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Breathitt County Schools SCIENCE CURRICULUM FRAMEWORK

Fourth Grade

Big Idea: Structure and Transformation of Matter (Physical Science) Grade: Fourth A basic understanding of matter is essential to the conceptual development of other big ideas in science. In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter.

Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict

other characteristics that might be observed.

Big Idea: Structure and Transformation of Matter (Physical Science) Grade: Fourth

Program Of Studies:

Understandings

Program of Studies:

Skills and Concepts

Core Content For Assessment

DOK

Essential Questions/

Content

Level of Mastery

Essential Vocabulary

Resources Assessments

SC-4-STM-U-1 Students will understand that things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. SC-4-STM-U-2 Students will understand that when a new material is made by combining two

SC-4STMS-1 Students will identify matter as solids, liquids and gases SC-4-STM-S-2

Students will gather information including, temperature magnetism, hardness and mass using appropriate tools to identify physical properties of

SC-04-1.1.1 Students will explain how matter, including water, can be changed from one state to another. Materials can exist in different states--solid, liquid and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Resulting cause and effect relationships should be explored, described and predicted.

How do the properties of matter help to identify matter? How are earth materials classified as solids, liquids, or gases? How are the molecules/particles arranged in a solid, liquid, and gas?

When you change the property of a material, what will that do to the material? Will the material still exist, or will it become

DOK 3 States Matter Properties Physical properties Mass Volume Buoyancy Molecules/Particles of Matter Conduction

Observe and explain the changes in an ice cube over time. Investigate the effects of placing ice cubes in different locations for melting (e.g., in a cup of water, in sunshine, on the table, in your hands.) Classify common materials as solids, liquids, and gases. Do three ice cubes weigh the same when they melt? More? Less?

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or more materials the new material often has properties that are different from the original materials. SC-4-STM-U-3 Students will understand that properties of materials may change if the materials become hotter or colder.

matter SC-4-STM-S-4 Students will conduct tests, compare data and draw conclusions about physical properties of matter including states of matter, conduction and buoyancy. SC-4-STM-S-5 Students will predict and describe patterns of properties in matter, such as how materials will interact with each other and how they can be changed SC-4-STM-S-6 Students will investigate student-generated questions about the properties of matter and uses of matter with particular properties Students will design and build objects that require different properties of materials

DOK 3 something new? Where does liquid water go when it disappears or evaporates? (changes state—turns into a gas called water vapor) When you make a new material by combining two or more materials, will the new material have the same properties as the original materials, OR will the properties of the new material be different? How can water be changed from one state of matter to another? How can liquid water change into water vapor? (add heat) How can water vapor change into liquid? (take away heat) How can ice (solid water) become liquid water? How can liquid water become ice? How can we know which solids are

Gym Activity-students become a solid, liquid, and gas by grouping according to particle/molecule arrangement.

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buoyant? How does heat spread through solids? (conduction) How does heat spread thru liquids, such as water?

SC-4-STM-U-4

Students will

understand that if

water is turned into

ice and then the ice

is allowed to melt,

the amount of water

is the same as it was

before freezing.

When liquid water

“disappears” it is not

really gone, it has

turned into a gas

(vapor).

SC-4-STM-U-5 Students will understand that scientists pay more attention to claims about how something works when the claims are backed up with evidence that can be confirmed.

SC-4-STM-S-3 Students will

investigate and

describe how the

physical properties

of water change as

heat energy is added

or removed

SC-4-STM-S-8 Students will write clear descriptions of their designs and experiments, present their findings (when appropriate) in tables and graphs (designed by the students) SC-4-STM-S-9 Students will

analyze the designs

and investigations of

themselves and

others to see if

following the same

procedures would

produce similar

results and

conclusions

(scientific validity)

How can experiments be performed to show how water changes as heat energy is added or removed?

To investigate how ice changes as heat is

applied, get a hot plate, fill with ice. Observe

ice melting, then changing to a vapor. Students describe

observations.

To investigate the changes of liquid water

as heat is removed: Record the temperature

of water every 20 minutes after sitting a

cup of water in the freezer.

Make a table or a graph to show this

temperature change at 20 minute intervals.

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*Use language of Program of Studies and CCA with students.

*Use charts, graphs, and tables with each unit.

Breathitt County Schools SCIENCE CURRICULUM FRAMEWORK

Fourth Grade

Big Idea: Grade: The Earth and the Universe (Earth/Space Science) Grade: Fourth The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the heart of elementary students’ initial understanding of the Earth’s place in the universe is direct observation of the Earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other.

Big Idea: Grade: The Earth and the Universe (Earth/Space Science) Grade: Fourth

Program Of Studies:

Understandings

Program of Studies:

Skills and Concepts

Core Content For Assessment

DOK

Essential Questions/

Content

Level of Mastery

Essential Vocabulary

Resources Assessments

SC-4-EU-U-1

Students will

understand that

classifying Earth

materials

according to

their properties

allows decisions

to be made about

SC-4-EU-S-1

Students will

use the

properties of

earth materials

to make and

support

decisions about

using them for

different

SC-04-2.3.1 Students will: classify earth

materials by the ways that they are used;

explain how their properties make them useful for different purposes.

Earth materials provide

How are earth materials classified? (for example, by usefulness—stone, clay, marble are used for building; petroleum, natural gas is used as sources of fuel; soil is is used to grow plants for food, minerals are used to make various

DOK 2 PROPERTIES RESOURCES HARDNESS LUSTER METALLIC NON-METALIC

http://www.fossweb.com/modules3-

6/EarthMaterials/index.html

Investigate the

properties of soil that make it useful for growing plants.

