Pitt County Schools
Science – Grade 4
Instructional Guide
TIME FRAME: FIRST GRADING PERIOD
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENTCOMPETENCY GOAL 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. / Investigable Questions:
1. What physical characteristics can be used to identify one peanut (in shell) from other peanuts?
2. How does the background color affect the ability to see an object?
1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.
1.05-H Conclude that people have different body shapes, sizes, and other personal characteristics that make them unique. / Essential Questions:
· How are animals classified?
Benchmarks:
v Diagram Animals in categories of:
· Vertebrate/Invertebrate
· (Vertebrate) Mammals, Reptiles, Amphibians, Fish & Birds
· (Invertebrate) Arthropods (Insects, Arachnids, Crustaceans), Mollusks (Snail, Clams, squid)
Essential Questions:
· What do animals need from their environment to survive?
Benchmarks:
Students will identify animal survival needs:
· Shelter
· Food
· Water
· Climate
· Oxygen
Essential Questions:
· How do animals of the same kind have similar and different physical characteristics?
Benchmarks:
· Given pictures, students will classify animals according to student generated physical characteristics.
Skills:
· Classification, Record, Observing, Recording, Inferring / Essential Activities:
AIMS
Critters Animal Antics
Harcourt
Unit A, Lesson 2
P. A10-A11
Building a Backbone
Notebooking
Harcourt
Unit A, Lesson 1
P. A30-A31
Basic Needs of a Mealworm
AIMS
Field Detective Design Your Own Shelter
Notebooking
Notebooking / Harcourt
Unit A
Pages 12- 15, 26-27, 32-37, 40-45
AIMS: Critters
AIMS: Field Detectives
AIMS: Bats Incredible
Project WILD
Aquatic WILD
1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat. / Essential Questions:
· How do body structures help animals survive?
Benchmarks:
· Given a specified habitat, students will describe the physical characteristics of an animal that help it to survive in that habitat. (Example: A swamp, Alligator eyes and nostrils are located on the top of their head to be able to see and breathe in the water.)
Essential Questions:
· How do behaviors help animals survive?
Benchmarks:
Skills:
· Classification, Describe, Comparing, Evaluating / Essential Activities:
Harcourt
Unit A, Lesson 2
P. A38-A39
Bird, Beaks & Food
AIMS
Critters, Wings & Webs
Bats Incredible, Noses for Nectar
Critters, Table Manners
AIMS
Critters, Warming Up to Worms
Refer to: Harcourt
Unit A, Lesson 1
P. A30-A31
Basic Needs of a Mealworm
(focus on behaviors)
Notebooking / Harcourt
Unit A, Lesson 2
Pages. 40-45, 48-53
AIMS: Critters
AIMS: Bats Incredible
Project WILD
Aquatic WILD
1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. / Essential Questions:
· How do humans adapt to changing habitats?
Benchmarks:
· Students will identify how humans create changes in a habitat and the effects on that habitat. (Example: Pond habitat)
Essential Questions:
· How do animals adapt to changing habitats?
Benchmarks:
· Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive in that habitat.
Skills:
· Observing, Inferring, Measure, Record / Essential Activities:
Harcourt
Unit B
PP. 68-69
Changes in a Pond
AIMS
Critters, Gone Fishing
Critters, Moth Maps
Notebooking / Harcourt
Unit B,
Pages. 20-23, 70-75, 78-83
AIMS : Critters
Project WILD
Aquatic WILD
1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including:
· Other animals.
· Plants.
· Weather.
· Climate. / Essential Question:
· How does living things affect the life of animals in a habitat?
Benchmarks:
· Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on other plants and other animals sharing that same habitat.
Essential Questions:
· How do nonliving things affect the life of animals in a habitat?
Benchmarks:
· Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on weather and climate of that environment.
Skills:
· Observing, Inferring, Record / Essential Activities:
AIMS
Field Detectives, Life in the Food Chain
Critters, Catch Me if You Can
Field Detectives, Comfort Clues
Notebooking / Harcourt
Unit A
Pages 48-
Unit B
Pages 12-17, 20-23, 26-31, 36-37
AIMS: Field Detectives
AIMS: Critters
Project WILD
Aquatic WILD
Project Learning Tree (PLT)
TIME FRAME: SECOND GRADING PERIOD
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT1.05 Recognize that humans can understand themselves better by learning about other animals.
3.01-H Infer the effects of facial expressions and body language when communicating with others. / Essential Questions:
· How are humans and animals similar in physical structure?
