(4-S1-C1) Observe, ask questions, and make predictions. (4-S1-C2) Participate in planning and conducting investigations, and recording data.

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1 CUARTO GRADO ESTRUCTURAS DE VIDA- ALINEACIÓN DE ESTÁNDARES Investigation 1: Origin of Seeds Part 1: Seed Search Where do seeds come from? Where are seeds found on plants? De dónde vienen las semillas? En que parte de las plantas se encuentran las semillas? (4-S1-C3) Organize and analyze data; compare to (4-S1-C1) PO1 Differentiate inferences from observations. (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S1-C3) PO1 Analyze data obtained in a scientific investigation to identify trends. (See 4-S2-C1-03) (4-S1-C3) PO2 Formulate conclusions based upon identified trends in data. (See 4-S2-C1-03) (4-S1-C3) PO4 Determine whether the data supports the prediction for an investigation. (See 4-S2-C2-05) (4-S1-C3) PO5 Develop new questions and predictions based upon the data collected in the investigation. (4-S1-C4) Communicate results of investigations. (4-S1-C4) PO2 Choose an appropriate graphic representation for collected data: - bar graph (4-S1-C4) PO3 Communicate with other groups or individuals to compare the results of a common investigation. Science Story: Seeds Are Everywhere (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) that serve different functions in growth and survival. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) that serve different functions in growth and survival. (4-S4-C1) Identify plant and animal adaptations. (4-S4-C1) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. 1

2 CUARTO GRADO ESTRUCTURAS DE VIDA- ALINEACIÓN DE ESTÁNDARES Investigation 1: Origin of Seeds Part 2: The Sprouting Seed Can a Seed Grow without soil? What effect does water have on seeds? Puede crecer una semilla sin tierra? Qué efecto tiene el agua en las semillas? Science Story: The Most Important Seed (4-S1-C1) PO1 Differentiate inferences from observations. (4-S1-C1) PO2 Formulate a relevant question through observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1-C1) PO3 Formulate predictions in the realm of science based on observed cause-and-effect relationships. (4-S1-C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. (4-S1-C2) PO2 Plan a simple investigation that identifies the variables to be controlled. (4-S1-C2) PO3 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and earth and space sciences. (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) (4-S3-C1) Describe the interactions between human populations, natural hazards, and the environment. Teach to the Concept Part 3: Seed Soak (4-S3-C2) Understand the impact of technology. (4-S3-C2) PO1 Describe how science and technology (e.g., computers, air conditioning, medicine) have improved the lives of many people (4-S1-C1) PO1 Differentiate inferences from observations. (4-S1-C1) PO2 Formulate a relevant question through 2

3 CUARTO GRADO ESTRUCTURAS DE VIDA- ALINEACIÓN DE ESTÁNDARES Investigation 1: Origin of Seeds How much water does a seed soak up? Qué tanta agua absorbe una semilla? observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1-C1) PO3 Formulate predictions in the realm of science based on observed cause-and-effect relationships. (4-S1-C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry (4-S1-C2) PO2 Plan a simple investigation that identifies the variables to be controlled. (4-S1-C2) PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See 4-S4-C4-03 and 4-S4-C4-07) (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S1-C3) Organize and analyze data; compare to (4-S1-C3) PO1 Analyze data obtained in a scientific investigation to identify trends. (See 4-S2-C1-03) (4-S1-C3) PO2 Formulate conclusions based upon identified trends in data. (See 4-S2-C1-03) (4-S1-C3) PO3 Determine that data collected is consistent with the formulated question. (4-S1-C3) PO4 Determine whether the data supports the prediction for an investigation. (See 4-S2-C2-05) (4-S1-C3) PO5 Develop new questions and predictions based upon the data collected in the investigation. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) that serve different functions in growth and survival. 3