Investigate the

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their usefulness

for various

purposes.

purposes (e.g.,

growing plants,

building

materials, fuel)

many of the resources humans use. The varied materials have different physical properties that can be used to describe, separate, sort and classify them. Inferences about the unique properties of the earth materials yield ideas about their usefulness. For example, some are useful as building materials (e.g., stone, clay, marble), some as sources of fuel (e.g., petroleum, natural gas), or some for growing the plants we use as food.

DOK 2

products humans use). Given specific properties of earth materials on a chart or table, which material would be best for different purpose?

properties of minerals that make them useful

for resources that humans use.

Investigate the

materials used in building a house and

classify them according to the properties that

make them useful.

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SC-4-EU-U-2 Students will

understand that

weather data can be

organized and

represented in ways

that reveal patterns

needed for making

predictions about

the future, but the

weather is so

complex that it

cannot always be

predicted beyond

being more or less

likely to occur.

SC-4-EU-S-2 Students will analyze weather data to make predictions about future weather SC-4-EU-S-3 Students will assess the accuracy of weather predictions and the evidence used to support the predictions made by each other and meteorologists

SC-04-2.3.3 Students will make generalizations and/or predictions about weather changes from day to day and over seasons based on weather data. Weather changes from day to day and over seasons. Weather can be described by observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Data can be displayed and used to make predictions.

DOK 3

How is weather data collected? How can weather data be used to predict weather from day to day? How can weather data be used to predict weather over the seasons? (Identify the average temperature, type of precipitation, storms, etc., associated with each season in KY. In what ways can weather be measured and described? (such as temperature, wind direction, wind speed and precipitation). In what direction does weather move? (west to east). How can weather data be displayed using a weather map and symbols? (stress use of map key) What can we learn about weather movement from a weather map? (stress use of map key) How can the accuracy of our predictions and meteorologist’s predictions be assessed?

DOK 3 ANEMOMETER BAROMETER THERMOMETER WIND VANE RAIN GAUGE SYMBOLS FORECAST PREDICTION WEATHER MAP

Collect and chart weather data over the space of a month. Use various tools such as thermometers, wind vanes etc. to help with the collection of this data. Read weather maps and use symbols to help predict weather of an area over a weekly basis.

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SC-4-EU-U-3 Students will understand that the surface of the Earth is always changing through both fast and slow processes. These changes may be steady, repetitive or irregular. Careful analysis of data from past events allows the prediction of expected consequences when similar events happen again.

SC-4-EU-S-4 Students will describe and compare the processes, factors involved and consequences of slow changes to earth’s surface (e.g., erosion and weathering) SC-4-EU-S-5

Students will

describe and

compare

contributing

factors and

consequences

of fast changes

to earth’s

surface (e.g.,

landslides,

earthquakes,

floods)

SC-04-2.3.2 Students will describe and explain consequences of changes to the surface of the Earth, including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes), and some common slow changes (e.g., erosion, weathering). The surface of the Earth

changes. Some changes

are due to slow processes

such as erosion or

weathering. Some changes

are due to rapid processes

such as landslides,

volcanic eruptions and

earthquakes. Analyzing

the changes to identify

cause and effect

relationships helps to

define and understand the

consequences.

DOK 3

How do some slow processes change the earth’s surface? (weathering and erosion). What kinds of changes to earth's surface result from weathering and erosion? How do some fast or rapid processes change the earth’s surface? (landslides, volcanic eruptions and earth quakes).

What kinds of changes to earth's surface result from landslides, volcanoes, and earthquakes? How does knowledge of past events help us to determine the likelihood of future events? (Ex. Predicting an earthquake)

DOK 3 EARTHQUAKES WEATHERING EROSION LANDSLIDES VOLCANOS GLACIERS WIND

Use sand tables to demonstrate the erosion caused by water over time. Discuss how fast moving water causes erosion as opposed to slower moving water. Rub together sand rocks in order to model weathering. Discuss the forces that weather rocks in nature.

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SC-4-EU-U-4 Students will understand that a variety of models of the sun, earth, moon system are needed to explain the observed patterns of their relative motions, since people are not able to see from the outside how this system is constructed. SC-4-EU-U-5 Students will understand that a model of something can never be exactly like the real thing, but can be used to learn something about the real thing.

SC-4-EU-S-6 Students will explore, design and evaluate a number of models (e.g., physical, analogous, conceptual) of Earth-Sun and Earth-Sun-Moon systems for benefits, limitations and accuracy (e.g., scale, proportional relationships) SC-4-EU-S-7 Students will analyze and interpret information from a variety of sources (e.g., print based, models, video) to construct reasonable explanations from direct and indirect evidence

SC-04-2.3.4 Students will identify patterns, recognize relationships and draw conclusions about the Earth-Sun system by interpreting a variety of representations/models (e.g., diagrams, sundials, distance of sun above horizon) of the sun’s apparent movement in the sky. Changes in movement of objects in the sky have patterns that can be observed, described and modeled. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Data collected can be used to identify patterns, recognize relationships and draw conclusions about the Earth and Sun system.

DOK 3 SC-04-2.3.5 Students will understand that the moon moves across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.

