LOGAN-ROGERSVILLE SCIENCE CURRICULUM

4^TH GRADE

COURSE DESCRIPTION

In grades 3, 4, and 5, the curriculum science units of life, earth, and physical sciences are taught sequentially. All concepts taught are applied to daily life through a variety of experiences and become building blocks for future learning in the area of science.

COURSE RATIONALE

Science curriculum in grades 3, 4, and 5 covers the life, earth, and physical sciences. These disciplines not only prepare our students for upper level science courses, but also provide them a taste of science found in their future.

Grade and/or Class: Fourth Grade

Last Revision: 2001-2002

Writer: Denise Snider

By the end of grade 2, all students should be able to

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
1. Evaluate whether measurements and computations in an investigation are reasonable and follow a predictable pattern.	I, A, 1a	Given a set of data, such as growth of a bean plant, students will evaluate whether the growth follows a predictable pattern and identify if it is unreasonable or questionable.	Given the data of growth of a bean plant, students will orally explain why the pattern is or is not reasonable.	SC 7	1.6
2. Analyze and compare numbers in a set of data to calculate the mean, median, mode, and range.	I, A, 1b	Compare high temperatures for a given list of states and calculate the mean, median, mode and range.	Calculate the mean, median, mode and range of given temperatures. Instructional resource W.S.76 Scott Foresman Science	SC 7	1.8 3.4
3. Obtain information by observing and measuring materials through the use of scientific tools.	I, A, 2a	Use balances, graduated cylinders, yardsticks, meter sticks, scales, clocks, and thermometers to obtain information in various science experiments.	Individually, students will accurately use scientific tools to obtain information and data. Teacher will use observation and written evaluation to determine mastery.	SC 7	1.2 1.4
4. Create graphs, charts, and reports to share results of investigations.	I, A, 4a	Measure the growth of a small plant or mealworm and create graphs or charts and written explanation of observations.	Individually, students will create a graph or chart based on a given set of data and create a clear, accurate explanation.	SC 7	1.8

5. Conduct a simple experiment that is repeated and properly controlled and develop and present conclusions from experiment in an oral presentation.	I. B, 1a	In small groups, students will conduct an experiment to show erosion’s effect on a landscape (using a pan of sand). Repeat the experiment several times recording results each time. Develop conclusions on how to prevent erosion.	In small groups, students will conduct an experiment to show erosion’s effect on a landscape and present conclusions on how to prevent erosion using poster, oral reports, and demonstration.	SC 7	1.3 1.8
6. Identify how technological advances have affected our society.	II, A, 2a	In large group, students will consider a list of technological advancements and identify how each has changed our society. (food preservatives, Doppler radar, cell phones, laser beams, CD’s)	In small groups, students will research various technological advances and make a presentation of the identified pros and possible cons on how each has affected our society.	SC 8	1.2 1.5
7. Identify the possible risks and outcomes that affect others of independent investigations.	II. C, 1a	In large group, students will make a list of possible positive and negative outcomes in an investigation and contact others in immediate community to get permission of conduct an investigation.	In large group, students will identify and debate the positive and negative outcomes of investigations.	SC 8	2.3 3.1
8. Categorize a variety of common materials and objects according to their properties.	III, A, 2a	In large group, students will group materials by identifying similar properties.	Individually, students will group materials by similar properties and characteristics, then draw and label their findings.	SC 1	1.6 1.8

9. Identify how heat and cold affect the state of water.	III, A, 3a	In large or small groups, students will boil water and note the change from a liquid to a gas and boil water and note the change from liquid to solid.	Individually write an explanation or draw a diagram that demonstrates how waters changes states.	SC 1	1.2 1.3
10. Identify property changes after physical changes have taken place.	III, A, 4a	In large or small groups, students will make a list of physical properties (shape, size, color, state of matter) before and after physical changes have taken place in activities such as molding clay, melting crayons and cutting paper.	Individually identify physical properties before and after physical changes have taken place.	SC 1	1.3 1.5
11. Identify the changes that occur when matter is heated or cooled.	III, A, 4b	In small groups, students will measure and compare the rate of melting ice on different colored fabrics exposed to sunlight.	Individually, students will identify the changes that occur when matter is heated. Students will explain why ice melted more quickly or more slowly on certain colors.	SC 1	1.2
12. Identify and describe chemical changes in everyday life situations.	III, A, 6a	In small groups, students will cook pancakes and identify the chemical changes taking place during mixing the batter, cooking the pancakes, eating and digesting the pancakes.	Individually, students will identify and describe the particular chemical changes that take place in an everyday life situation.	SC 1	4.1

