that converts energy from one form to another
Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCSDefinitions of Energy
The faster a given object is moving, the more energy it possesses. (4- PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2), (4-PS3-3) / Homework
Participation & collaboration
Lab activities and experiments
Workbook activities
Tests/quizzes
Writing tasks, PBLS & projects
Illustrations & diagrams / Textbooks
Workbooks
Media resources
Brain Pop and other online resources/tools
Nonfiction books
Lab materials / Whole and small group teacher directed instruction, reading, discussion and explorations
Guided discovery
SMART board and online tools/resources to present information
Individual assignments, research and activities
Lab activities / Online tools (e.g. Pixie, Microsoft Office programs, Pages)
Internet
SMART board
Media resources including online videos and demonstrations
Brain Pop / 4-PS3-1, 4-PS3-2, 4-PS3-3, 4-PS3-4
Com Core
RI.4.1, RI.4.3, RI.4.9, W.4.2, W.4.7, W.4.8, W.4.9, 4.OA.A.3
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Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCSConservation of Energy/ Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfers energy from place to place. (4-PS3-2),(4-PS3-3)
Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. (4-PS3-2),(4- PS3-4)
Relationship Between Energy and Forces
When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4-PS3-3)
Energy in Chemical Processes and Everyday Life
The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)
Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (4-PS3-4)
Differentiated Learning Activities
· Small group and Independent learning activities with expectations based on the student or group’s ability
· Mixed ability grouping to ensure the success of all the students
· Writing assignments and expectations varied based on student’s ability (e.g Organizers to provide guidance on writing tasks , Leveled nonfiction books, Activities and experiments aimed to provide opportunities for students to utilize their strengths and appeal to individual interests, Small group and individual guidance and support, and Use of computers as an aide for writing projects and research)
Ethical Decision Making/Character Education:
· Heighten awareness of the need to conserve energy
· Make students aware of how scientists and engineers work in teams; collaboration produces better results
· Recognizing the influence and importance of energy in our everyday lives
Differentiated and extension activities:
· Energy Science Experiments at: http://www.energyquest.ca.gov/projects/index.html#hydro
· Making a Pizza Box Solar Oven: http://www.al-solar.org/newsletters/2009-03/Making%20a%20Pizza%20Box%20Solar%20Oven.pdf
Unit II: Waves and their Applications in Technologies for Information Transfer
· What are the properties of waves?
· What is electromagnetic radiation?
· What is information technology and instrumentation?
· How does optimizing the design solution affect the outcome?
Objectives: Students will be able to:
· Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Content Topics/Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS:Wave Properties
Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (4-PS4- 1)
Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)
Electromagnetic Radiation
An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
Information Technologies and Instrumentation
Digitized information can be transmitted over long distances without significant degradation. High-tech devices receive and decode information, convert it from digitized form to voice, and vice versa. (4-PS4-3)
Optimizing The Design Solution
Different solutions need to be tested in order to determine which best solves the problem (4-PS4-3) / Homework
Participation, cooperation and collaboration
Lab activities and experiments
Workbook activities
Tests/quizzes
Writing tasks
Performance tasks
Illustrations, diagrams, and projects / Textbooks
Workbooks
Media resources
Brain Pop
Online resources/tools
Nonfiction books
Lab materials / Whole and small group teacher directed instruction
Guided discovery
Whole group, small group and independent reading to learn
Whole and small group discussion and explorations
SMART board and online tools/resources to present information
Brain Pop
Individual assignments, research and activities
Lab activities and designing experiments / Online tools (e.g. Pixie, Microsoft Office programs, Pages)
Internet
SMART board
Media resources including online videos and demonstrations
Brain Pop / Next GEN
4-PS4-1
4-PS4-2
4-PS4-3
Common Core
RI.4.1
RI.4.9
SL.4.5
MP.4
4.F.A.1
Differentiated Learning Activities
· Small group and Independent learning activities with expectations based on the student or group’s ability
· Mixed ability grouping to ensure the success of all the students
· Writing assignments and expectations varied based on student’s ability
· Organizers to provide guidance on writing tasks
· Leveled nonfiction books
· Activities and experiments aimed to provide opportunities for students to utilize their strengths and appeal to individual interests
· Small group and individual guidance and support
· Use of computers as an aide for writing projects and research
· Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
· Generate and compare multiple solutions that use patterns to transfer information.