How can we show the apparent daily movement of the sun across the sky? How does the sun play a role in day and night from your location? How does the position of the sun in the sky change in winter and summer? How is a shadow’s size and movement affected by the position of the sun in the sky? How can a shadows size and position indicate time of day? What is the moon’s role in the earth-sun system? How is the daily movement of the moon across the sky comparable to the daily movement of the sun across the sky? How does the moon appear throughout the month when seen from earth? (do not need to know moon phases, just recognize a pattern).

DOK 3 SUNDIALS HORIZON SEASONS PATTERNS ROTATION REVOLUTION TILT AXIS SHADOWS MOON PHASES *NEVER teach rotation and revolution on the same day.

Map a shadow’s changing movement and size throughout the day. Chart the times and changes observed (by tracing the shadow of a shadow stick) throughout the day from morning to afternoon. Have student draw inferences about the length and movement of the shadow. Use models to demonstrate patterns of movement. Kinesthetic Astronomy Unit

*Use charts, graphs, and tables with each unit you teach. *Use language of Program of Studies and CCA with students.

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Breathitt County Schools SCIENCE CURRICULUM FRAMEWORK

Fourth Grade

Big Idea: Biological Change (Biological Science) Grade: Fourth The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.

Big Idea: Biological Change (Biological Science) Grade: Fourth

Program Of Studies: Understandings

Program Of Studies: Skills & Concepts

Core Content For Assessment

DOK

Essential Questions/ Content

Level of Mastery

Essential Vocabulary

Resources Assessments

SC-4-BC-U-1 Students will understand that the structures and characteristics of fossils provide information about the nature of an organism, the environmental conditions where/when it lived and how it is related to organisms still alive today.

SC-4-BC-S-1 Students will examine fossils and representations of fossils to make comparisons among organisms that lived long ago and organisms of today and draw conclusions about the nature of the organisms and basic environments represented by fossils

SC-04-3.5.1 Students will use representations of fossils to:

draw conclusions about the nature of the organisms and the basic environments that existed at the time;

make inferences about the relationships to organisms that are alive today.

-How can fossils help us to understand how some organisms survived and others became extinct?

-How can fossils be used to tell what a certain environment was like long ago? (I.e., What would scientists infer about a desert environment where fossilized seashells are found buried in layers of soil and rock?)

-What type of rocks are most fossils found in?

-How are fossils unearthed?(slow and rapid changes to earth’s

DOK 3 FOSSIL REMAINS DECOMPOSE FOSSIL SEDEMENTARY ROCK EXTINCT ENVIRONMENT DIVERSITY SPECIES WEATHERING

Collect and analyze data

from fossils and infer how

fossils are formed.

Record observable features

of fossils. Make inferences

about origin of fossils.

http://www.ucmp.berk

eley.edu/education/exp

lorations/tours/fossil/9t

o12/intro.html Predict where fossils might

be found, based on

inferences. Construct a

model of a fossil. (can use

sea shells and clay to make

a mold, then fill the mold

with petroleum jelly and

plaster. Let harden, then

take out of the clay.)

Explain how fossils can

be used to draw

inferences about Earth’s

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surface) -What can fossils tell us about the characteristics of organisms that lived long ago?

-How can fossils show us how organisms of long ago are ancestors of organisms living today? (how do they show how organisms have changed over time?)

history.

http://www.sdnhm.org/

kids/fossils/index.html

SC-4-BC-U-2 Students will understand that scientists ask many questions about the world around them, but not all of their questions can be investigated in a scientific way. Part of the job of a scientist is to focus only on questions that can be scientifically tested. SC-4-BC-U-3

Students will

understand that

scientists pay

more attention to

claims when they

are supported

with evidence that

can be confirmed

SC-4-BC-S-2 Students will describe reasons why some differences in organisms give individuals an advantage in surviving and reproducing SC-4-BC-S-3

Students will

answer student-

generated questions

about how/why

organisms and the

environment have

changed over time

using information

from a variety of

print and non-print

sources to support

claims/provide

Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Representations of fossils provide the basis for describing and drawing conclusions about the organisms and basic environments represented by them.

DOK 3

-How do fossils show us the environments have changed over time? -Wat kinds of things can a fossil NOT tell us about an organism or its environment?

DOK 3

Devise a workable inch-

to-year scale for a

geologic timeline in the

classroom.

Measure and create a

geologic timeline to scale

for each era.

Sequence the geological

eras on the timeline.

http://pubs.usgs.gov/gi

p/fossils/contents.html

Write a poem or story

about a prehistoric

animal trapped in the tar

pits or ice caps, such as

the wooly mammoth.

Bury items such as

seashells, etc. in layers of

sand, soil, rocks et.

Discuss how with the

passing of time, layers of

soil and sediment have

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through scientific

investigation.

evidence for

conclusions

covered remains of once

living things. Discuss

how we can determine

how the land structure

has changed over time.

For ex. if we find sea

shell fossils under layers

of soil from digging in a

desert, we will know that

this area at one time was

a body of salt water.

SC-4-BC-S-4 Students will analyze claims and information based on the credibility of the source and ability to confirm with multiple sources

Does your textbook have current information on fossils?

http://www.enchantedlearning.com/subjects/dinosaurs/dinofossils/locations/

http://web.ukonline.co.uk/conker/fossils/

http://www.rom.on.ca/schools/fossils/game.php

http://sci.waikato.ac.nz/evolution/fossils.shtml

*Use charts, graphs, and tables with each unit you teach.