4 CUARTO GRADO ESTRUCTURAS DE VIDA- ALINEACIÓN DE ESTÁNDARES Investigation 1: Origin of Seeds Science Story: Barbara McClintock (4-S2-C1) Identify individual and cultural contributions to scientific knowledge. (4-S2-C1) PO1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor], supports Strand 5; Michael Faraday [scientist], supports Strand 5; Ben Franklin [scientist], supports Strand 5). (4-S2-C1) PO2 Describe science-related career opportunities. (4-S2-C2) Understand how science is a process for generating knowledge. (4-S2-C2) PO1 Explain the role of experimentation in scientific inquiry. (4-S2-C2) PO3 Explain various ways scientists generate ideas (e.g., observation, experiment, collaboration, theoretical and mathematical models) 4

5 Investigation 2: Growing Further Part 1: Germination What effect does water have on the seeds in the minisprouter? How do the plants change over time? Qué efecto tiene el agua en las semillas en el mini brotador? Cómo cambian las plantas a través del tiempo? (4-S1-C3) Organize and analyze data; compare to (4-S1-C1) PO2 Formulate a relevant question through observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1-C1) PO3 Formulate predictions in the realm of science based on observed cause-and-effect relationships. (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S1-C3) PO1 Analyze data obtained in a scientific investigation to identify trends. (See 4-S2-C1-03) (4-S1-C3) PO2 Formulate conclusions based upon identified trends in data. (See 4-S2-C1-03). (4-S1-C3) PO3 Determine that data collected is consistent with the formulated question. (4-S1-C4) Communicate results of investigations. (4-S4-C2) Understand the life cycles of plants and animals. (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S1-C4) PO3 Communicate with other groups or individuals to compare the results of a common investigation. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth No performance objectives at this grade level (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population and survival. 5

6 Investigation 2: Growing Further Part 2: Hydroponics How can you grow plants without soil? What conditions do plants need in order to grow? Cómo se pueden cultivar las plantas sin tierra? Que condiciones necesitan las plantas para crecer? Science Story: Hydro-Growing (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S2-C1) Identify individual and cultural contributions to scientific knowledge. (4-S1-C2) PO2 Plan a simple investigation that identifies the variables to be controlled. (4-S1-C2) PO3 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and earth and space sciences. (4-S1-C2) PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See 4-S4-C4-03 and 4-S4-C4-07) (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population. (4-S2-C1) PO1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific Part 3: Life Cycle of the Bean What is the sequence of the bean plant s life cycle? Cuál es la secuencia del ciclo de (4-S2-C2) Understand how science is a process for generating knowledge. (4-S2-C2) PO1 Explain the role of experimentation in scientific inquiry. (4-S2-C2) PO2 Describe the interaction of components in a system (e.g., flashlight, radio). (4-S2-C2) PO3 Explain various ways scientists generate ideas (e.g., observation, experiment, collaboration, theoretical and mathematical models). (4-S1-C1) PO1 Differentiate inferences from observations. (4-S1-C1) PO3 Formulate predictions in the realm of science based on observed cause-and-effect relationships. (4-S1-C2) PO3 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and earth and space sciences. 6

7 Investigation 2: Growing Further vida de una planta de frijol? (4-S1-C2) PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See 4-S4-C4-03 and 4-S4-C4-07) (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). Science Story: Seeding Space (4-S1-C3) Organize and analyze data; compare to (4-S4-C2) Understand the life cycles of plants and animals. (4-S2-C2) Understand how science is a process for generating knowledge. (4-S3-C2) Understand the impact of technology. (4-S1-C3) PO3 Determine that data collected is consistent with the formulated question. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and that serve different functions in growth and survival. No performance objectives at this grade level (4-S2-C2) PO2 Describe the interaction of components in a system (e.g., flashlight, radio). (4-S3-C2) PO1 Describe how science and technology (e.g., computers, air conditioning, medicine) have improved the lives of many people. (4-S3-C2) PO2 Describe benefits (e.g., easy communications, rapid transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology. 7