13. Explain how sunlight affects air and water temperature.	III, B, 1a	In small groups, students will measure air temperatures above different surfaces and discuss how the sun heats the surfaces which in turn, heat the air.	Individually, students will explain how sunlight affects air and water temperature.	SC 1	1.3
14. Identify and describe the visible spectrum as light energy (in waves) that can be seen and broken down into colors.	III, B, 2a	In small groups, students will use a prism to separate white light.	Individually, students will explain the colors of the visible spectrum in terms of wavelengths and energies.	SC 1	1.2 4.1
15. Compare and analyze the differences between series and parallel circuits.	III, B, 3a	In large or small groups, students will design and demonstrate simple series and parallel circuits and discuss the advantages and disadvantages of each type of circuit in a group.	Individually, students will compare and analyze the differences between a series and parallel circuit.	SC 1	1.2 1.5
16. Identify and describe various conditions that cause static electricity.	III, B, 4a	In large or small groups, students will generate static electricity from various sources (rubbing fur on plastic rods, wool on balloon) and investigate conditions that cause static electricity.	Identify and describe various conditions that cause static electricity.	SC 1	1.6 3.2

17. Apply strategies to show how heat can cause material to change states.	III, C, 1a	In large or small groups, students will measure the amount of energy required to melt a known mass of ice and compare it to the energy needed to boil water.	Individually, students will explain how heat can cause material to change states.	SC 1	1.6
18. Explain how energy sources interact with each other.	III, C, 3a	In large or small groups, students will explore how heat flows from warm objects to cooler ones (ice cubes in water) to equalize temperature.	Individually, students will write an essay explaining how energy sources interact with each other.	SC 1	1.3 2.1 4.1
19. Identify characteristics of conductive materials and isulative materials.	III, C, 4b	In small groups, students will experiment with a variety of materials (metal spoon, plastic spoon, pencil, chalk, rubber band, aluminum foil) within a closed circuit to determine and identify characteristics of conductors and insulators.	Individually, students will identify the characteristics of good conductors and good insulators.	SC 1	1.3 2.4
20. Explain how force makes an object move.	IV, B. 2a	Each student will make a paper airplane and fly it. In large group discussion, students will identify and explain the forces that allow the plane to fly.	Individually, students will orally explain how force makes an object move.	SC 2	1.5 4.1

21. Explain using an example that gravity pulls two objects together because of their mass.	IV, B, 3a	In large group, students will observe a roller coaster car going down a hill and discuss how gravity makes this happen.	Individually, students will write an explanation using an example with a model or drawing for gravity.	SC 2	1.5 4.1
22. Compare and contrast kinetic energy, potential energy and mechanical energy.	IV, C, 1a	In large group discussion, students will create a 3-part Venn diagram to identify particular items and activities by their type of energy present.	Individually, students will compare how kinetic, potential, and mechanical energy are related in a graphic organizer (Venn, chart, etc.)	SC 2	2.1 3.5
23. Illustrate the changes in kinetic and potential energy in everyday activities.	IV, C, 1b	In large group observation and interaction, students will participate and observe going down a slide and swinging on a swing and note the changes in kinetic and potential energy.	Individually, students will create an illustration that shows the changes in kinetic and potential energy an everyday activity.	SC 2	1.5 3.3
24. Identify the amount of work that has to be done to move objects of different sizes and weights.	IV, C, 2a	In large or small groups, students will compare the amount of work done to move a nickel, desk, chair, etc. Students will identify a comparable item for each. Ex. – It would take about the same amount of work to move a nickel and a soda lid; a desk and a stack of 6 books, etc.	Individually, students will identify the amount of work that has to be done to move objects of different sizes and weights by creating a list of comparable items.	SC 2	1.6 3.4