*With each unit, use language of Program of Studies and Core Content with students.

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Breathitt County Schools SCIENCE CURRICULUM FRAMEWORK

Fourth Grade

Big Idea: Energy Transformations (Unifying Concepts) Grade: Fourth Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.

Big Idea: Energy Transformations (Unifying Concepts) Grade: Fourth

Program Of Studies: Understandings

Program Of Studies: Skills & Concepts

Core Content For Assessment DOK

Essential Questions/ Content

Level of Mastery

Essential Vocabulary

Resources Assessments

SC-4-ET-U-1 Students will understand that ecosystems are defined by the relationships that occur within them. These relationships can be determined through observation of the organisms and their environment.

SC-4-ET-S-1 Students will observe/construct, analyze patterns and explain basic relationships of plants and animals in an ecosystem (e.g., food webs)

SC-04-4.6.1 Students will analyze patterns and make generalizations about the basic relationships of plants and animals in an ecosystem (food chain). Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains, including the flow of energy, can be used to discover patterns within ecosystems.

DOK 2

How does energy flow through various ecosystems on earth? How do producers get energy in a food chain? How do decomposers pass energy in a food chain? What is the role of a consumer in a food chain? What is the importance of the sun in a food chain?

DOK 2

FOOD CHAIN ECOSYSTEM ENERGY TRANSFER PRODUCER CONSUMER DECOMPOSER PHOTOSYNTHESIS HERBIVORE OMNIVORE CARNIVORE

Observe a specific outlined area outdoors, writing down all living organisms and their interactions with other living and nonliving things in that area.

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence_fs.shtml Make a model (can be simply a drawing) of a

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How do plants and animals depend on one another other than for food relationships? (shelter, seed transport etc.)

food chain in various ecosystems beginning with the sun giving energy to the producers (plants) which then will be eaten by a herbivore (plant eater) which then will be eaten by an omnivore or a carnivore, thereby passing along energy needed to live. Use arrows to outline the flow of energy. Practice describing this flow of energy in writing a paragraph.

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats_fs.shtml

http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/index.html

SC-4-ET-U-2 Students will

understand that

light and heat

from the sun are

essential to

sustaining most

life on earth.

Plants change

energy from the

sun’s light into

energy that is

used as food by

the plant.

SC-4-ET-S-2 Students will

analyze food webs

in order to draw

conclusions about

the relationship

between the sun’s

heat and light and

sustaining most life

on Earth

SC-04-4.6.2 Students will: analyze data/evidence of

the Sun providing light and heat to earth;

use data/evidence to substantiate the conclusion that the Sun’s light and heat are necessary to sustaining life on Earth.

Simple observations, experiments and data collection begin to reveal

How are food chains related to food webs?

What kinds of things could happen to disrupt a food chain? (If one organism disappeared, how would this affect the remaining organisms) (Move, die or change survival strategies) How would food webs be affected without the sun’s light?

DOK3

Create a diagram of a food web to compare with a food chain. For help and resources see link:

http://www.vtaide.com/png/foodchains.htm

To see how food webs can be disrupted see link:

http://www.eduweb.com/portfolio/earthsystems/food/foodweb4.html Play the food web game

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that the Sun provides the light and heat necessary to maintain the temperature of Earth. Evidence collected and analyzed should be used to substantiate the conclusion that the sun’s light and heat are necessary to sustain life on Earth. DOK 3

How would food webs be affected without the sun’s heat?

where different students play the roles of producer (which will get energy from sun and not have to go hunt), herbivores, omnivores, carnivores etc. Grow plants to observe how the sun provides their energy. Use plants to compare their growth when variables of sunlight, verses no sunlight are observed. Ex. Put one plant in the sun and another in a dark area. Do the same with limiting water.

http://bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml Use a thermometer to measure the temperature of various places outdoors. Ex. Measure the temperature in the shade as compared to the temperature in the full sun.

SC-4-ET-U-3 Students will understand that electrical energy can be used for a variety of purposes. Many electrical systems share some common features, including a source of

SC-4-ET-S-3 Students will demonstrate open and closed circuits, and series and parallel circuits using batteries, bulbs and wires; analyze models of a variety of electrical circuits in order to predict changes to

SC-04-4.6.3

Students will evaluate a

variety of

models/representations of

electrical circuits (open, closed,

series and/or parallel) to:

make predictions related to changes in the system;

compare the properties of conducting and non-conducting materials.

-How does electricity flow through a simple circuit to create light?

-How does electricity flow through a series circuit?

-How does electricity flow through a parallel circuit?

-How do you make

DOK 3

CIRCUITS SIMPLE CIRCUIT SERIES CIRCUIT PARALLEL CIRCUIT CONDUCTORS INSULATORS/ NONCONDUCTORS

Use materials such as wires, batteries and light bulbs to build electrical circuits. Compare an open to a closed circuit to observe the behavior of the flow of electricity. Compare a parallel to

a series circuit.

http://www.bbc.co.uk/schools/sciencecli

15

energy, a closed conducting path and a device that performs a function by utilizing that energy.

the systems

Electricity in circuits can produce light, heat and sound. Electrical circuits require a complete conducting path through which an electrical current can pass. Analysis of a variety of circuit models creates an opportunity to make predictions about circuits, as well as to demonstrate an understanding of the concepts of open and closed circuits and basic conducting and non-conducting materials.

DOK 3

each type of circuit open or closed? -How can the flow of electricity produce light, heat and sound?

