2011 Iredell Statesville Schools 4 th Grade Science Q1 Q2 Q3 Q4. Forces and Motion

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1 Essential Standard: 4.P.1 Explain how various forces affect the motion of an object. Forces and Motion Q1 Q2 Q3 Q4 Clarifying Objectives: 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. Unpacking: What does this standard mean that a student will know and be able to do? 4.P.1.1 Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field. 4.P.1.2 Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge. Essential Vocabulary: (K) Magnet, Iron, Metal, Force Field, Pole, Push, Pull, Motion, Attraction, Repulsion, Electric Charge, Electric Discharge Learning Targets: I Can 4.P I can determine which objects are attracted to magnets by observing them move. (R) Criteria For Success: I Will I will use a magnet to test for movement in a variety of metal/nonmetal objects. I will sort objects by testing if they have iron in them by using a magnet. I will observe the force field of a magnet. I will diagram the poles on a magnet. I will observe the reaction of the object based on the polarity of the magnet. I will explain that magnets produce motion in objects made of iron

2 4.P I can observe the attraction of objects resulting from electrical charges. (S) without touching them. I will demonstrate how electric charges will result in the motion of the object through experimentation. I will be able to explain how opposites attract and likes repel. I will be able to compare how magnets are related to electrical charges.

3 Matter: Properties and Change Essential Standard: 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. Q1 Q2 Q3 Q4 Clarifying Objectives: 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire). 4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak. 4.P.2.3 Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the processes that create them. Unpacking: What does this standard mean that a student will know and be able to do? 4.P.2.1 Students know that samples of matter have many observable properties that can be measured. Students know that samples of matter can be described according to the characteristics of the materials they are made from. Students are familiar with, and can test for the following properties: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water (dissolve) and heat/fire (melt, evaporate). Students know that minerals can be identified by using particular tests. Students know how to perform tests for hardness and streak. Students are able to describe the color, luster, and cleavage of a mineral. Students know that rocks are classified as metamorphic, igneous or sedimentary, and that these classifications are based on the processes that created the rock. Igneous rocks are formed from molten rock. Sedimentary rocks are formed from deposited rock particles (sediments) that are then compacted. Igneous and sedimentary rocks can be transformed into metamorphic rocks through the application of heat and pressure over long periods of time. Essential Vocabulary: (K) Physical, Property, Matter, Strength, Hardness, Flexibility, Conduct, Reaction, Composition, Mineral, Color, Luster, Cleavage, Metamorphic, Sedimentary, Igneous, Sediment, Observable, Molten, Deposit, Compacted, Transform, Streak

4 Learning Targets: I Can 4.P I can compare the physical properties of matter. (S) 4.P I can express how minerals are identified by testing for their properties. (R) 4.P I can distinguish rocks based on the process of their formation. (S) Criteria For Success: I Will I will use a graphic organizer to identify the physical properties of matter: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire. I will describe samples of matter using the physical properties and materials they are made from. I will use a graphic organizer to identify fundamental properties of solid, liquids, gas. (pictures/word sort) I will classify matter based on its physical/compositional properties. I will experiment with a variety of materials and test them to identify their properties. I will describe properties of minerals: hardness, color, luster, cleavage, and streak. I will test mineral samples for hardness and streak. I will create a presentation on one mineral to describe its properties: color, luster, and cleavage. I will explain the three main types of rocks and how they are formed: Metamorphic, Sedimentary, and Igneous. (see unpacking for specific ways to define each type) I will classify three kinds of rock formations. I will illustrate how rocks form and change over time. (rock cycle)

5 Energy: Conservation and Transfer Essential Standard: 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. Q1 Q2 Q3 Q4 Clarifying Objectives: 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. Unpacking: What does this standard mean that a student will know and be able to do? 4.P.3.1 Students know basic forms of energy: light, heat, sound, electrical, and energy of motion. Students know that electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy). 4.P.3.2 Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed. Essential Vocabulary: (K) Energy, Light, Heat, Thermal Energy, Medium, Reflect, Refract, Absorb, Electricity, Electrical Circuit, Magnetic Learning Targets: I Can 4.P I can recognize basic forms of energy and how they cause motion or create change. (R) 4.P I can recognize that light travels in a straight line. (R) Criteria For Success: I Will I can describe the basic forms of energy as being light, heat, sound, electrical and motion. I will observe how electricity flowing through wires creates a magnetic effect. (Electromagnet) I will make a circuit using a battery, bulb, and bell to observe energy is transferred into light, sound and heat. I will explain the way light travels. I will show how light travels in a straight line.