8 Investigation 3: Meet the Crayfish Part 1: Meet the Crayfish What are the structures of a crayfish? Cuáles son las estructuras de un cangrejo de río? Part 2: Crayfish Habitat What do we need to think about in order to build a suitable habitat for crayfish in the classroom? En que debemos pensar para construir un hábitat adecuado para un cangrejo de río en el aula? (4-S1- C2) Participate in planning and (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S1-C1) PO2 Formulate a relevant question through observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1- C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population. 8

9 Investigation 3: Meet the Crayfish Science Story: Answering Kids questions: Crayfish, Crawfish, Crawdaddy (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) (4-S4-C1) PO1 Compare structures in animals (e.g., muscles, bones nerves) that serve different functions in growth and survival. (4-S4-C1) PO2 Classify animals by identifiable group characteristics: vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids, crustaceans Part 3: Crayfish at Home LESSON OBJECTIVE QUESTION what do crayfish do when something happens to them? Qué hacen los cangrejos de río cuando algo les sucede? (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S4-C4) Identify plant and animal adaptations. (4-S4-C4) Identify plant and animal adaptations. (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population. (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. (4-S1-C2) PO1 Differentiate inferences from observations. (4-S1-C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. 9

10 Investigation 3: Meet the Crayfish Part 4: Crayfish Territory Does each crayfish have its own house that it always goes to? How can we keep track of crayfish movements over many days? Tiene cada cangrejo de río su propia casa a la que siempre vá? Cómo podemos dar seguimiento por varios días de los movimientos de un cangrejo de río? (4-S1-C3) Organize and analyze data; compare to (4-S1-C1) PO2 Formulate a relevant question through observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1-C1) PO3 Formulate predictions in the realm of science based on observed cause-and-effect relationships. (4-S1-C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. (4-S1-C2) PO2 Plan a simple investigation that identifies the variables to be controlled. (4-S1-C2) PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (4-S1-C3) PO1 Analyze data obtained in a scientific investigation to identify trends. (See 4-S2-C1-03) (4-S1-C3) PO2 Formulate conclusions based upon identified trends in data. (See 4-S2-C1-03) (4-S1-C3) PO3 Determine that data collected is consistent with the formulated question. (4-S1-C3) PO4 Determine whether the data supports the prediction for an investigation. (See 4-S2-C2-05) (4-S1-C3) PO 5 Develop new questions and predictions based upon the data collected in the investigation. (4-S1-C4) Communicate results of investigations. (4-S1-C4) PO3 Communicate with other groups or individuals to compare the results of a common investigation. (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the 10

11 Investigation 3: Meet the Crayfish needs of a population. (4-S4-C3) PO3 Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an environment. Science Story: Life Cycle of a Crayfish (4-S4-C2) Understand the life cycles of plants and animals. Teach to the Concept 11

12 Investigation 4: Meet the Land Snail Part 1: Land Snails at Home What structure do land snails have? What does a snail need in its habitat? (4-S1- C2) Participate in planning and (4-S1-C1) PO2 Formulate a relevant question through observations that can be tested by an investigation. (See 4-S2-C1-01) (4-S1-C2) PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. * Qué estructura tienen los caracoles terrestres? * Qué necesita un caracol en su habitat? Science Story: A Snail s Journey Part 2: Comparing Crayfish and Snails What functions do land snail structures serve? (4-S4-C4) Identify plant and animal adaptations. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. (4-S4-C4) PO2 Give examples of adaptations that allow plants and animals to survive. (4-S4-C1) PO1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. (4-S4-C1) PO2 Classify animals by identifiable group characteristics: 12

13 Investigation 4: Meet the Land Snail How are the structures of the land snail and the crayfish alike and how do they differ? Para que funciones sirven las estructuras de los caracoles terrestres? Cómo son similares y diferentes las estructuras del caracol terrestre y el cangrejo de río? New to Kit: Part 2A: Vertebrate & Invertebrate How do scientists classify animals? Cómo clasifican los científicos a los animales? (4-S4-C4) Identify plant and animal adaptations. (4-S1-C4) Communicate results of investigations. vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. (4-S4-C4) PO2 Give examples of adaptations that allow plants and animals to survive. (4-S1-C4) PO2 Choose an appropriate graphic representation for collected data Venn diagram model (See 4-S2-C1-02) (4-S4-C1) PO2 Classify animals by identifiable group characteristics: vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids, crustaceans 13

