The School District of Palm Beach County Grade 4 Science ... · PDF fileHow Can You Model a...

Body of

Knowledge/

Big Idea

Benchmarks

Next Generation Standards (2008)

(Cognitive Complexity/DOK Rating)

VocabularyNext Generation SSS

Link

Topic &

Suggested

Pacing

Student Target Key Questions

Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.1.1

Raise questions about the natural world,

use appropriate reference materials that

support understanding to obtain

information (identifying the source),

conduct both individual and team

investigations through free exploration and

systematic investigations. (High)

Assessed as SC.5.N.1.1.

I can explain that science

focuses on the natural world

only.

I can explain that scientists

make observations, ask

questions, and conduct

investigations.


conduct multiple types of

investigations, including

traditional experiments that

involve fair testing.

I can recognize that scientists

often conduct research as part

of an investigation.

I can identify different tools

that scientists use to study

objects and properties.

I can describe that

measurements and recording

methods need to be accurate

because data are used as

evidence for scientific

explanation.

I can record data in tables

and charts based on the

purpose of the data.

What is a testable questions? Any questions

that can be answered by performing an

experiment.

How is an investigation different from

experimentation? An investigation is a

procedure carried out in order to observe a

response to a stimulus but is not a complete

experiment. In an experiment, a procedure

is carried out and repeated under controlled

conditions to discover, demonstrate, or test

a hypothesis. Experiments include all the

components of the scientific method

including: identifying a problem, collecting

background information, forming a

hypothesis, designing an experiment,

performing the experiment to test the

hypothesis, observing, recording, and

analyzing data, repeating the experiment to

verify the outcome, drawing conclusions

about the experiment from the analyzed

data, communicating the results in a log or

displaying the findings for a science fair,

and explaining how it applies to real-life

situations.

Unit 1, Lessons

1, 2, 3, 5

Unit 2, Lessons

2, 3, 4

Unit 3, Lessons

1, 3, 4

Unit 4, Lessons

1, 2, 3, 4, 5, 6

Unit 6, Lessons

1, 2, 3, 4

Unit 7, Lessons

1, 2, 3

Unit 8, Lesson 2

Unit 9, Lesson

1, 3, 4

Unit 10, Lessons

1, 2, 3, 4

Blue

ScienceSaurus,

Scientific

Investigation, pp.

2-27

Picture Perfect

Science, What's

Poppin', p. 91

Macmillan, Time

for Kids, Science

Workstation,

"How Trees Help

Us"

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model

two-dimensional model

three-dimensional model

computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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Th

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Big

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Fall Diagnostics (September 4 - September 6)

The School District of Palm Beach County

Grade 4 Science

Scope & Sequence 2012-13

August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Establishing Classroom Environment & Lab Safety: August 20 - 22

https://lv.palmbeach.k12.fl.us/lvcontentitems_31/lvcontentitems_31/Attachments/17/Science Standards_Fourth Grade.pdf


Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.1.2

Compare the observations made by

different groups using multiple tools and

seek reasons to explain the differences

across groups. (High)


I can measure an object

using several different

kinds of tools (standard

and non-standard units of

measurement) and

compare my results with

others people‟s.

I can explain the

importance of accuracy

when measuring and why

differences in

measurements may occur.

What is an accurate observation? An

accurate observation is an observation that

involves using all your senses (i.e., sight,

smell, touch, hearing, and taste) and

involves using scientific tools to examine the

characteristics and properties of objects and

events. Accurate observations have

complete and varied written descriptions

and numeric data recorded with units of

measurement.

What is comparing? Comparing is identifying

common (similar) and distinguishing

characteristics among objects or events. A

comparison is basically how objects or

events are alike.

What is contrasting? Contrasting is

identifying uncommon (dissimilar) and

distinguishing characteristics among objects

or events. A contrast is basically how

objects or events are different.

Unit 1, Lessons

3, 4

Unit 10, Lesson

5

Blue

ScienceSaurus, pp.

11, 15-17

Macmillan Leveled

Readers, "Dream

Jobs Kids" &

"Florida Explorers"

Picture Perfect

Science, Earthlets,

p. 37

Macmillan, Time

for Kids,

Workstation,

"Nature's

Mysteries"

Macmillan Leveled

Reader, "Marie

Curie", "Dr. Jonas

Salle", & "Thomas

Alva Edison"

More Picture

Perfect Science,

How Big is a Foot,

p. 45-54SC.4.N.1.3

Explain that science does not always follow

a rigidly defined method ("the scientific

method") but that science does involve the

use of observations and empirical evidence.

(Moderate)



conduct multiple types of

investigations.

I can explain that inquiry

skills are used in daily life.

I can identify examples of

inquiry skills used to do

common tasks.

What are qualitative observations?

Qualitative observations describe the

qualities of, or change in, an object or

organism as detected by the observer‟s

senses (sight, hearing, smell, taste, or

touch). Some qualitative observations

include: shape, color, texture, pattern,

movement, odor, taste, and sounds.

What is quantitative data? Quantitative data

is data in numbers, usually measurements

with units. Some examples of quantitative

data are length, width, or height

measurements in centimeters, meters or

kilometers; mass measurements in grams or

kilograms; liquid measurements in milliliters,

liters, or kiloliters; temperature in degrees

Celsius and Fahrenheit; and time in

seconds, minutes and hours. Quantitative

data can also include numbers with units

that result from mathematical calculations

like volume, area, sum, or mean.

Unit 1, Lessons

1, 2, 3, 4, 5

Unit 3, Lessons

2, 3, 5

Unit 4, Lesson

6

Unit 5, Lesson

1, 2

Unit 6, Lesson

4

Unit 7, Lesson

4

Unit 8, Lesson

1

Unit 9, Lesson

Blue

ScienceSaurus, p.

15-19

Picture Perfect

Science,

Brainstorms,

p. 279-293

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model



computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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Th

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Big

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August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.1.6

Keep records that describe observations

made, carefully distinguishing actual

observations from ideas and inferences

about the observations. (High)


I can record data in tables

and charts based on the

purpose of the data.

I can communicate that

data gathered are based

on measurement and

observation, not

inferences.

How are inferences and observations

different? An inference is an explanation

that you figure out based on your past

experiences and without actually observing

something yourself. Observations involve

using your senses to describe the natural

world. Observations are often made during

experiments and sometimes you get

information about the world just by

observing it and taking measurements.

Unit 1, Lessons

2, 3, 6

Unit 2, Lesson

3

Unit 4, Lessons

2, 5

Unit 6, Lesson

3

Unit 7, Lesson

1, 3

Unit 9, Lesson

3

Unit 10, Lesson

1, 2, 3

Blue

ScienceSaurus,

Using Tables and

Graphs, pp. 60-

73

Picture Perfect

Science,

Earthlets, p. 37

Macmillan, Time

for Kids, Science

Workstation, "It's

a Fact"

SC.4.N.1.5

Compare the methods and results of

investigations done by other classmates.

(Moderate)


How can communicating your results

improve an investigation? Sharing your

results with others and getting feedback can

help you confirm your findings and identify

questions for further investigation.

Unit 1, Lesson

4, 5, 6

Unit 3, Lesson

3

Unit 4, Lesson

4

Unit 6, Lesson

2, 4

Unit 8, Lesson

2

Blue

ScienceSaurus,

Sharing Results,

pp. 21-22

Macmillan

Leveled Readers,

"Dream Jobs

Kids" & "Florida

Explorers"

Picture Perfect

Science,

Earthlets, p. 37

Macmillan, Time

for Kids,

Workstation,

"Nature's

Mysteries"

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model



computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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e:

Th

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cie

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Big

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1:

Th

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racti

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of

Scie

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August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.1.4

Attempt reasonable answers to scientific

questions and cite evidence in support.