25. Explain how simple machines are used each day and how they make work easier.	IV, C, 3a	In small groups, students will experiment with different types of pulleys to determine the amount of force necessary to lift objects.	Individually, students will explain how simple machines are used and how they make work easier.	SC 2	1.3
26. Use a visual and explanation to depict approximate location of the given planet in our solar system.	V. A. 1a	Individually, students will create a scale drawing of the solar system with given basic information. (Page C109 of text. Ex – Neptune is 30 times the distance of the Earth to the Sun.)	Individually, students will use a visual and explanation to depict approximate location of the planets in our solar system.	SC 6	1.5 1.8 2.5
27. Compare and recognize the sizes of the planets in our solar system and the surface features of the planets in our solar system.	V, A, 2a	Using NASA photos or photos from text (page C109 – C111) compare and contrast the size and features of the planets. List the size and features of each planet. Choose one planet and make a realistic model or drawing and list size and features below it.	Individually, students will compare and recognize the sizes of the planets in our solar system and the surface features of the those planets.	SC 6	1.5 1.8
28. Analyze the orbits of the planets and apply knowledge of ellipses and gravity to the planetary orbits around the sun.	V, B, 1a	In large group, students will observe a planetarium that shows the planetary orbits around the sun and draw conclusions about the ellipses each planet travels in and how it relates to the distance from the Sun.	Individually, students will create a report after researching and observing a planetarium. Students will analyze how the ellipses and orbits of the planets differ from each other.	SC 6	1.6 4.1

29. Describe the Earth’s characteristics.	V, B, 2a	In large group discussion, students will list the Earth’s physical makeup, length of its days, years, its sun, moon, etc.	Individually, students will describe characteristics and facts about the earth that summarizes their comprehensive knowledge of the Earth.	SC 5	1.2 4.1
30. Evaluate how revolution, rotation, and the Earth’s tilt determine the amount of sunlight on the Earth’s surface.	V, B, 3a	In large group discussion, students will observe modeling of the Earth’s revolution, rotation, and tilt with a basketball. Students will determine how these affect the amount of sunlight that reaches the Earth.	Individually, students will explain how revolution, rotation, and the Earth’s tilt determine the amount of sunlight on the Earth’s surface.	SC 6	1.5
31. Demonstrate how moon phases and eclipses result from the angle from which we view the moon.	V, B, 4a	In large group students will discuss text information from pages C102-107 on how solar eclipses happen and how moon phases occur.	Individually, students will demonstrate in step-by-step diagram how moon phases and eclipses result from the angle from which we view the moon.	SC 6	1.5 4.1
32. Explain how the 9 planets orbit the sun and are affected by the gravitational forces of other planets and the sun.	V, B, 5a	In large group, students will discuss text information on pages C110-111.	Individually, students will write a summary that describes how gravity affects the planet orbits around the sun.	SC 6	1.2

33. Analyze how space probes have helped us learn about conditions on other planets.	V. C. 1a	Individually, students will select and research a space probe mission, of those listed in text (Pathfinder, Sojourner, Magellan, etc.) and report the findings of that particular probe.	Individually, students will create a written report and oral presentation that analyzes how particular space probes have helped us learn about conditions on other planets.	SC 6	1.2
34. Gather and organize information about temperature, air pressure, humidity, and precipitation.	VI, A, 1a	Students will make a barometer (text pp C24-25) and gather information about air pressure for 10 days. Student lab manual 51-52.	Individually, students will gather and organize information about temperature, air pressure, humidity, and precipitation.	SC 5	1.4
35. Evaluate how patterns in the atmosphere help predict the weather.	VI, A, 2a	Individually, students will read information from text (pp. C26-36) and discuss in large group how weather is predicted. Students will evaluate patterns that lead to weather forecasting predictions.	Individually, students will evaluate how patterns in the atmosphere help predict the weather. (Lesson Review questions from text p. C31)	SC 5	1.6
36. Distinguish between igneous, sedimentary, and metamorphic rock and between sand, clay, and topsoil.	VI, A, 4a	Individually, students will read information from text (pp C50-53) and discuss in large group the differences and similarities between the different rocks and soils.	Individually, students will distinguish between igneous, sedimentary, and metamorphic rock and between sand, clay, and topsoil.	SC 5	1.3 1.5