-What types of materials are conductors of electricity? -How can we show that some materials are conductors of electricity and some are nonconductors or insulators of electricity?

-How do conductors affect the flow of electricity?

-How do insulators affect the flow of electricity?

OPEN/CLOSED CIRCUIT

ps/ages/10_11/changing_circuits.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity.shtml

http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/seriescircuit.htm

http://allaboutcircuits.com/vol_1/chpt_5/1.html

http://www.bbc.co.uk/schools/revisewise/science/materials/07c_act.shtml After creating simple circuits, disconnect a wire and connect various objects such as wood, metal, glass etc. to test whether these objects are conductors or insulators of electricity.

SC-4-ET-U-4 Students will understand that light interacts with different kinds of matter in different ways

SC-4-ET-S-7 Students will represent the path of light as it interacts with a variety of surfaces (reflecting,

SC-04-4.6.4 Students will:

analyze models/representations of light in order to generalize about the

What is light made of? How can we prove that light travels in a straight line path?

DOK 3

ABSORPTION REFLECTION REFRACTION PRISM SMOOTH SHINY TRANSPARENT OPAQUE

Use different types of objects to observe how a beam of light behaves as it strikes that object.

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/see_

16

and those interactions can be predicted based on the type of matter involved.

refracting, absorbing)

SC-4-ET-S-8 Students will make predictions/inferences about the behavior of light as it interacts with materials of differing properties

SC-4-ET-S-9 Students will answer student-generated questions about forms of energy (e.g., heat, light, sound, magnetic effects) using information from a variety of print and non-print sources

behavior of light.

represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing).

Light can be observed as traveling in a straight line until it strikes an object. Light can be reflected by a shiny object (e.g., mirror, spoon), refracted by a lens (e.g., magnifying glass, eyeglasses) or absorbed by an object (e.g., dark surface). Questions posed about the behavior and interaction of light with a variety of surfaces, can be explored through investigations using simple equipment.

DOK 3

How do we see any object? (Reflection) How do materials refract light? What are some ways light is affected by different materials? (transparent, translucent, opaque) What types of materials reflect light the best? (mirror, spoon, etc..) What types of materials absorb light the best? (dark surfaces or opaque objects)

TRANSLUCENT

ABSORPTION REFLECTION REFRACTION PRISM SMOOTH SHINY TRANSPARENT OPAQUE TRANSLUCENT

things.shtml Design investigations to observe light traveling in a straight line path, until it’s beam is blocked by a solid object. Replace the solid object with a shiny object such as a mirror, then observe what happens. Use prisms to break a high powered (strong flash light) beam into the visible spectrum. Discuss how the prism refracts (breaks or bends) the light beam. View other objects such as a pencil through the prism. Discuss how these objects appear to be broken. For links visit

http://www.learner.org/channel/workshops/sheddinglight/workshop2.html http://www.learner.org/channel/workshops/sheddinglight/materials/shlos2.pdf Discuss and draw a diagram of what makes a rainbow. For information see link below:

http://eo.ucar.edu/rainbows/

17

SC-4-ET-U-5

Students will

understand that

heat is a form of

energy that

results when

another form of

energy is

transformed.

Heat flows

through

different

materials at

different rates,

and it naturally

flows from

warmer areas to

cooler ones.

SC-4-ET-U-6

Students will

understand that

seeing how a

model works

after changes

are made to it

may suggest

how the real

thing would

work if the

same thing were

done to it.

SC-4-ET-S-4 Students will identify events/situations that result in some energy being transformed into heat (e.g., rubbing hands together, lighting a bulb, running a car engine) SC-4-ET-S-5 Students will identify and compare how heat is transferred through different materials in order to make predictions and draw conclusions about the heat conductivity of materials (e.g., compare the ‘hotness’ of wooden spoons, metal spoons, plastic spoons when exposed to higher temperatures)

SC-04-4.6.5 Students will:

identify ways that heat can be produced (e.g. burning, rubbing) and properties of materials that conduct heat better than others;

describe the movement of heat between objects.

Heat can be produced in many ways such as burning or rubbing. Heat moves from a warmer object to a cooler one by contact (conduction) or at a distance. Some materials absorb and conduct heat better than others. Simple investigations can illustrate that metal objects conduct heat better than wooden objects.

DOK 2

How can heat be produced? Burning, rubbing (friction) In what direction does heat move? How does heat move when solid objects are in contact? (conduction) How does heat move through liquids and gases? How does heat move through a vacuum? What types of materials conduct heat? What are some non-conductors (or insulators) of heat? How can we show that metal objects conduct heat better than wooden objects?

DOK 2

FRICTION CONDUCTION CONVECTION (optional as a vocabulary word students need to know). RADIATION (optional as a vocabulary word students need to know). CONDUCTORS INSULATORS

Using a hot plate, melt cubes of ice. Discuss how heat is being transferred through the metal pan, to the ice cubes. Add more water to the pan and warm it just enough to demonstrate how heat can be transferred to other objects that may be placed in the warm water. Be careful not to heat it so much that it would melt a plastic spoon. Place a wooden spoon, metal spoon and plastic spoon into the warmed water. Leave them in the water for about 5 minutes, then take out, dry, and feel of them to compare which absorbed the most heat. Discuss what types of materials are good conductors of heat as compared to materials that are good insulators of heat energy. Make a list of conductors and insulators.

http://bbc.co.uk/schools/revisewise/science/materials/07b_act.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/keeping_warm.shtml

http://www.bbc.co.uk/schools/sciencecli

18

ps/ages/8_9/circuits_conductors.shtml

SC-4-ET-S-6 Students will design and conduct investigations/experiments to compare properties of conducting and non-conducting materials (both heat and electrical), documenting and communicating (speak, draw, write, demonstrate) observations, designs, procedures and results of scientific investigations

Guide students to

design and conduct

other

investigations/experi

ments to compare

properties of

conducting and non-

conducting materials

(both heat and

electrical),

documenting

observations, designs,

procedures and

results of the

scientific

investigations.