(High)

Not assessed.

How are predictions and hypotheses

different? A prediction is a guess about

what will happen under certain conditions

that is based on observations and research.

You use your prior knowledge or

experiences to predict what will happen. A

hypothesis is an idea that can be tested by

experimentation and observation. A

hypothesis leads to new knowledge.

Unit 1, Lesson

1, 3, 6

Unit 2, Lesson

3

Unit 3, Lessons

3. 4

Unit 4, Lessons

1, 3, 5, 6

Unit 5, Lessons

1, 2

Unit 6, Lesson

3

Unit 7, Lesson

1, 4

Unit 9, Lesson

2, 4

Blue

ScienceSaurus,

Looking at Data

& Explaining

Results, pp. 15-

19

SC.4.N.1.7

Recognize and explain that scientists base

their explanations on evidence. (Moderate)



make observations, ask

questions, conduct

investigations, and produce

evidence that guides

scientific thought and

theory.

I can recognize that

scientific knowledge

requires evidence.

What is a claim? A claim is a deduction,

pattern or observable finding from an

activity, investigation or experiment.

What is evidence? Evidence is the data

gathered in an activity, investigation or

experiment.

How do you write a conclusion statement? A

conclusion is the justification that links a

claim and evidence together. Have students

write a conclusion statement for each paired

claim and evidence by combining the claim

and the evidence that justifies it together

using the conjunction because so that both

make a compound sentence.

Unit 1, Lessons

1, 2, 3, 5

Unit 2, Lesson

2

Unit 3, Lesson

1

Unit 5, Lesson

2

Unit 9, Lesson

1, 4

Blue

ScienceSaurus,

Scientific

Investigation, pp.

2-27

Picture Perfect

Science, What's

Poppin', p. 91

Macmillan, Time

for Kids, Science

Workstation,

"How Trees Help

Us"

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model



computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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e:

Th

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atu

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cie

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Big

Id

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1:

Th

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racti

ce

of

Scie

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August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.1.8

Recognize that science involves creativity in

designing experiments. (Moderate)

Not assessed.

What is a variable? A variable is any factor,

condition, or event that can change in an

experiment. Before you begin any

experiment you must identify the variable

that can affect the results. You then need

to decide which variable you want to control

and which you want to vary (change). The

only variables that should change are

factors that will confirm or reject your

hypothesis.

What is a control? Any factors, conditions

or events you keep the same (constant or

fixed) in an experiment are called controls.

The best experiments are designed so all

the variables are controlled except the

factors you think will confirm your

hypothesis.

What is a trial? Each set of repeated

measurements in an experiment is called a

trial. The more measurements

(observations) you make, the more reliable

your results. Whenever possible, you

should repeat an experiment several times

with more than one set of test samples and

then average the results. Experiments with

multiple trials and multiple samples that

follow exactly the same experimental

procedures in every trial are the most valid.

Unit 1, Lessons

1, 2, 5

Unit 2, Lessons

1, 4

Unit 3, Lessons

2, 4

Unit 4, Lesson

3

Unit 5, Lesson

1

Unit 7, Lessons

3, 4

Unit 8, Lesson

1

Unit 10,

Lessons 2, 3

Blue

ScienceSaurus,

Students Doing

Science, pp. 26-

27

Girls Think of

Everything:

Stories of

Ingenious

Inventions by

Women by

Catherine

Thimmesh,

Houghton Mifflin,

2000

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model



computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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Th

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cie

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Big

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1:

Th

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of

Scie

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August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.N.3.1

Explain that models can be three

dimensional, two dimensional, an

explanation in your mind, or a computer

model. (Moderate)

Not assessed.

I can communicate that

scientists use different

types of models depending

on the subject they are

studying.

I can identify differences

between examples of

models such as a picture,

replica, or animation.

I can determine that

technology has helped

scientists make more

accurate models.

I can measure the

classroom using metric

tools such as tape

measures and metersticks.

I can construct a model of

the classroom, and

compare the models made

noting differences based

on spatial awareness or

measurements.

What is a scientific model? A scientific

model is a simplified version of a part or

event in nature. Models explain what that

part or event looks like and how it works.

Scientists make physical models to

represent things that cannot be observed

directly. Drawings, diagrams, objects,

mathematical equations, and computer

simulations can be scientific models.

Sometimes it is helpful to develop a model

to explain what you find out in an

experiment. As scientists conduct more

experiments, they gain new information

about relationships that can be used to

update and improve existing models.

What is a scale model? A scale model is a

model that is a miniature of the actual part

in size or shape. A scale model is made by

measuring the actual part and then

converting those measurements into

proportional values in a smaller

denomination to make an exact miniature.

Unit 1, Lessons

5, 6

Unit 2, Lessons

1, 2, 3

Unit 3, Lesson

1, 4, 5

Unit 7, Lesson

2

Unit 10, Lesson

4

Blue

ScienceSaurus,

Maps, pp. 403-

407

Sea Clocks: The

Story of

Longitude by

Louise Borden,

Margaret K.

McElderry, 2004

Neo Leo: The

Ageless Ideas of

Leonardo da

Vinci by Gene

Barretta, Henry

Holt, 2009

Nature of Science:

scientist

science

observation

investigation

hypothesis

inference

microscope

pan balance

spring scale

data

model



computer model

experiment

law

scientific method

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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e:

Th

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Big

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1:

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of

Scie

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Review and Teacher Created Test/Quiz (September 25 & September 27)

August 23 -

September 24

What Do Scientists

Do?

What Skills Do

Scientists Use?

How Do Scientists

Collect and Use

Data?

Why Do Scientists

Compare Results?

What Kinds of

Models Do

Scientists Use?

How Can You

Model a School?

Comprehension Check: The Practice of Science

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.8.1

Measure and compare objects and materials

based on their physical properties including:

mass, shape, volume, color, hardness,

texture, odor, taste, attraction to magnets.

(Moderate)

Assessed as SC.5.P.8.1.

I can define matter and

mass.

I can compare a set of

objects by their physical

properties.

I can define volume.

I can define density.

I can classify a group of

objects by their observable

properties.

I can use standard

measurements to quantify

observable properties of an

object.

What are mass and volume? Mass and

volume are properties of matter. Mass is

the amount of matter an object contains,

and volume is the amount of space it takes

up. Mass is measured in grams (g) and

kilograms (kg), and volume is measured in

cubic centimeters (cm3), cubic meters (m3),

or milliliters (mL), Liters (L) and kiloliters

(kL).

What is density? Density is a property of

matter. It compares the mass (amount of

matter) per volume (amount of space) in an

object.

How are solids, liquids, and gases different?

Solids have a definite volume and shape.

Liquids have a definite volume but no

definite shape, so they take the shape of

their container. Gases have no definite

volume or shape. The motion of particles in

matter determines its physical state or

phase (if it‟s a solid, liquid or gas) and

temperature.

How are density and buoyancy related?

Buoyancy is the ability of matter to float or

sink in a liquid (or gas). Objects denser

than water sink. If a solid is denser than

fresh water (1.0g/cm3), it will sink. If a

solid‟s mass can be spread out over more

surface, lowering its mass per unit volume

below water (0.99 g/cm3 or lower), it will

float.

