Fourth Grade Science Pacing Guide

Fourth Grade Science Pacing Guide
First 9 weeks
Red: change made during 2010 standard adoption
Blue: Resource that you can use from VDOE
Green: where an I-STEM unit is in place to support that SOL strand
4.1 The student will demonstrate an understanding of scientific reasoning, logic and the nature of
science by planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or
properties; / c) appropriate instruments are selected and used to measure length,
mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time; / e) predictions and inferences are made, and conclusions are drawn from a variety of sources.;
f) independent and dependent variables are identified;
g) constants in an experimental situation are
identified;
h) hypotheses are developed as cause and effect relationships; / i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;,
j) numerical data that are contradictory or unusual in experimental results are recognized; / k) data are communicated with simple graphs, pictures, written statements, and
numbers
l) models are constructed to clarify explanations, demonstrate relationships, and
solve needs; and
m) current applications are used to reinforce science concepts.
Unit / SOL by number and letter / Enhanced Scope and Sequence connection / Essential
Skills Vocabulary
Scientific Investigation / 4.1 / differentiate among simple observations, conclusions, inferences, and predictions, and correctly apply the terminology
analyze, choose appropriate instrument, measure, predict using graphs,independent and dependent variables, constants are identified / millimeters, centimeters, meters, kilometers, milliliters, liters, grams, and kilograms
inference
experiment, instrument, independent, dependent, constant
Weather
______(midpoint)
I-STEM unit in development / 4.6
a) weather phenomenon
b)weather measurements and
meteorological tools
______(midpoint)
c) use of weather measurements and phenomenon to make weather predictions /

Precipitation & Temperature

Name that Cloud
Air Pressure
Storm Warning / Use anemometer, thermometer, barometer, rain gauge
Use weather data to compare and predict, differentiate, compare and contrast, analyze / Thermometer, temperature, barometer, anemometer,rain gauge, air pressure, high and low pressure, warm and cold fronts
cirrus, stratus, cumulus, and cumulo-nimbus clouds
rain, snow, sleet, and hail, precipitation,
thunderstorms, hurricanes, and tornadoes
weather maps
wind speed, meteorolgist
Space / 4.8
a)motions of Earth around sun
b)the causes for Earth’s seasons
d)relative size, position, age and makeup of Earth & Sun
e)historical contribution in understanding the Earth-Sun system / Sun-Earth-Moon Model / differentiate between rotation and revolution
model & explain earth/moon/sun system, motion,
compare, contrast, analyze / Rotation, revolution, axial tilt, seasons, Moon Phases: new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last quarter, and waning crescent, relative size, Earth-centered, sun-centered, Aristotle, Ptolemy, Copernicus, and Galileo
the NASA Apollo missions
Fourth Grade Science Pacing Guide
Second 9 weeks
4.1 The student will demonstrate an understanding of scientific reasoning, logic and the nature of
science by planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or
properties; / c) appropriate instruments are selected and used to measure length,
mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time; / e) predictions and inferences are made, and conclusions are drawn from a variety of sources.;
f) independent and dependent variables are identified;
g) constants in an experimental situation are
identified;
h) hypotheses are developed as cause and effect relationships; / i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;,
j) numerical data that are contradictory or unusual in experimental results are recognized; / k) data are communicated with simple graphs, pictures, written statements, and
numbers
l) models are constructed to clarify explanations, demonstrate relationships, and
solve needs; and
m) current applications are used to reinforce science concepts.
Unit / SOL by number and letter / Enhanced Scope and Sequence connection / Essential
Skills Vocabulary
Space
I-STEM unit: 3-2-1 Blast off / 4.8
a)motions of Earth, the Moon, and the Sun
c) the causes for the phases of the Moon.
d)relative size, position, age and makeup of Earth, the Moon, & Sun
e)historical contribution in understanding the Earth-Moon system / What’s the difference?
The Play’s the Thing
Moon Phases / differentiate between rotation and revolution
model & explain earth/moon/sun system, motion, moon phases
compare, contrast, analyze / Rotation, revolution, axial tilt, seasons, Moon Phases: new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last quarter, and waning crescent
Earth-centered, sun-centered, Aristotle, Ptolemy, Copernicus, and Galileo
the NASA Apollo missions
Organization of the Solar System / 4.7 / Name 8 planets, composition (terrestrial or gas giants), sequence from sun, sequence of planets based on size, construct a model of the sun and planets / gas giant, terrestrial, planet names, sequence, planet, solar system, sun/ star
Forces, Motion & Energy
______(midpoint)
I-STEM unit: 3-2-1 Blast off / 4.2
a)motion is described by an object’s direction and speed
______(midpoint)
b, c, d) /

Where am I?