See link below to

view the scientific

method.

http://www.lessonpla

ns.com/sci_steps.htm

*Use charts, graphs, and tables with each unit you teach.

*Use language of Program of Studies and CCA with students.

19

Breathitt County Schools

SCIENCE CURRICULUM FRAMEWORK

4th Grade

Big Idea: Motion and Forces (Physical Science) Grade: Fourth

Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual

development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g., pushing,

pulling) that affect motion.

Academic Expectations

2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.

Big Idea: Motion and Forces (Physical Science) Grade: Fourth

Program Of

Studies:

Understandings

Program of

Studies:

Skills and

Concepts

Core Content For

Assessment

DOK

Essential Questions/

Content

Level of

Mastery

Essential

Vocabulary

Resources

Assessments

SC-4-MF-U-1

Students will

understand that an

object’s motion

can be described

as its change in

position over time

and can be

represented in a

variety of ways.

SC-4-MF-U-2

Students will

understand that

forces (pushes and

pulls) cause

changes in the

direction or speed

SC-4-MF-S-1

Students will

measure and

record changes

(using

appropriate

charts, graphs) in

the position and

motion of an

object to which a

force has been

applied

SC-4-MF-S-2

Students will

make inferences

about the size of

forces or the

SC-04-1.2.1

Students will interpret

or represent data

related to an object’s

straight-line motion in

order to make

inferences and

predictions of changes

in position and/or time.

An object’s motion can

be described by

measuring its change in

position over time such

as rolling different

objects (e.g., spheres,

toy cars) down a ramp.

Collecting and

How do we define

motion? (By an

object’s distance,

speed, and change of

position)

How can we show

balanced forces?

Unbalanced forces?

How can we show that

forces (pushes/pulls)

change the direction

and/or speed of

something moving?

What can we infer

DOK 3 Force

Balanced Forces

Unbalanced forces

Variable

Mass (associate with

weight)

Slope (height)

Distance

Speed

Gravity

Use a spring scale to

let students explore

balanced and

unbalanced forces.

Point out motion is

always in direction of

the force.

ENERGY WORKS:

Exploring Motion (The

NEED Project, 2004-

2005), activities 1, 2,

11, and 4.

Repeat ENERGY

WORKS 1 and 2,

changing only the

mass of the ball (as the

20

of something

moving; the

greater the force

on an object, the

greater its change

in motion.

SC-4-MF-S-5

Students will

answer student-

generated

questions through

investigative and

non-investigative

processes about

what affects

motion and sound

using information

from a variety of

print and non-print

sources

change in motion

produced by

various forces

SC-4-MF-S-4

Students will use

tools and

resources, such

as stopwatches,

sonic rangers,

microscopes,

computer

simulations/anim

ations and video

clips, to observe

motions that are

hard to see or

quantify and

compare the

usefulness/limita

tions of such

tools

representing data

related to an object’s

motion provides the

opportunity to make

comparisons and draw

conclusions.

DOK 3

about the size of

forces on the motion

(direction and speed)

of an object?

What tools can we use

to describe an object’s

motion?

How can we show that

friction changes the

speed of a moving

object?

Friction

Stopwatch

Tape measure

variable changed).

Give students different

balls, varying in mass,

to roll down ramp.

Control height of

ramp. Students table

and graph their results.

Roll ball, toy car, etc.,

(from ramp) over

sandpaper and floor to

demonstrate friction's

effect on speed of

object.

21

SC-04-1.2.2

Students will infer

causes and effects of

pushes and pulls

(forces) on objects

based on

representations or

interpretations of

straight-line

movement/motion in

charts, graphs, and

qualitative

comparisons.

The position and motion

of objects can be changed

by pushing or pulling.

The amount of change is

related to the force

(defined as the strength

of the push or pull) and

the mass of the object(s)

used. The force with

which a ball is hit

illustrates this principle.

Cause and effect

relationships, along with

predicted consequences

related to the strength of

pushes and pulls (force)

on an object’s position

and motion should be

explored and

qualitatively compared.

DOK 3

What conclusions

can we draw about

how slope affects

the distance a ball

will roll? How can

we represent our

findings? (Table

and graph).

What conclusions

can we draw about

how mass (of the

ball) affects the

distance the ball

will roll? How can

we represent our

findings? (Table

and graph).

What inferences

can we make

about how the

forces of gravity

and friction affect

an object’s

motion?

DOK 3 Friction

Gravity

Slope of ramp

Potential/Kinetic Energy

tracks—Give to pairs of

students. Let them

explore and discuss what

can be learned about

position and motion using

these tracks. Then

demonstrate with tracks

as main points are

discussed (The higher the

track is positioned at take

off, the farther and faster

the ball will go, since

height would give the ball

more energy). Have s.

sketch and summarize in

notebooks.

Have s. construct ramps.