Unit 1, Lesson

4

Unit 4, Lessons

1, 2, 5

Blue

ScienceSaurus,

Using Science

Tools and

Equipment, pp. 38-

55

Blue

ScienceSaurus,

Properties of

Matter, pp.244-247

Macmillan Leveled

Reader,

"Measuring Matter"

Temperature by

Rebecca Olien,

Capstone, 2005

A Matter of

Survival: Properties

of Matter by Ann

Weil, Raintree,

2006

Physics: Why

Matter Matters! by

Dan Green,

Kingfisher, 2008

SC.4.P.8.3

Explore the Law of Conservation of Mass by

demonstrating that the mass of a whole

object is always the same as the sum of the

masses of its parts. (Moderate)

Not assessed.

I can use a pan balance to

illustrate the law of

conservation of mass.

Will the weight of an object equal the sum

of all its disassembled parts? The weight of

an object will equal the sum of all its

disassembled parts only when all the parts

are weighed together and no parts are

missing.

Unit 4, Lesson

3

Blue

ScienceSaurus,

pp. 46-48; 244

September 28 -

October 18

What Are Physical

Properties of

Matter?

How Are Physical

Properties

Observed?

What is

Conservation of

Mass?

What Are the

States of Water?

What Are

Magnets?

How Do Magnets

Attract Objects?

Bo

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Ph

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Big

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8:

Pro

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att

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Physical Science:

matter

physical property

mass

volume

density

solid

liquid

gas

change of state

evaporation

condensation

magnetism

attraction

repel

magnetic field

magnetic pole

electromagnet

motor

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.8.2

Identify properties and common uses of

water in each of its states. (Low)

Not assessed.

I can describe the three

states of water.

I can explain how heating

and cooling change the

states of matter.

What are the physical properties and states

of water? Water is a colorless, odorless,

tasteless, liquid. Water occurs naturally on

Earth as a liquid (water), solid (ice, snow,

sleet) and gas (water vapor).

Why is water important? Without water

there would be no life on Earth.

Unit 4, Lesson

4

Blue

ScienceSaurus,

States of Matter,

pp. 261-265

Picture Perfect

Science,

Chemical Change

Café, p. 215-

234

Macmillan, Time

for Kids, Science

Workstation,

"Popcorn"

SC.4.P.8.4

Investigate and describe that magnets can

attract magnetic materials and attract and

repel other magnets. (High)


I can compare the

properties of magnets.

I can recognize the

usefulness of magnets.

I can observe how

magnets can be used to

produce motion.

I can recognize the

usefulness of magnets.

I can experiment with

magnets to show that they

can attract objects

containing iron.

What is a magnet? A tool that pulls

(attracts) iron and a few other magnetic

materials.

What is magnetism? The pull between an

object and a magnet creates a force called

magnetism.

How do magnets react with other magnets?

Magnets can push or pull on other magnets.

When magnets push away or repel, they do

so because they are aligned so that similar

poles (North-North or South-South) are

facing each other. Two magnets pull

together or attract when two unlike poles

(North-South) are aligned.

Unit 4, Lessons

5, 6

Blue

ScienceSaurus,

Magnetism, pp.

304-305

September 28 -

October 18

What Are Physical

Properties of

Matter?

How Are Physical

Properties

Observed?

What is

Conservation of

Mass?

What Are the

States of Water?

What Are

Magnets?

How Do Magnets

Attract Objects?

Bo

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Ph

ysic

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Scie

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Big

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8:

Pro

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Comprehension Check: Properties of Matter

Review and Teacher Created Test/Quiz (October 22 & October 23)

Physical Science:

matter

physical property

mass

volume

density

solid

liquid

gas

change of state

evaporation

condensation

magnetism

attraction

repel

magnetic field

magnetic pole

electromagnet

motor

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

Bo

dy o

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no

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e:

Ph

ysic

al

Scie

nce

Big

Id

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9:

Ch

an

ge

s i

n M

att

er

SC.4.P.9.1

Identify some familiar changes in materials

that result in other materials with different

characteristics, such as decaying animal and

plant matter, burning, rusting, and cooking.

(Low)


Physical Science:

physical change

chemical change

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

October 24 -

October 31

What Are Physical

and Chemical

Changes?

How Can You Tell

When a New

Substance Forms?

I can explain how chemical

changes differ from

physical changes.

I can describe examples of

physical and chemical

changes.

I can identify changes in

an object‟s properties that

signal a chemical change.

What is a physical change? Changes from

one form to another without turning into a

new substance.

What evidence indicates a physical change

has happened? The object (substance)

changed, but what it is made out of did not.

What is a chemical change? A chemical

change is when one or more substances

change into one or more new substances.

What evidence may indicate a chemical

change has happened? The properties of

the new substances are different form the

properties of the original substances.

Unit 5, Lessons

1, 2

Blue

ScienceSaurus,

Chemical

Changes, pp. 266-

267

States of Matter:

A Question and

Answer Book by

Fiona Bayrock,

Capstone, 2006

Matter by Jane

Weir, Compass

Point, 2009

2nd Trimester

Comprehension Check: Changes in Matter

Review and Teacher Created Test/Quiz (November 1 & November 2)



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.10.1

Observe and describe some basic forms of

energy, including light, heat, sound,

electrical, and the energy of motion.

(Moderate)


I can identify things that

use energy.

I can identify sources of

energy.

I can describe the uses of

mechanical energy.

I can differentiate between

potential and kinetic

energy.


light energy.

I can understand that

sound is a form of energy

produced through

vibrations.

I can describe the uses of

chemical energy and how

chemical energy can be

changed to other forms of

energy.

I can identify energy uses

and their sources.

What is energy? Energy is the ability to do

work. Work is done when a force moves an

object. Energy causes motion and can also

cause changes in matter.

What is light? Light is a form of energy that

travels in waves and can move through

empty space where there is no air.

What is heat? Heat is a form of energy

caused by the moving particles in a

substance.

What is sound? Sound is a form of energy

produced by vibrating matter.

What is electricity? A form of energy that is

produced when electrons move form one

place to another.

What type of energy do moving object

have? A moving object has kinetic energy.

The faster an object moves the greater its

mass and the more kinetic energy it has.

Unit 6, Lessons

1, 2

Blue ScienceSaurus,

Forms of Energy, p.

285

Blue ScienceSaurus,

Heat Energy, pp. 289-

291

Macmillan, Time for

Kids, Science

Workstation, "Batter

Up"

Macmillan Leveled

Reader, "An Eye on

Energy"

Picture Perfect

Science, Mirror,

Mirror, p. 147-156

Macmillan, Time for

Kids, Science

Workstation, "The

Light Bulb"

"Windforms" "A

Chinese Invention"

Flick a Switch: How

Electricity Get to Your

Home by Barbara

Seuling, Holiday

House, 2003

SC.4.P.10.2

Investigate and describe that energy has

the ability to cause motion or create

change. (Moderate)


I can identify energy uses

and their sources.

I can describe how energy

can be changed from one

form to another form.

I can identify how potential

energy is transferred into

kinetic energy.

I can investigate how

energy has the ability to

cause motion.

What can energy do? Energy can cause

motion and changes in matter.

What is a force? A force is a push or a pull.

Unit 6, Lessons

1, 2, 4

Bo

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Ph

ysic

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Scie

nce

Big

Id

ea

10

: Fo

rms o

f E

ne

rgy

November 5 -

November 30

What Are Some

Forms of Energy?

Where Does

Energy Come

From?

What is Sound?

How Do We Use

Wind and Water

for Energy?

Grade 4 NGSSS with

Access PointsPhysical Science:

energy

kinetic energy

potential energy

mechanical energy

chemical energy

electrical energy

wind energy

hydroelectric

solar energy

vibration

pitch

* FCAT 2.0 Tested

Vocabulary



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.10.3

Investigate and explain that sound is

produced by vibrating objects and that

pitch depends on how fast or slow the

object vibrates. (High)


I can experiment with

sound by changing the

pitch of a vibrating object.