37. Relate the amount of water stored in Missouri to the amount of water Missourians use in one day.	VI, A, 6a	Research and gather information on the amount of water Missourians use each day and how much surface water is stored in Missouri.	Present orally a report relating the amount of water stored in Missouri to the amount of water Missourians use in one day.	SC 5	1.1 1.2 2.1
38. Identify Missouri’s minerals.	VI, A, 7a	Research Missouri’s minerals and their value	Individually, students will list minerals found in Missouri	SC5	1.2
39. Identify types of air pollution, land pollution, and water pollution and analyze the effect on the survival of living things in the environment.	VI, A, 9a	Individually or in groups, students will read textbook pages A114 – A115 and discuss identification of types of pollution and the effects on living things in the environment.	Individually, students will create a poster or advertisement that identifies different types of pollution and the effects.	SC 5	1.8 2.4
40. Explain the process of water cycling and how it relates to the sun’s energy.	VI, B, 1a	Individually or in groups, students will read textbook pages C22-C23 and Science background in Teacher’s Manual and discuss explanations for water cycling process and how it relates to the sun’s energy.	Individually, students will create a drawing, labeled with step-by-step explanation of the water cycle.	SC 5	1.5 1.6
41. Explain the effects of ocean currents on weather patterns.	VI, B, 2a	Individually or in groups, students will read textbook pages C78-C80 and discuss explanations for the effects of ocean currents on weather patterns.	Using a map of ocean currents, students will individually orally explain how the ocean currents affect weather patterns.	SC 5	1.5 4.1
42. Demonstrate that the earth’s surface changes because of volcanoes and earthquakes.	VI, B, 3a	Individually or in groups students will read textbook pages C40 – C43 and discuss the effects of volcanoes and earthquakes on the earth’s surface.	Individually, students will create “before and after” posters to demonstrate that the earth’s surface changes because of volcanoes and earthquakes.	SC 5	1.2 1.8
43. Investigate and explain the differences in drainage between sand, clay, and topsoil.	VI, B, 4b	Individually or in groups, students will read textbook pages C52-C53, investigating the differences between sand, clay, and topsoil. Students will put each type of soil into separate clear cups and add water to compare drainage ability.	Individually, students will write an explanation of the differences in drainage between sand, clay, and topsoil.	SC 5	1.5
44. Explore cells and identify that cells are the basic units of life and that specialized cells (red blood cells and white blood cells) are needed by humans.	VII, A, 2a	Individually or in groups, students will read textbook page 42 of Science reference section and page D13 exploring cells.	Individually, students will identify that cells are the basic units of life and that specialized cells are needed by humans.	SC 3	1.5
45. Analyze a food chain and explain what would happen if one link of the food chain would change.	VII, A, 3a	Individually or in groups, students will read textbook pages A84-A90 and discuss the food chain and what would happen if one link of the food chain changed.	Individually, students will write an explanation for what would happen if one link of the food chain would change.	SC 3	1.1 1.6

46. Explain the process of photosynthesis.	VII, B, 2a	Individually or in groups, students will read textbook pages A74-A76 and conduct simple experiments with photosynthesis.	Individually, students will write a step-by-step explanation of the process of photosynthesis.	SC 3	4.1
47. Investigate and explain how animals have adaptations that help them survive in their environment.	VII, C, 2a	Individually or in groups, students will read textbook pages A98-A104 for investigation and complete worksheet 39 of Teacher Assessment pkg. on how animal adaptations help them survive in their environment.	Individually, students will explain how animals have adaptations that help them survive in their environment.	SC 3	1.2 1.5
48. Explain how a flower seed is fertilized.	VII, D, 4a	Individually or in groups, students will read textbook pages A19-A23 and discuss how a flower seed is fertilized.	Individually, students will create a diagram showing the steps of seed fertilization in a flower.	SC 3	1.8
49. Determine that changes occur in animal’s population and are caused by environmental conditions.	VII, E, 2a	Individually or in groups, students will read textbook pages A114 – A115 and discuss the environmental conditions that change an animal’s population.	Individually, students will complete textbook assignment #1 on page A117 to show how they determined that changes occur in animal’s population and the environmental conditions that caused them.