Benchmarks:
· Students will identify physical characteristics that humans and animals have that are similar. (Example: Vertebrates, Mammals, Muscle structure, bone structure, etc.)
Essential Questions:
· How are human behaviors similar to animal behaviors?
Benchmarks:
· Students will identify behaviors that humans and animals have that are similar. (Example: eating habits, reproduction, recreation, etc.)
Essential Questions:
· How are human habitat needs similar to those of animals?
Benchmarks:
· Students will identify needs that humans and animals have that are similar. (Example: Shelter, Food, Water, Oxygen & Climate.) / Essential Activities:
Create a Double Bubble Thinking Map (or Venn Diagram) illustrating the similarities of animal and human physical features.
Create a PowerPoint presentation comparing and contrasting the behaviors of humans and animals.
Create a publication (brochure, newsletter, poster or include in PowerPoint) comparing and contrasting the needs of humans and animals
Notebooking / Harcourt
Unit A
Pages 12-15, 26-27, 30-31, 32-37, 58-59, 90-99, 102- 105, 110-111.
Project WILD
Aquatic WILD
Project Learning Tree (PLT)
Goal 2 starts day 16 of 2nd marking period.
COMPETENCY GOAL 2: The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals. / Investigable Questions:
1. Given an assortment of rocks, how can they be grouped using their physical properties?
2. What effect does freezing of water have on rocks?
3. What factors effect the weight of a group of different rocks?
2.04 Show that different rocks have different properties. / Essential Questions
· What are the properties of rocks?
· Do all rocks have the same properties?
Benchmarks:
· Students will be able to differentiate among different types of rocks.
· Students will describe and replicate the steps involved in fossil formation.
Skills:
· Classify, Observe, Describe, Record / Essential Activities:
Harcourt Science “Identifying Rocks,” page C38-C39
Harcourt Science “How do Fossils Form,” C60-61
Notebooking / Harcourt Science Unit C, Chapter 2, Lesson 2
Harcourt Science Unit C, Chapter 3, Lesson 1
2.06 Classify rocks and rock-forming minerals using student-made rules. / Essential Questions:
· How are rocks classified?
Benchmarks:
· Students will classify rocks using student-made rules. / Essential Activities:
AIMS “Rocks, Rocks, and More Rocks”
AIMS “Rock N Rule”
Notebooking / AIMS – Primarily Earth
AIMS – Overhead and Underfoot
2.03 Explain how rocks are composed of minerals. / Essential Questions:
· What are rocks composed of?
Benchmarks:
· Observe that rocks are composed of different materials called minerals.
· Analyze a granite sample to determine what minerals are present.
Skills:
· Observe, Analyze, Communicate / Essential Activities:
FOSS Investigation 1 parts 2 and 3.
Foss Investigations 4 part 1
Notebooking / Primary Resource: FOSS - Earth Materials
AIMS: Primarily Earth
AIMS: Overhead and Underfoot
Harcourt Science Unit C, Chapter 2, Lesson 2
2.01 Describe and evaluate the properties of several minerals.
2.02 Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including:
· Hardness.
· Streak color.
· Luster.
· Magnetism. / Essential Questions:
· What are the properties of minerals?
Benchmarks:
· Students will investigate the hardness of minerals and will classify minerals according to hardness.
Skills:
· Observe, Classify, Compare / Essential Activities:
FOSS Investigation 2 parts 1 and 2
Harcourt Science Mineral Properties C32-C33
Notebooking / Primary Resource: FOSS - Earth Materials
AIMS: Primarily Earth
Harcourt, Science Unit C Chapter 2 Lesson 1.
2.05 Discuss and communicate the uses of rocks and minerals. / Essential Questions:
· How are rocks and minerals used?
Benchmarks:
· Students will identify uses of rocks and minerals in their daily environment and will communicate the importance of these uses.
Skills:
· Observe, Record / Essential Activities:
FOSS Investigation 3 Science Extension
FOSS Investigation 4, Science Extension
Notebooking / Primary Resource: FOSS - Earth Materials
2.07 Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing / Essential Questions:
· What rocks and minerals are in North Carolina?
· How do these rocks and minerals help identify the regions of NC?
Benchmarks:
· Students will identify rocks and minerals characteristic of each region of NC.
· Students will distinguish between the rocks and minerals of NC and rocks and minerals of other regions and states.