I can observe changes in

pitch by using a rubber

band stretched to different

lengths.

What causes sound? Sound is a form of

energy produced by vibrating objects.

How is a loud sound different from a soft

sound? Louder sounds are created by larger

vibrations. Larger vibrations make stronger

movements in the air molecules as the

sound travels. Smaller vibrations cause

softer (quieter) sounds.

What is pitch? The pitch of a sound is how

high or low it sounds. In high sounds

compressions happen more often and lower

sounds, compressions happen less often.

Unit 6, Lessons

1, 3

Blue

ScienceSaurus,

Sound, pp. 315-

317

Picture Perfect

Science, Sounds

of Science,

p. 205-213

Light and Sound

by Dr. Mike

Goldsmith,

Kingfisher, 2007

SC.4.P.10.4

Describe how moving water and air are

sources of energy and can be used to move

things. (Moderate)


I can describe how water is

a source of energy.

I can describe how moving

water can be used to

produce mechanical or

electrical energy.

I can describe how wind is

a source of energy.


air can be used to produce

mechanical or electrical

energy.

I can describe how wind,

water, and the sun are

sources of energy.


air, water, and sunlight can

be used to produce

mechanical or electrical

energy.

What is erosion? Erosion is the movement

of sediments by wind, water, ice and

gravity.

Unit 6, Lesson

4

Blue

ScienceSaurus,

Energy from

Water, p. 325

Blue

ScienceSaurus,

Energy from

Wind, p. 326

Winter Diagnostics (November 27 - November 29)

Review and Teacher Created Test/Quiz (December 3 & December 4)

Bo

dy o

f K

no

wle

dg

e:

Ph

ysic

al

Scie

nce

Big

Id

ea

10

: Fo

rms o

f E

ne

rgy

November 5 -

November 30

What Are Some

Forms of Energy?

Where Does

Energy Come

From?

What is Sound?

How Do We Use

Wind and Water

for Energy?

Comprehension Check: Forms of Energy

Grade 4 NGSSS with

Access PointsPhysical Science:

energy

kinetic energy

potential energy

mechanical energy

chemical energy

electrical energy

wind energy

hydroelectric

solar energy

vibration

pitch

* FCAT 2.0 Tested

Vocabulary


Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.11.1

Recognize that heat flows from a hot object

to a cold object and that heat flow may

cause materials to change temperature.

(Low)


I can define heat.

I can describe two ways to

transfer heat.

I can describe radiation.

I can define heat and

temperature.


heat.

I can describe three ways

to transfer heat.

I can observe that an

object‟s temperature

increases when it is

exposed to a heat source.

What is heat? Heat is the movement of

thermal energy between different matter

that is at different temperatures.

How does thermal energy naturally transfer?

Heat always moves from hot matter to cold

matter.

What is conduction? Conduction is the

movement of heat from hotter matter to

colder matter it is touching. This transfer of

thermal energy is caused when particles in

the hotter matter bump into and speed up

the particles in the colder matter and

continues until both pieces of matter are the

same temperature.

What is convection? Convection is the

movement of heat energy in a fluid (liquid

or gas) in which warmer fluids „rise‟ and

cooler fluids „sink‟ creating a current (flow)

from hot to cold.

What is radiation? Radiation is the

movement of tiny „bundles of light‟ energy

(called photons) that include both light and

heat in waves from the Sun to the Earth

through empty space.

Unit 7, Lessons

1, 2, 4

Blue

ScienceSaurus,

Transfer of Heat

Energy, pp. 292;

294

SC.4.P.11.2

Identify common materials that conduct

heat well and poorly. (Low)


I can identify materials that

conduct heat well.

I can determine which

materials can be used to

prevent the transfer of

energy as heat.

I can recognize that some

materials conduct heat

better than others.

I can classify a small group

of objects by an observable

property: objects that

conduct heat well and

those that do not.

What is conduction? Conduction is when

heat moves from a warmer material to a

colder material it is touching.

What is the difference between a conductor

and an insulator? A conductor is a material

that heat can easily move through. An

insulator is a material that heat can‟t easily

move through.

How does conduction move heat from one

object to another? When two substances

come into contact, their particles touch and

the energy of the faster moving particles is

transferred to the slower moving particles

until the particles in both substances are

moving at the same speed (their

temperature is equalized).

Unit 7, Lessons

3, 4

Blue

ScienceSaurus,

Conductors and

Insulators of

Heat, p. 293

Review and Teacher Created Test/Quiz (December 18 & December 19)

Comprehension Check: Energy Transfer and Transformations

December 5 -

December 17

What is Heat?

How Is Heat

Produced?

What Are

Conductors and

Insulators?

Which Materials

Are Conductors?

Physical Science:

heat

conduct

convection

radiation

conductor

insulator

* FCAT 2.0 Tested

Vocabulary

Bo

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no

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e:

Ph

ysic

al

Scie

nce

Big

Id

ea

11

: E

ne

rgy T

ran

sfe

r a

nd

Tra

nsfo

rmti

on

s

Grade 4 NGSSS with

Access Points



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.P.12.1

Recognize that an object in motion always

changes its position and may change its

direction. (Low)


I can observe and record

changes of position.

I can explain how to

describe motion.


measure motion.

I can compare the motion

of various objects.

I can describe how velocity

and acceleration are

related.

What is motion? Motion is a change in

position.

What causes motion? Motion is caused

when unbalanced forces are applied to an

object. Forces act in pairs opposite in

direction to each other. If the pair of forces

are balanced (equal in strength), the object

is „at rest‟ (not moving). However, when

one force becomes stronger than the other

(unbalancing the pair of forces), the object

begins to move in the direction the stronger

force is applied. The more force applied,

the faster the object will move.

Unit 8, Lesson

1

SC.4.P.12.2

Investigate and describe that the speed of

an object is determined by the distance it

travels in a unit of time and that objects

can move at different speeds. (Moderate)



changes of position.


measure motion.

I can determine the speed

of a moving object by

measuring the distance it

travels and the time

required.

I can recognize the

difference between speed

and velocity and record

both for a moving object.

How can motion be measured? Motion can

be measured by dividing the distance an

object moves by the time it takes to move

(speed = distance/time). This calculation is

called the object‟s speed and describes the

rate at which the object is moving.

Unit 8, Lessons

1, 2

Physical Science:

position

motion

speed

velocity

force

acceleration

* FCAT 2.0 Tested

Vocabulary

Blue

ScienceSaurus,

Describing

Motion, pp. 275-

276

Blue

ScienceSaurus,

Changing Motion,

pp.277-279

Macmillan

Leveled Reader,

"Force & Motion

in Sports"

Picture Perfect

Science, Sheep in

a Jeep, p. 181-

204

Forces: Science

All Around Me by

Karen Bryant-

Mole,

Heinemann, 2002

Forces and

Motion: From

Push to Shove by

Christopher

Cooper,

Heinemann, 2003

Force and

Motion: Laws of

Movement by

Don Nardo,

Compass Point,

2008

Bo

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Ph

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Scie

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Big

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12

: M

oti

on

of

Ob

jects

January 7 -

January 11

What is Motion?

What is Speed?

Comprehension Check: Motion of Objects

Review and Teacher Created Test/Quiz (January 14 & January 15)

Grade 4 NGSSS with

Access Points



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.5.4

Relate that the rotation of Earth (day and

night) and apparent movements of the Sun,

Moon, and stars are connected. AA (High)

Also assesses SC.4.E.5.1, SC.4.E.5.2,

and SC.4.E.5.3.

I can explain how Earth's

rotation causes day and

night.

I can describe the apparent

motion of objects in the

sky.