Ethical Decision Making/Character Education
· Recognizing the influence of information technology in our everyday lives
· Recognizing that we can learn from cause and effect relationships and patterns in order to make better decisions and design solutions to problems
Differentiated and Extension Activities
Sciencenetlinks:
· Light 1: Making Light of Science http://sciencenetlinks.com/lessons/light-1-making-light-of-science/
· Wonderful Waves http://sciencenetlinks.com/lessons/wonderful-waves/
Unit III: From Molecules to Organisms: Structures and Processes
Essential Question:
· What are the structures and functions of plants and animals?
· How do animals process information?
9
Objectives: Students will be able to:
· Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
· Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways
Content Topics/Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS:Structure & Function
Plants & Animals have both internal & external structures that serve various functions in growth, survival, behavior, and reproduction (4-LS1-1)
Information Processing
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2) / Homework
Participation, cooperation and collaboration
Lab activities and experiments
Workbook activities
Tests/quizzes
Writing tasks
Performance tasks
Illustrations, diagrams, and projects / Textbooks
Workbooks
Media resources
Brain Pop
Online resources/tools
Nonfiction books
Lab materials / Whole and small group teacher directed instruction
Guided discovery
Whole group, small group and independent reading to learn
Whole and small group discussion and explorations
SMART board and online tools/resources to present information
Brain Pop
Individual assignments, research and activities
Lab activities and designing experiments / Online tools (e.g. Pixie, Microsoft Office programs, Pages)
Internet
SMART board
Media resources including online videos and demonstrations
Brain Pop / Next GEN
4-LS1-1
4-LS2-2
Common Core
W.4.1
SL.4.5
4.G.A.3
Differentiated Learning Activities
· Small group and Independent learning activities with expectations based on the student or group’s ability
· Mixed ability grouping to ensure the success of all the students
· Writing assignments and expectations varied based on student’s ability
· Organizers to provide guidance on writing tasks
· Leveled nonfiction books
· Activities and experiments aimed to provide opportunities for students to utilize their strengths and appeal to individual interests
· Small group and individual guidance and support
· Use of computers as an aide for writing projects and research
Ethical Decision Making/Character Education
· Recognize the importance of plant and animal relationships and how to respect the functions of living things
· Understand we are able to use our perceptions and memories to guide our actions
9
Differentiated and Extension Activities from Sciencenetlinks
· What Parts are there to a Plant? http://sciencenetlinks.com/lessons/what-parts-are-there-to-a-plant/
· Animal Communication http://sciencenetlinks.com/afterschool-resources/dances-bees/
· Pets: Oh Behave http://sciencenetlinks.com/lessons/pets-oh-behave/
Unit IV: Earth’s Place in the Universe
Essential Question:
· What is the history of planet earth?
Objectives: Students will be able to:
· Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time
Content Topics/Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCSHistory of the Planet Earth
Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1) / Homework
Participation & collaboration
Lab activities and experiments
Workbook activities
Tests/quizzes
Writing tasks, PBLS & projects
Illustrations / Textbooks
Workbooks
Media resources
Brain Pop and other online resources
Nonfiction books
Lab materials / Whole and small group teacher directed instruction, reading, discussion and explorations
Guided discovery
SMART board and online tools/resources to present information
Individual assignments, research and activities
Lab activities / Online tools (e.g. Pixie, Microsoft Office programs, Pages)
Internet
SMART board
Media resources including online videos and demonstrations
Brain Pop / NextGen
4-ESS1-1
CommCore
W.4.7
W.4.8
W.4.9
MP.2
MP.4
4.MD.A.1
Differentiated Learning Activities