Skills:
· Observe, Compare, Classify, Record / Essential Activities:
FOSS Investigation 4 Part 2
Notebooking / Primary Resource: FOSS - Earth Materials
Social Studies resource tie-in
TIME FRAME: THIRD GRADING PERIOD
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENTCOMPETENCY GOAL 4: The learner will conduct investigations and use appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body. / Investigable Questions:
1. What does the size of a grease spot tell us about the amount of fat in a food?
2. What effect does the temperature of the water have on the gas production of a mixture of yeast and sugar?
3. Using the gas test, which type of cereal has the most sugar?
4.01 Explain why organisms require energy to live and grow. / Essential Questions:
· Why do organisms require energy to live and grow?
Benchmarks:
· Students will conduct investigations with common foods and learn nutritional information.
Skills:
· Observing, Communicating, Comparing, Organizing, and Relating / Essential Activities:
FOSS
Food and Nutrition, Investigation 1
FOSS Food and Nutrition, Science Stories,
Face the Fats pages 1-5 / Primary Resource: FOSS - Food and Nutrition
Health Textbook
4.02 Show how calories can be used to compare the chemical energy of different foods. / Essential Questions:
· What are the calorie values in different types of foods and how can they be measured?
Benchmarks:
· Students will identify calories of various foods by reading nutritional information on food packages.
Skills:
· Observing, Communicating, Comparing, Organizing, and Relating / Essential Activities:
FOSS
Food and Nutrition, Investigation 4
FOSS Food and Nutrition, Science Stories,
Food Labels pages 27-29
Compare the nutritional values of foods by looking at the FDA labels located on the packaging and the daily required allowance. / Primary Resource: FOSS - Food and Nutrition
Health Textbook
North Carolina Sweet Potato Website
4.03 Discuss how foods provide both energy and nutrients for living organisms.
4.01-H Identify the major components of the digestive system and summarize the
digestion process.
4.02-H Analyze how microorganisms can cause food borne illnesses and
demonstrate safe food preparation, handling, cooking, and storing that
promotes cleanliness and avoids cross contamination.
4.03-H Utilize the basic information on food labels to make decisions about the
nutritional value of various foods.
4.04-H Demonstrate the ability to plan healthy meals and snacks that emphasize the principles of My Pyramid.
4.05-H Summarize the concept and the benefits of eating in moderation.
4.06-H Distinguish between healthy and unhealthy eating patterns. / Essential Questions:
· How do foods provide energy for living organism
Benchmarks:
· Students will conduct sugar tests to investigate which contains the most sugar.
Essential Questions:
· How do foods provide nutrients for living organism?
Benchmarks:
· Students will conduct acid base tests and combine baking soda and vinegar to create Carbon Dioxide.
Skills:
· Observing, Communicating, Comparing, Organizing, and Relating / Essential Activities:
FOSS
Food and Nutrition, Investigation 2
FOSS Food and Nutrition, Science Stories,
Healthy Kids pages 37-40
FOSS
Food and Nutrition, Investigation 3 / Primary Resource: FOSS - Food and Nutrition
Health Textbook
4.04 Identify starches and sugars as carbohydrates. / Essential Questions:
· Do carbohydrates contain starches and sugars?
Benchmarks:
· Students will identify the amount of carbohydrates in foods focusing on the amount of sugar and starch in that food. / Essential Activities:
FOSS
Food and Nutrition, Investigation 2
Testing Cereals p. 18
Compare the nutritional values of foods by looking at the FDA labels located on the packaging and the daily required allowance. Compare the carbohydrate amount with the sugar and starch values. / Primary Resource: FOSS - Food and Nutrition
Health Textbook
TIME FRAME: FOURTH GRADING PERIOD
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT4.05 Determine that foods are made up of a variety of components. / Essential Questions:
· What amounts of food components are in healthy foods and are the recommended daily allowance?
Benchmarks:
· Students will create a days worth of menus (breakfast, lunch, snack and dinner) to fulfill the recommended daily allowance of carbohydrates, fats, proteins, water, vitamins and minerals.
Skills:
· Observing, Communicating, Comparing, Organizing, and Relating / Essential Activities:
FOSS
Food and Nutrition, Investigation 4
Free Lunch p. 8
Using food labels and FDA regulations create a days worth of menus (breakfast, lunch, snack and dinner) to fulfill the recommended daily allowance of carbohydrates, fats, proteins, water, vitamins and minerals. / Primary Resource: FOSS - Food and Nutrition