I can form a model to

represent the observable

motion of the sun and

moon across the sky.

I can communicate how

Earth‟s rotation on its axis

explains the apparent

motion of the sun and

moon.

Why are the movements of the Sun, Earth,

and stars important? The observation that

the Sun, Earth, Moon and stars are

constantly in motion, all rotating and some

orbiting around their more massive

neighbors is important because by tracking

their motions from Earth, man can measure

time - in days, months and years, has

learned what causes the seasons on Earth,

and has developed a calendar predicting

future events.

Unit 2, Lesson

1, 2

Picture Perfect

Science, Day and

Night, p. 251-263

Sun by Steve

Tomecek,

National

Geographic

Society, 2006

SC.4.E.5.3

Recognize that Earth revolves around the

Sun in a year and rotates on its axis in a 24-

hour day. (Moderate)

Assessed as SC.4.E.5.4.

I can recognize that the

seasons result from Earth's

tilt and orbit around the

sun.

What causes day and night on Earth? The

rotation of Earth on its axis causes day and

night. Every 24 hours the Earth turns

completely around once on its axis. From

one position on Earth you spend about half

that time turning into the Sun‟s light called

“day” (daylight hours). The other half of

that time you are turning away from the

Sun‟s light into the darkness called “night”

(nighttime hours).

How long does it take Earth to make one

orbit around the sun? The Earth revolves

once around the Sun every 365¼ days. To

adjust for the ¼ day on the calendar,

every four years we add one extra day to

the month of February. The year we add

that day is called a “leap year.” (If you

were born on February 29, you would only

have a „birthday‟ every four years.

Unfortunately, you will still be four years

older.)

Unit 2, Lessons

1, 2

Blue

ScienceSaurus,

Earth's Rotation

& Revolution, pp.

218-221

January 16 -

February 1

How Does Earth

Rotate and

Revolve in Space?

How Does Earth

Move in Space?

What Are Moon

Phases?

How Does

Technology Help

Us Learn About

Space?

Grade 4 NGSSS with

Access Points

Bo

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f K

no

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e:

Ea

rth

an

d S

pa

ce

Scie

nce

Big

Id

ea

5:

Ea

rth

in

Sp

ace

in

Tim

e

Earth and Space:

rotation

axis

orbit

constellation

moon phases

telescope

space probe

* FCAT 2.0 Tested

Vocabulary



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.5.2

Describe the changes in the observable

shape of the moon over the course of about

a month. (Moderate)


I can identify and predict

changes in the appearance

of the moon.

I can explain how

calendars can be used to

predict changes in the

appearance of the moon.

Why is the Moon visible at night? The Moon

is visible at night because the Moon is lit by

sunlight that bounces off of it. The light

reaches Earth as reflected moonlight.

Why does the Moon‟s appearance change

over a month? From night to night, the

shape of the Moon looks different. The

changes in how the Moon looks to people

on Earth are called the moon‟s phases. The

Moon doesn't really change shape. It is

always shaped like a ball. What changes is

the part of the Moon that reflects light from

the Sun to the Earth. The Moon goes

through 8 different shapes or phases which

then repeat about every 29½ days.

What are the moon‟s phases called and how

do they appear from Earth? The phases are

new moon (the dark half of the moon you

don‟t see), waxing crescent (sliver or

crescent lit right), first quarter (right half

lit), waxing gibbous (almost fully lit right,

except left edge), full moon (fully lit),

waning gibbous (almost fully lit left, except

right edge), last quarter (left half lit), and

waning crescent (sliver or crescent lit left).

Unit 2, Lesson

3

Picture Perfect

Science, The

Changing Moon,

p. 235-250

Blue

ScienceSaurus,

Moon Motions

pp. 222-223

SC.4.E.5.1

Observe that the patterns of stars in the

sky stay the same although they appear to

shift across the sky nightly, and different

stars can be seen in different seasons.

(High)


I can explain that different

constellations are visible in

different seasons as a

result of Earth‟s revolution.

What is a constellation? A constellation is a

very large group of bright stars that form a

pattern in the night sky. The people of

ancient times watched the night sky like we

watch television today. They told stories

and matched them to constellations in the

night sky honoring their gods and fallen

heroes.

How have people used the constellations?

As the seasons changed, so did the

constellations ancient people could see at

night. These changes reminded them when

to plant and harvest their crops. Early

explorers used the stars to navigate their

ships at sea. Today people are unaware of

the changes that occur in the night sky

because they cannot see most of the

constellations due to bright street lighting

which limits their view of the night sky.

Why do the constellations change from

season to season? As the tilted Earth orbits

the Sun, the seasons change and the view

of the solar system from Earth changes

revealing different constellations visible from

each new point in the orbit.

Unit 2, Lessons

1, 3

More Picture

Perfect Science,

Stargazers, p.

179-195

Blue

ScienceSaurus,

Constellations,

pp. 236-237

Find the

Constellations by

H.A. Rey,

Houghton Mifflin,

2008

January 16 -

February 1

How Does Earth

Rotate and

Revolve in Space?

How Does Earth

Move in Space?

What Are Moon

Phases?

How Does

Technology Help

Us Learn About

Space?

Grade 4 NGSSS with

Access Points

Bo

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f K

no

wle

dg

e:

Ea

rth

an

d S

pa

ce

Scie

nce

Big

Id

ea

5:

Ea

rth

in

Sp

ace

in

Tim

e

Earth and Space:

rotation

axis

orbit

constellation

moon phases

telescope

space probe

* FCAT 2.0 Tested

Vocabulary

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.5.5

Investigate and report the effects of space

research and exploration on the economy

and culture of Florida. (High)

Not assessed.

I can explain why Florida is

one of the nation‟s centers

for space exploration.

I can explain how Florida

benefits from the space

exploration industry.

I can describe technologies

that have developed as a

result of the space

program.

What is space exploration? Man's attempts

to learn more about outer space and the

objects in our solar system. Man has

explored space using both robotic probes

and manned flight and exploration.

How has space research and exploration

effected the economy and culture of

Florida? Known as the "Space Coast" both

the climate and weather in South Florida

makes it an idea location to assemble and

launch the space crafts we use to study

outer space. As a result our state has

benefited from the jobs, merchandise,

technology and tourism generated by the

space programs.

Unit 2, Lesson

4

January 16 -

February 1

How Does Earth

Rotate and

Revolve in Space?

How Does Earth

Move in Space?

What Are Moon

Phases?

How Does

Technology Help

Us Learn About

Space?

3rd Trimester

Review and Teacher Created Test/Quiz (February 4 & February 5)

Grade 4 NGSSS with

Access Points

Comprehension Check: Earth in Space and Time

Bo

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Ea

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d S

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Scie

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Big

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5:

Ea

rth

in

Sp

ace

in

Tim

e

Earth and Space:

rotation

axis

orbit

constellation

moon phases

telescope

space probe

* FCAT 2.0 Tested

Vocabulary

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.6.1

Identify the three categories of rocks:

igneous, (formed from molten rock);

sedimentary (pieces of other rocks and

fossilized organisms); and metamorphic

(formed from heat and pressure). (Low)


I can recognize the

physical characteristics of

rock.

I can identify igneous rock

and explain how it forms.

I can identify sedimentary

rock and metamorphic

rock, and explain how each

forms.

I can identify the three

types of rock and explain

how each forms.

What is a rock? Rocks are solid earth

materials made of minerals. Most rocks are

a mixture of different minerals.

Sedimentary rocks may also contain the

remains of living things.

How are rocks classified? Rocks are

classified into three groups based on how

they form: igneous, sedimentary, or

metamorphic rock. Igneous rocks form

from high temperature molten magma deep

in the Earth or lava on the Earth‟s surface.