Roll model car down

ramp; have students

measure distance with

tape measure, then repeat,

using a stopwatch.

Demonstrate effects of

friction by placing sheets

of coarse sand paper and

pieces of carpet at bottom

of ramp.

SC-4-MF-U-3

Students will

SC-4-MF-S-3

Students will

investigate how

SC-04-1.2.3

Students will:

explain that sound

What is a vibration?

What is meant by the

DOK 3 SOUNDS

VIBRATION

Use rubber bands, guitars,

wind chimes, or

22

understand that

sound is produced

by the vibration of

matter, and the rate

of vibration affects

the pitch of the

sound.

SC-4-MF-U-4

Students will

understand that

things vary greatly

in their motion.

Some things move

so fast they cannot

be seen, while

others are so slow

that we cannot see

that they are

moving at all.

Technology

enables people to

observe these fast

or slow

movements.

the rate of

vibration of an

object changes

the pitch (high-

low) of the

sound it

produces

SC-4-MF-S-5

Students will

answer student-

generated

questions

through

investigative and

non-investigative

processes about

what affects

motion and

sound using

information from

a variety of print

and non-print

sources

is a result of

vibrations, a type of

motion;

describe pitch (high,

low) as a difference

in sounds that are

produced and relate

that to the rate of

vibration.

Vibration is a type of

motion that can be

observed, described,

measured and

compared. Sound is

produced by vibrating

objects. The pitch of the

sound can be varied by

changing the rate of

vibration. The

relationship between

rates of vibration and

produced sounds can be

described and graphed.

DOK 3

rate of vibration?

How does the vibration

of matter produce

sounds?

What is meant by the

pitch of sound?

How can the rate of

vibration be changed to

affect the pitch of

sounds? (Tightening

and loosening strings,

lengthening and

shortening the strings,

changing the width of

strings from thin to

wide.)

How does sound travel

to your eardrum?

RATE OF

VIBRATION

PITCH

TENSION

WIDTH

LENGTH

xylophones to let students

produce sounds with high

and low pitches.

Students should be able to

draw conclusions about

the relationship of width,

length and tension to high

and low pitch.

*Use charts, tables, and graphs within each unit you teach.

*Use language of Program of Studies and CCA with students.

23

Breathitt County Schools SCIENCE CURRICULUM FRAMEWORKS

Fourth Grade

Big Idea: Unity and Diversity (Biological Science) Grade: Fourth All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible

future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other.

Big Idea: Unity and Diversity (Biological Science) Grade: Fourth

Program Of Studies: Understandings

Program Of Studies: Skills & Concepts

Core Content For Assessment

DOK

Essential Questions/ Content

Level of Mastery

Essential Vocabulary Resources Assessments

SC-4-UD-U-1 Students will understand that things in the environment are classified as living, nonliving and once living. SC-4-UD-U-2 Students will

SC-4-UD-S-1 Students will compare the concepts of living, once living and nonliving SC-4-UD-S-2 Students will analyze the structures and related

SC-04-3.4.2 Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various

-How are things in the environment classified? ((Living, nonliving, once living) -How do living things differ from nonliving things? -What are the basic structure and function of plants that allow

DOK 3

DOK 3

DOK 3

DOK 3

CLASSIFY CHARACTERISTIC/ TRAITS DIVERSITY ENVIRONMENT ORGANISM STRUCTURE

Research and list basic structures of plants and animals. (These are the features they have in order to get their needs met) http://www.nhptv.org/natureworks/nwep1.htm 1.Identify the basic structures and

24

understand that characteristics of living things can be used to sort them into various groups: the characteristics chosen to establish the grouping depend on the reason for the grouping.

functions of a variety of plants and animals in order to establish classification schemes

characteristics (e.g., body coverings, body structures).

them to grow, survive, and reproduce? (parts, root, leaves, stem, flower, fruit and seeds) -What are some characteristics of animals that help scientists classify them into certain groups? (body coverings, body structures)(see below) -How are structures of vertebrates used to classify them into groups? (birds, fish, amphibians, reptiles and mammals) -How do body structures help us to classify and differentiate between invertebrates (Insects, spiders etc.)?

SURVIVAL SPECIES VERTEBRATE INVERTEBRATE

functions of plants. http://www.urbanext.uiuc.edu/gpe/case1/c1facts2a.htnl 2. Identify basic structures and functions of animals. 3. Explain how behavioral and physical adaptations allow animals to respond to life needs. (Example: finding shelter, defending themselves, hibernation, and camouflage) 4. Explain reasons for the extinction of species. (Example: theories about why dinosaurs disappeared) 5. Describe cause and effect relationships in living systems. 6. Describe how species depend on one another and on the environment for survival. 7. Investigate and understand how environments support a diversity of plants and

25

animals that share limited resources.

SC-4-UD-U-3 Students will

understand that

organisms have

different

structures that

are used for

different

functions.

Observations of

the structures

of a certain

organism can

be used to

predict how

that organism

functions or

where it might

live.

SC-4-UD-S-3 Students will investigate and compare life cycles, especially reproductive characteristics (e.g., gestational periods, germination rates, number of offspring) and life expectancies of plants and animals to make inferences and/or draw conclusions about their populations

SC-04-3.4.1 Students will:

compare the different structures and functions of plants and animals that contribute to the growth, survival and reproduction of the organisms;

make inferences about the relationship between structure and function in organisms.