Invest. Motion w/ incline
On your mark! Start your eng
May the force be with you
Sample release test items / Describe motion, collect position/time data, interpret data and graph of motion, identify forces, design and conduct friction experiment, describe the direction of an object, infer that objects have kinetic energy, design an investigation to test the hypothesis if the mass of an object increases then the force needed to move it will increase / Position, speed, kinetic energy, potential energy, force, friction, direction (up, down, forward, backward)
Magnets & Electricity / 4.3
e) simple magnetism
c) static electricity
a) conductors and insulators
f) historical contributions in understanding electricity (Franklin & Faraday) /

Inventors

Circuits, Batteries, Bulbs
Electromagnets
Static Electricity / Apply terms correctly, differentiate between open and closed circuit, create and diagram series and parallel circuits, differentiate between series and parallel, diagram magnetic field, construct electromagnet, design and conduct static electricity experiment, describe the contributions of B. Franklin, M. Faraday, and T. Edision, describe the types of energies (thermal, radiant, mechanical) that are transformed by various household appliances / insulators, conductors, open and closed circuit
parallel and series circuit, magnetic field
permanent magnet electromagnet, static electricity, Lightning,electrons, current, magnetic poles
magnetic: iron, nickel and cobalt
Ben Franklin, Michael Faraday, and Thomas Edison, thermal, radiant, mechanical
.
Animals in Living Systems / 4.5 / Hello from My Habitat!
Life in the Web
The Best Beak for the Job
Change Is Good!
What Can We Do?
Released SOL test questions / Skills: Differentiate, infer, investigate, explain, describe, distinguish between, compare and contrast, understand, illustrate – adaptations
Vocabulary:
structural, behavioral adaptations, food web, life cycle, community, eco system, niche, producer, consumer, decomposer, nutrients, water, shelter, space, habitats
Fourth Grade Science Pacing Guide
Fourth 9 weeks
4.1 The student will demonstrate an understanding of scientific reasoning, logic and the nature of
science by planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or
properties; / c) appropriate instruments are selected and used to measure length,
mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time; / e) predictions and inferences are made, and conclusions are drawn from a variety of sources.;
f) independent and dependent variables are identified;
g) constants in an experimental situation are
identified;
h) hypotheses are developed as cause and effect relationships; / i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;,
j) numerical data that are contradictory or unusual in experimental results are recognized; / k) data are communicated with simple graphs, pictures, written statements, and
numbers
l) models are constructed to clarify explanations, demonstrate relationships, and
solve needs; and
m) current applications are used to reinforce science concepts.
Unit / SOL by number and letter / Enhanced Scope and Sequence connection / Essential
Skills Vocabulary
Plant Life Processes
______(midpoint) / 4.4 / Little Sprouts
Let There Be Light!
Photosynthesis
Flower Dissection
Released sol test questions / create a model/diagram illustrating the parts of a flower,
create/model/explain plant reproduction & pollinazation, explain the process of photosynthesis, design an investigation to determine the relationship between the presence of sunlight and plant growth, understand plant adaptations / stamen, pistil, sepal, embryo, spore, seed, roots, stems, leaves, and flowers, spores, Pollination, ferns, mosses, photosynthesis, sugar, carbon dioxide, water, nutrients, and sunlight, Oxygen, Dormancy, chlorophyl
Watershed / 4.9 / Watersheds
A River Runs Through It
Journey of a Raindrop / Compare, contrast, distinguish, create model of watershed, ID watershed address / rivers, lakes, bays, watershed, watershed addresses
Chesapeake Bay, We all live downstream”,
Groundwater
Virginia Resources / 4.9 /

Forests

Virginia’s Mineral Resources
Released SOL test questions / recognize, appraise the importance of, describe VA mineral, forest, and soil/land resources / Virginia’s mineral resources, including coal, limestone, granite, and sand and gravel
natural and cultivated forests
natural resources: including forests, arable (farmable) land, coal, sand and aggregates (rocks), wildlife and aquatic organisms