Sedimentary rocks form from pieces of rock,

minerals, sediments, and the remains of

living things that pile up in riverbeds, lake

bottoms, or the ocean floor. Metamorphic

rocks are existing rocks (igneous or

sedimentary) that have been changed

(reformed) by heat and pressure deep in

the Earth‟s crust.

Unit 3, Lesson

4

Picture Perfect

Science, Grand

Canyon, p. 265-

277

More Picture

Perfect Science, If

You Find a Rock, p.

157-167

Blue

ScienceSaurus,

Rocks, pp. 164-167

Macmillan Leveled

Reader, "Changing

Earth"

Macmillan, Time

for Kids, Science

Workstation, "Rock

Study"

Macmillan Leveled

Reader, "Florida:

Yesterday &

Today"

If You Find a Rock

by Peggy Christian,

Harcourt, 2000

SC.4.E.6.2

Identify the physical properties of common

earth-forming minerals, including hardness,

color, luster, cleavage, and streak color,

and recognize the role of minerals in the

formation of rocks. AA (Moderate)

Also assesses SC.4.E.6.1.

I can explain what minerals

are and how they form.

I can identify the physical

properties of minerals.

I can sort minerals into

groups based on their

physical properties.

What are minerals? A mineral is a naturally

formed, solid substance that has never been

alive or formed from a living thing. Minerals

have a crystal structure. A crystal structure

has a definite pattern in the way the

particles in the mineral are arranged. A

mineral has a crystal structure even if it

does not have a crystal shape you can see.

What are the common physical properties of

Earth-formed minerals? Color - A mineral

may be one color or many colors. You

cannot identify a mineral by color alone, but

color is helpful alone with other properties.

Luster describes how a mineral reflects light

from its surface. Some minerals are shinny

like metal or glass, others are dull or waxy.

Hardness is the ability of a mineral to resist

being scratched. Cleavage is the tendency

of a mineral to break along a flat surface.

Streak is the color of a mineral in powder

form.

What is the role of minerals in the formation

of rocks? Rocks are a mixture of different

minerals and sometimes organic materials

Unit 3, Lessons

2, 3

Blue

ScienceSaurus,

Minerals, pp. 160-

163

Earth and Space:

weathering

erosion

deposition

sediment

mineral

rock

igneous rock

sedimentary rock

metamorphic rock

rock cycle

fossil

resource

renewable resource

nonrenewable resource

* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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f K

no

wle

dg

e:

Ea

rth

an

d S

pa

ce

Scie

nce

Big

Id

ea

6:

Ea

rth

Str

uctu

res

February 6 -

March 8

How Do

Weathering and

Erosion Shape

Earth's Surface?

What Are

Minerals?

What Are

Properties of

Minerals?

How Can Rocks Be

Classified?

Which Resources

Are Found in

Florida?



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.6.4

Describe the basic differences between

physical weathering (breaking down of rock

by wind, water, ice, temperature change,

and plants) and erosion (movement of rock

by gravity, wind, water, and ice). AA

(Moderate)

I can explain what is

weathering and how it can

change rock.

I can describe how

landforms can change over

time.

I can explain how erosion

and deposition change

Earth‟s surface.

I can contrast physical

weathering and erosion.

How are weathering and erosion different?

Weathering breaks down existing rock into

minerals and sediments. Erosion transports

(moves) minerals and sediments from one

place and builds it up in other places.

What is deposition? Deposition occurs when

moving water, ice, wind, or gravity drops a

load of sediments and other materials in a

new location. The newest layers are on the

top.

Unit 3, Lessons

1, 4

Blue

ScienceSaurus,

pp. 171-172

Macmillan,

Leveled Reader,

"Extreme

Weather-

Hurricanes &

Tornadoes"

Macmillan, Time

for Kids, Science

Workstation, "It's

Snowing"

SC.4.E.6.3

Recognize that humans need resources

found on Earth and that these are either

renewable or nonrenewable. AA (Moderate)

Also assesses SC.4.E.6.6.

I can describe renewable

resources.

I can compare and contrast

renewable and

nonrenewable resources.

I can identify some of the

resources found in Florida

and describe how to

conserve them.

What is a natural resource? A resource is any

material that can be used to satisfy a need.

Natural resources can be divided into two

groups: energy resources (e.g. sunlight, wind,

moving water, fossil fuels) and material

resources (e.g. minerals, plants, animals, rocks,

soil).

What are renewable resources? A renewable

resource is a natural resource that can be

replaced by nature, like food crops or solar

energy.

What are non-renewable resources? Natural

resources that cannot be replaced once used,

such as oil, coal, natural gas, and minerals.

What is conservation? Conservation is the wise

use of a natural resource. Good conservation

includes the careful and controlled use and

maintenance of a resource that improves the

quality of life for all the plants and animals that

need the resource, not just the humans.

What are three ways people can conserve

resources? Three ways people can conserve

resources are 1) Reduce the consumption of

limited or nonrenewable resources by cutting

back on their use. 2) Reuse materials made

from natural resources when possible instead of

throwing them away. 3) Recycle by recovering

valuable waste products and using the recovered

material to make new products. All three of

these practices save resources, materials, and

energy.

Unit 3, Lessons

4, 5

Blue ScienceSaurus,

Natural Resources,

pp. 320-333

Blue ScienceSaurus,

Conserving

Resources, pp. 344-

353

Macmillan Leveled

Reader, "Great Dams -

Water Power",

"Power of Wind"

Picture Perfect

Science, Oil Spill, p.

169-180

More Picture Perfect

Science, Be a Friend

to Trees, p.

109-121

Macmillan Leveled

Reader, "The Trash

Detective"

Macmillan, Time for

Kids, Science

Workstation, "Oil

Spills and Water Don't

Mix"

Earth and Space:

weathering

erosion

deposition

sediment

mineral

rock

igneous rock

sedimentary rock

metamorphic rock

rock cycle

fossil

resource

renewable resource


* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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Ea

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Scie

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Big

Id

ea

6:

Ea

rth

Str

uctu

res

February 6 -

March 8

How Do

Weathering and

Erosion Shape

Earth's Surface?

What Are

Minerals?

What Are

Properties of

Minerals?

How Can Rocks Be

Classified?

Which Resources

Are Found in

Florida?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.E.6.5

Investigate how technology and tools help

to extend the ability of humans to observe

very small things and very large things.

(High)

Not assessed.

I can identify tools and

technology used to explore

the universe.

What is a microscope? A science tool that

uses lenses to make tiny things look larger

so they can be observed.

What is a telescope? A tool that uses lenses

to make distant objects look closer.

Unit 2, Lesson

4

Blue

ScienceSaurus,

Using Magnifiers

and Microscopes,

pp. 51-53

Blue

ScienceSaurus,

Observing Space,

pp. 238-239

SC.4.E.6.6

Identify resources available in Florida

(water, phosphate, oil, limestone, silicon,

wind, and solar energy). (Low)


I can identify some of the

resources found in Florida.

Why are water, phosphates, oil, limestone,

wind and solar energy important Florida

resources?

Water? Both the fresh and salt water are

important to Florida's irrigation, recreation

and restoration of habitats.

Phosphates? Phosphates are an important

mineral resource mined in Florida to make

fertilizers for agriculture.

Oil? Near and off shore oil deposits are

important energy resources and the

economy.

Limestone? Limestone is an important

mineral for building roads and buildings.

Wind? Because Florida has a consistent on

and off-shore wind, it can be captured by

turbines and used as a renewable energy

resource.

Solar Energy? The sunshine state has plenty

of sunny days and using solar panels to

collect this energy could reduce our need

for foreign oil.