Each plant or animal

has structures that

serve different

functions in growth,

survival and

reproduction. For

example, humans have

distinct body

structures for walking,

holding, seeing and

talking. Evidence

about the relationship

between structure and

What are the basic needs of all animals in order to grow, survive, and reproduce? (Oxygen, food, water, shelter, right environment/climate) What are the basic needs of all plants? (sunlight, water, nutrients from soil, carbon dioxide from air, ) What are some structures (adaptations) that help animals and plants get their basic needs met? (Body Parts, chlorophyll in leaves combine with sunlight for photosynthesis, roots take in water and nutrients) What are some behaviors (adaptations) that help animals and plants get their needs met in their environments?

DOK 3

DOK 3

DOK 3

DOK 3

DOK 3

DOK 3

DOK 3

CARBON DIOXIDE OXYGEN REPRODUCTION INTERDEPENDENCE CHLORPHYLL PHOTOSYNTHESIS ADAPTATIONS HIBERNATION MIGRATION CAMOUFLAGE MIMICRY (optional)

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml For information and video clips on nature of plants and animals see link below: http://www.nhptv.org/natureworks/nwep.htm Identify behaviors of animals that help them survive. For information and videos on migration see link below: http://www.nhptv.org/natureworks/nwep4.thm For information on hibernation see link below: http://www.sciencemadesimple.com/animals.html#ANIMALS Identify behaviors of animals that help them survive. List the basic needs of both plants and animals.

26

function should be

used to make

inferences and draw

conclusions.

DOK 3

(Hibernation, migration, plants growing toward light).

DOK 3

DOK 3

Describe ways in which plants and animals depend upon one another in order to get their needs met. Identify behaviors of animals that help them survive. Ecosystems link: http://earthobservatory.nasa.gov/Laboratory/Biome/bioconiferous.html

SC-4-UD-U-4 Students will understand that offspring resemble their parents because the parents have a reliable way to transfer information to the next generation.

SC-4-UD-S-4 Students will identify, observe and compare some characteristics of organisms that are passed from the parents (e.g., color of flower petals) and others that are learned from interactions with the environment (e.g., learning to ride a bike)

SC-04-3.4.4 Students will identify some characteristics of organisms that are inherited from the parents and others that are learned from interactions with the environment. Observations of plants and animals yield the conclusion that organisms closely resemble their parents at some time in their life cycle. Some characteristics (e.g., the color of flowers, the

What types of characteristics or traits can an organism inherit from its parents? Ex. Eye, hair of skin color. What types of things does an animal learn from interactions with its environment as it grows? (Ex. How to find food or how to ride a bike etc.) What are some things that are passed on to plants that help them resemble their parents? (Ex. Color of flowers, the number of appendages.)

DOK 2

HEREDITY INHERITED LEARNED BEHAVIORS/ INTERACTIONS WITH ENVIRONMENT ORGANISM

For a neat safari

game on animal

adaptations, learned

behavior and

interactions to their

environment see link

below:

http://fen.com/studentactivities/CCCNet/sciencelab/Animals/AnimalAdapts.html http://hometown.aol.com/cre82/page2.html Realize that certain

characteristics are

passed from parents

to offspring.

Compare the traits of

offspring with those

of the parent.

Realize that plants

and animals can be

grouped according to

27

number of appendages) are passed to offspring. Other characteristics are learned from interactions with the environment, such as the ability to ride a bicycle, and these cannot be passed on to the next generation. Data related to inherited versus learned characteristics can be used to draw conclusions about various groups of organisms.

DOK 2

similarities and

differences in their

characteristics. For a

tour on heredity and

environment see link

below;

http://www.ucmp.berkeley.edu/education/explorations/tours/intro/Introkto4b/tour1intro.php

Compare the traf

offspring with those

of the parent.

SC-4-UD-U-5 Students will understand that some likenesses between parents and offspring are inherited (e.g. eye color) and some likenesses are learned (e.g. speech patterns in people).

SC-4-UD-S-5 Students will answer student-generated questions about the diversity of living things using information from a variety of print and non-print sources

SC-04-3.4.3 Students will compare a variety of life cycles of plants and animals in order to classify and make inferences about an organism. Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and

What are the stages in a FLOWERING plant’s life cycle? What are the stages in an animal’s life cycle? How is the life cycle of an animal that goes through metamorphosis different from an animal that doesn't go through metamorphosis?

DOK 3

GERMINATION SEEDLING POLLINATION LIFE CYCLE METAMORPHOSIS EGGS LARVAE/CATERPILLAR PUPA /CHRYSALIS/ COCOON ADULT

For activity on Plant

parts and

reproduction, see

link:

http://www.urbanext.uiuc.edu/gpe/case1/c1facts2a.html

For facts on

metamorphosis see

link below:

http://www.naturegrid.org.uk/biodiversity/invert/glossary.html#complete

http://www.ndsu.no

28

SC-4-UD-U-6 Students will understand that all living things are produced from other living things. They grow and then eventually die. Before they die most living things create offspring, allowing their kind to continue.

death. The details of a life cycle are different for different organisms. Models of organisms’ life cycles should be used to classify and make inferences about an organism. DOK 3

How is the life cycle of animals that are hatched from eggs comparable to animals that are born live from their parents?

How does the life cycle of a plant compare to that of an animal?

dak.edu/entomology/topics/growth.htm

*Use charts, graphs, and tables within each unit you teach.

*Use language of Program of Studies and CCA with students.