14 Investigation 4: Meet the Land Snail Science Story: Crayfish, Snails, and Kid, and the Food Web (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) What body structure protects people, snails and crayfish and how is it different for each of them? What do we call organisms that have their skeleton on the outside of their bodies? What do we call organisms that have their skeleton on the inside of their bodies? Qué estructura del cuerpo protege a la gente, a los caracoles y a los cangrejos del río y cómo es diferente para cada uno de ellos? Cómo les llamamos a organismos que tienen el esqueleto afuera del cuerpo? Cómo les llamamos a organismos que tienen el esqueleto dentro del cuerpo? Part 3: The Snail Pull How much mass can a land snail pull? (4-S4-C4)Identify plant and animal adaptations. (4-S1-C1) Understand that basic structures in (4-S1-C3) Organize and analyze data; compare (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. (4-S4-C4) PO2 Give examples of adaptations that allow plants and animals to survive. (4-S1-C1) PO2 Classify animals by identifiable group characteristics: vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids All PO s in Strand 1, Inquiry Process 14

15 Investigation 4: Meet the Land Snail What is important to consider when planning investigations of animals? Qué tanta masa puede jalar un caracol? Qué es importante considerar al planear investigaciones de animales? Science Story: A Chance Encounter Why is it important for scientists not to think animals think and behave like humans? Porqué es importante que los científicos no piensen que los animales piensan y se comportan como humanos? to (4-S1-C4) Communicate results of investigations. (4-S1-C1) PO1 Differentiate inferences from observations. 15

16 NEW TO KIT -- Added to ensure coverage of the AZ Science Standard. Investigation 5: Life in the Desert Part 1: Life in the Desert S What adaptations allow animals to survive in the desert environment? What adaptations allow plants to survive in the desert environment? How do plants and animals interrelate to meet their needs? What characteristics are used to classify animals? Qué adaptaciones les permiten a los animales sobrevivir en el ambiente del desierto? Qué adaptaciones les permiten a las plantas sobrevivir en al ambiente del desierto? Cómo se relacionan entre sí las plantas y los animales para cubrir sus necesidades? Qué características se usan para clasificar a los animales? Part 2: Life in the Desert S What adaptations allow animals (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) (4-S1-C1) PO4 Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01) (4-S4-C1) PO1 Compare structures in plants (e.g., 16

17 NEW TO KIT -- Added to ensure coverage of the AZ Science Standard. Investigation 5: Life in the Desert to survive in the desert environment? What adaptations allow plants to survive in the desert environment? How do plants and animals interrelate to meet their needs? What characteristics are used to classify animals? Qué adaptaciones les permiten a los animales sobrevivir en el ambiente del desierto? Qué adaptaciones les permiten a las plantas sobrevivir en el ambiente del desierto? Cómo se relacionan entre sí las plantas y los animales para cubrir sus necesidades? Qué características se usan para clasificar a los animales? Part 3: Life in the Desert Field Experience at Cooper ESC (4-S4-C3) Understand the relationships among various organisms and their environment. (4-S4-C4) Identify plant and animal adaptations. Under construction. Alignment document will be posted to this website in the future. roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. (4-S4-C1) PO2 Classify animals by identifiable group characteristics: vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids (4-S4-C3) PO1 Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population. (4-S4-C4) PO1 Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. (4-S4-C4) PO2 Give examples of adaptations that allow plants and animals to survive. Examples: camouflage horned lizards, coyotes mimicry Monarch and Viceroy butterflies physical cactus spines mutualism species of acacia that harbor ants, which repel other harmful insects 17