Unit 3, Lesson

5

Spring Break (March 25 - March 29)

Earth and Space:

weathering

erosion

deposition

sediment

mineral

rock

igneous rock

sedimentary rock

metamorphic rock

rock cycle

fossil

resource

renewable resource


* FCAT 2.0 Tested

Vocabulary

Grade 4 NGSSS with

Access Points

Bo

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Ea

rth

an

d S

pa

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Scie

nce

Big

Id

ea

6:

Ea

rth

Str

uctu

res

February 6 -

March 8

How Do

Weathering and

Erosion Shape

Earth's Surface?

What Are

Minerals?

What Are

Properties of

Minerals?

How Can Rocks Be

Classified?

Which Resources

Are Found in

Florida?

Review and Teacher Created Test/Quiz (March 11 & March 12)

Comprehension Check: Earth Structures

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.16.1

Identify processes of sexual reproduction in

flowering plants, including pollination,

fertilization (seed production), seed

dispersal, and germination. (Moderate)

Assessed as SC.3.L.14.1.

I can explain that all seed-

plant life cycles include

germination, maturity,

reproduction, and death.

I can state the stages in the

life cycle of a flowering and

nonflowering plant.

I can explain the role of

pollination in the sexual

reproduction of seed plants.

I can state the ways that

plants are pollinated.

I can state the ways that

seeds are dispersed.

I can explain how people

use plants to survive.

I can experiment to

determine how light and the

amount of water affects

germination rate.

I can explain what other

factors affect germination

rate.

What are seeds? Seeds are the tiny parts of

flowering plants that contain a tiny new

plant and a source of stored food.

What are flowers? Flowers are the

reproductive structures of plants. Flowering

plants reproduce sexually. The stamens, or

male reproductive parts, produce pollen.

The pistil, or female reproductive part,

produces the eggs.

What is pollination? Pollination is the

transfer of pollen from a male part of a

plant (stamen) to the female part (pistil).

Some plants pollinate themselves, fertilizing

their eggs with wind-blown pollen. Other

plants get assistance from insects, birds, or

bats called pollinators, which help cross-

pollinate one plant to another.

What is fertilization? The union of pollen

(male part) and eggs (female part).

What is germination? The process in which

a fertilized seed begins to sprout and grow.

Unit 9, Lessons

1, 2

Blue

ScienceSaurus,

Plant Life Cycles,

pp. 86-87

Brilliant Bees by

Linda Glaser,

Millbrook, 2003

Life Processes:

From

Reproduction to

Respiration by

Loiuse and

Richard

Spilsbury,

Heinemann, 2004

SC.4.L.16.2

Explain that although characteristics of

plants and animals are inherited, some

characteristics can be affected by the

environment. (High)


I can explain that heredity

is the study of how

inherited traits are passed

from parent to offspring.


is the study of how



I can explain that some

traits are influenced by

environmental conditions. I

can provide examples of

physical traits that are

influenced by the

environment.

What is an inherited trait? An inherited trait

is the passing of traits or genes from

parent to offspring. (When organisms

sexually reproduce, genetic information

from each parent is passed to the next

generation. Genes are segments of DNA

that carry instructions for the traits of an

organism. Genes are located on

chromosomes in the nucleus of the cell.

Chromosomes and genes get divided in half

in meiosis and are recombined in fertilization

or pollination. This passing of genetic traits

from parents to offspring is called heredity,

hence the term inherited trait.)

Unit 9, Lesson

4

Unit 10, Lesson

1

Blue

ScienceSaurus, p.

82

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Big

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: H

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Grade 4 NGSSS with

Access Points

Life Science:

germination

maturity

fertilization

pollinate

complete metamorphosis

incomplete

metamorphosis

nymph

heredity

learned behavior

instincts

inherited trait

* FCAT 2.0 Tested

Vocabulary

March 13 - April

19

How Do Plants

Reproduce?

What Factors

Affect Germination

Rate?

How Do Animals

Reproduce?

What Are

Heredity, Instincts

and Learned

Behaviors?



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.16.3

Recognize that animal behaviors may be

shaped by heredity and learning. (High)



is the study of how




behaviors are learned as an

organism grows and

develops. Many behaviors

are a combination of

learning and instinct.


behaviors are inherited

(instincts) and that

organisms are genetically

programmed to perform

these behaviors.


behaviors are learned as an

organism grows and

develops. Many behaviors

are a combination of

learning and instinct.

What are learned behaviors? Animals also

learn behaviors from their parents. Birds

are born with the physical structures needed

to fly, but learn the skill of flying from a

parent. Carnivores instinctively kill and eat

other animals, but need to learn hunting

skills from a parent in order to survive. The

difference between an instinct and a learned

behavior is that instincts are inherited

inborn and a learned behavior is not.

Learning behaviors that refine instincts help

ensure survival.

What are instincts? Instincts are innate

behaviors that organisms inherit or are born

with. Instincts are not unique to an

individual, but instead are shared by an

entire population. Behaviors like building a

shelter or nest, finding a mate, killing prey,

the ability to swim or fly, migrate, or

hibernate are all examples of instinctive

behaviors.

Unit 9, Lesson

4

Blue

ScienceSaurus,

Animal Behavior,

pp. 93-95

One Tiny Turtle

by Nicola Davies,

Walker, 2008

SC.4.L.16.4

Compare and contrast the major stages in

the life cycles of Florida plants and animals,

such as those that undergo incomplete and

complete metamorphosis, and flowering

and nonflowering seed-bearing plants. AA

(Moderate)


animals are born live,

whereas other animals

hatch from eggs.


animals go through

metamorphosis as part of

their life cycle.

I can compare and contrast


and incomplete

metamorphosis, and

provide examples of

animals that undergo each

type.

What happens in complete metamorphosis?

In complete metamorphosis the body or an

organism completely changes in shape and

appearance at each stage of its life cycle:

egg, larva, pupa and adult.

How are incomplete and complete

metamorphosis different? Some organisms

produce young that look like tiny versions of

the adult. The young grow and develop until

they become adult-size, but their body

appearance does not change as much as in

complete metamorphosis.

Unit 9, Lessons

1, 3

Blue

ScienceSaurus,

Growth and

Development,

pp. 83-87

Review and Teacher Created Test/Quiz (April 22 & April 23)

Bo

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Big

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16

: H

ere

dit

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nd

Re

pro

du

cti

on

Grade 4 NGSSS with

Access Points

Life Science:

germination

maturity

fertilization

pollinate


incomplete

metamorphosis

nymph

heredity

learned behavior

instincts

inherited trait

* FCAT 2.0 Tested

Vocabulary

FCAT (April 15 - April 26)

March 13 - April

19

How Do Plants

Reproduce?

What Factors

Affect Germination

Rate?

How Do Animals

Reproduce?

What Are

Heredity, Instincts

and Learned

Behaviors?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.17.1

Compare the seasonal changes in Florida

plants and animals to those in other regions

of the country. (Moderate)


I can explain that living

things in places with mild

winters may not change or

may change in different

ways than living things in

places with harsh winters.

I can recognize that plants

change as seasons change.

I can describe how animals

change with the seasons.

I can recognize that plants

change as seasons change.

I can describe how plants

and animals change with

the seasons.

What are the seasons? A season is a time of

year - each season has a weather pattern.

There are four seasons: winter, spring,

summer and fall.

What is the climate? Climate is the general

weather of an area over a long period of

time, and includes the seasonal changes in

weather.

What are South Florida's seasons? South

Florida's subtropical climate promotes two

seasons, summers that are hot and wet and

winters that are cool and dry.

Unit 10, Lesson

1

Claws, Coats and

Camouflage: The

Ways Animals Fit

into Their World

by Susan E.

Goodman,

Millbrook, 2001

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17

: In

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Grade 4 NGSSS with

Access Points

Life Science:

dormancy

hibernation

migration

nutrients

energy

producers

photosynthesis

consumers

decomposers

food chain

herbivore

carnivore

omnivore

food web

pollution

conservation

* FCAT 2.0 Tested

Vocabulary

April 24 - May

29

How Do

Organisms Change

with the Seasons?

How Do

Organisms Obtain

and Use Food?

What Are Food

Chains?

How Do

Organisms Affect

Their

Environment?

How Do People

Affect Their

Environment?

Comprehension Check: Heredity and Reproduction



Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.17.2

Explain that animals, including humans,

cannot make their own food and that when

animals eat plants or other animals, the

energy stored in the food source is passed

to them. (Moderate)


I can explain that food is a

source of energy, which living

things use to grow and

perform life functions.

I can explain that producers

make their own food through

photosynthesis, which requires

water, carbon dioxide, and

sunlight.

I can describe how consumers

obtain food by eating other

organisms.

I can explain that both

producers and consumers

break down food to obtain

energy.

I can explain that food is a

source of energy, and that

producers make their own

food through photosynthesis,

which requires water, carbon

dioxide, and sunlight.

I can explain that both

producers and consumers

break down food to obtain

energy and that consumers

obtain food by eating other

organisms.

What is a producer and how do they get the

energy they need to survive? Most

producers make their own food using the

energy of sunlight (photosynthesis) and raw

materials from the environment. Plants,

algae and bacteria that make their own food

are producers.

What is a consumer and how do they get

the food energy they need to survive?

Consumers are any organisms that get their

food by eating other organisms. Consumers

are classified into groups based on the way

they eat.

Unit 10, Lesson

2

Blue ScienceSaurus,

Living Things in

Ecosystems, pp. 133-

136

Macmillan Leveled

Reader, "Bamboo

Eaters"

Picture Perfect

Science, Rice is Life,

p. 69-90

Picture Perfect

Science, Mystery

Pellets, p. 115-131

More Picture Perfect

Science, Wiggling

Worms, p. 79-

98

Macmillan Leveled

Reader, "Exploring

the Natural World"

Macmillan, Time for

Kids, Science

Workstation, "Study

an Animal"

Animals by MIranda

Smith, Kingfisher,

2009

Bo

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Big

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17

: In

terd

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en

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Grade 4 NGSSS with

Access Points

Life Science:

dormancy

hibernation

migration

nutrients

energy

producers

photosynthesis

consumers

decomposers

food chain

herbivore

carnivore

omnivore

food web

pollution

conservation

* FCAT 2.0 Tested

Vocabulary

April 24 - May

29

How Do

Organisms Change

with the Seasons?

How Do

Organisms Obtain

and Use Food?

What Are Food

Chains?

How Do

Organisms Affect

Their

Environment?

How Do People

Affect Their

Environment?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.17.3

Trace the flow of energy from the Sun as it

is transferred along the food chain through

the producers to the consumers. AA

(Moderate)

Also assesses SC.3.L.17.2 and SC.4.L.17.2.

I can demonstrate that a food

chain shows how energy

moves from producers to

consumers.

I can explain that energy for

most food chains begins with

energy from the sun.

I can distinguish between

herbivores, carnivores, and

omnivores.

I can explain why all animals

depend on producers such as

plants.


organisms higher in the food

chain are affected by changes

in the number of organisms

lower in the food chain.

I can explain that energy

flows from the sun through

producers and consumers.

I can explain that human

activities and natural events

can have major impacts on

the environment.

What is a food chain? A food chain is a

diagram that traces the transfer of food

energy from one consumer to the next (like

links in a chain) by what they eat and by

what eats them.

What is a food web? A food web is an

arrangement of several overlapping food

chains in an ecosystem.

How is a food chain different from a food

web? A food chain only shows one energy

path, but most organisms are part of more

than one food chain. A food web is a

system of overlapping food chains. A food

web diagrams the interdependence one

organism has on many other organisms for

survival.

Unit 10, Lesson

3

Blue

ScienceSaurus,

Food Chains &

Food Webs, pp.

137-138

McMillan Leveled

Reader, "Animals

of Isle Royale"

Picture Perfect

Science, Mystery

Pellets,

p. 115-131

Macmillan

Leveled Reader,

"Survival in the

Great Basin

Desert", "Survival

in the Great

Sandy Desert", &

"Survival in the

Sahara Desert"

Bo

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Big

Id

ea

17

: In

terd

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Grade 4 NGSSS with

Access Points

Life Science:

dormancy

hibernation

migration

nutrients

energy

producers

photosynthesis

consumers

decomposers

food chain

herbivore

carnivore

omnivore

food web

pollution

conservation

* FCAT 2.0 Tested

Vocabulary

April 24 - May

29

How Do

Organisms Change

with the Seasons?

How Do

Organisms Obtain

and Use Food?

What Are Food

Chains?

How Do

Organisms Affect

Their

Environment?

How Do People

Affect Their

Environment?

Body of

Knowledge/

Big Idea

Benchmarks




Link

Topic &

Suggested

Pacing


Core

(HMH Science

Fusion)

Content

Literacy

SC.4.L.17.4

Recognize ways plants and animals,

including humans, can impact the

environment. (High)


I can describe how living

things can change their

environments.


environmental changes may

be beneficial to some

organisms while being

harmful to other organisms.

I can identify pollution as

one way that humans have

adversely affected the

environment.

I can describe how living

things, including people, can

change their environments.


numerical data about the

rate of decay of different

materials.

I can understand that some

environmental changes are

beneficial and some are

harmful such as the impact

of trash on the environment.

What harms ecosystems the most? People,

human populations, affect the Earth‟s

ecosystems more than any other factor,

living or nonliving. Other animal

populations are kept in balance by the

limiting factors of each ecosystem. People,

however, can upset the natural balance or,

if they choose, can help keep it.

How do plants and animals affect each

other in an ecosystem? Plants and animals

affect each other when they compete for

the same limited resources: food, water,

shelter, and living space. Competition occurs

whenever more than one individual or

population (group of the same organism)

tries to make use of the same limited

resource. If a population grows too large, it

will consume more resources. Only those

organisms able to get the resources they

need will survive. Predator-prey

relationships help keep an ecosystem in

balance by preventing any one population

from getting too large.

Unit 10, Lesson

4, 5

Picture Perfect

Science, Name

That Shell, p. 53-

67

Blue

ScienceSaurus,

Protecting

Wildlife, pp. 350-

353

Macmillan

Leveled Reader,

"Snakes in North

America",

"Snakes in Asia &

Africa", "Snakes

in the Rainforest"

What Do You Do

When Something

Wants to Eat

You? by Steve

Jenkins,

Houghton Mifflin,

1997

Human Growth and Development (May 13 - May 17)

Comprehension Check: Interdependence

Bo

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Big

Id

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17

: In

terd

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nce

Grade 4 NGSSS with

Access Points

Life Science:

dormancy

hibernation

migration

nutrients

energy

producers

photosynthesis

consumers

decomposers

food chain

herbivore

carnivore

omnivore

food web

pollution

conservation

* FCAT 2.0 Tested

Vocabulary

April 24 - May

29

How Do

Organisms Change

with the Seasons?

How Do

Organisms Obtain

and Use Food?

What Are Food

Chains?

How Do

Organisms Affect

Their

Environment?

How Do People

Affect Their

Environment?

Review and Teacher Created Test/Quiz (May 30 & May 31)

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