6 3. I can understand light is changed by refraction, reflection, or absorption. (R) I will differentiate between refraction, reflection, and absorption. I will use a prism (sun catcher) to refract the light to show color spectrum. I will use series of mirrors to move the light to a point in room. I will use white and black objects placed in the sun with thermometers to measure temperature over time. (sand or paper)

7 Earth in the Universe Essential Standard: 4.E.1 Explain the causes of day and night and phases of the moon. Clarifying Objectives: Explain the cause of day and night based on the rotation of Earth on its axis. Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. Q1 Q2 Q3 Q4 Unpacking: What does this standard mean that a student will know and be able to do? 4.E.1.1 Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day/night). This rotation occurs over a 24 hour period. 4.E.1.2 Students know that the moon rotates and revolves around the Earth. The moon s appearance (phase) is determined by its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon s visible portion appears to grow larger (waxes). This is followed by a period during which the moon s visible portion appears to reduce in size (wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter. Essential Vocabulary: (K) Rotate, Revolve, Axis, Moon, Appearance, Wax, Wane, Phase, New Moon, First Quarter, Full Moon, Last Quarter, Cycle Learning Targets: I Can 4.E I can explain the cause of day and night as a result of the rotation of the Earth. (R) 4.E I can explain the monthly changes in the appearance of the moon. (P) Criteria For Success: I Will I will describe the effect of the Earth s rotation on its axis in relation to day and night. I will demonstrate rotation with a model of the Earth. I will demonstrate the moons rotation and the way it revolves around the Earth. I will create a model of the phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.

8 I will observe the moon nightly to create a calendar with illustrations of the 28 day cycle. I will explain the way the moon appears to change in a specific pattern.

9 Earth History Q1 Q2 Q3 Q4 Essential Standard: 4.E.2 Understand the use of fossils and changes in the surface of the earth as evidence of the history of the Earth and its changing life forms. Clarifying Objectives: 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.2 Infer ideas about Earth s early environments from fossils of plants and animals that lived long ago. 4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. Unpacking: What does this standard mean that a student will know and be able to do? 4.E.2.1 Students know that fossils are evidence of living organisms that once existed on Earth. Students know that fossils share some characteristics based on where, how, and from what they formed. Students know that some organisms that lived long ago are similar to existing organisms, but some are quite different. Students know that organisms that are alive today, will, under the right conditions, leave fossil evidence. 4.E.2.2 Students know that fossils provide information about the environmental conditions that existed when the fossil organism was alive, as well as information about where, when and how, the organism lived. 4.E.2.3 Students know that the surface of the earth changes over time. Students know that there are many factors that contribute to these changes. Students know that such changes may be slow or rapid, subtle or drastic. Erosion and weathering are processes that change the Earth. Wind, water (including ice), and chemicals break down rock and can carry soil from one place to another. Under the right conditions, gravity can cause large sections of soil and rock to move suddenly down an incline. This is known as a landslide. Volcanic eruptions occur when heat and pressure of melted rock and gases under the ground cause the crust of the Earth to crack and release these materials. Solid rock can deform or break if it is subject to sufficient pressure. The vibration produced by this is called an earthquake. Essential Vocabulary: (K) Fossil, Surface, Mold, Cast, Preserved, Organism, Erosion, Weathering, Landslide, Volcanic Eruption, Earthquake, Existing, Evidence, Chemical, Soil, Subtle, Drastic, Rapid, Gravity, Incline, Pressure, Crust, Vibration

10 Learning Targets: I Can 4.E I can compare fossils to one another and to living organisms using molds, casts, and preserved parts of plants and animals. (R) 4.E I can make inferences about what the Earth s early environment by examining fossils of plants and animals that lived long ago. (R) 4.E I can express changes in the earth over time by noting the factors that led to the changes. (S) 2. I can identify the changes in earth s surface caused by landslides, volcanic eruptions, and earthquakes. (K) Criteria For Success: I Will I will prove that fossils are evidence of living organisms that once lived on Earth. I will determine where, when, and how organisms lived by examining their fossils. I will compare fossils from organisms that lived a long time ago to existing organisms. (Some are similar, but others are quite different) I can infer that organisms that are alive today could leave fossil evidence under the right conditions. I will examine fossils to make decisions about the environmental conditions that existed when the organism in the fossil was alive. I will explain how fossils provide information about environmental conditions when they were alive, as well as, where, when, and how the organism lived. I will identify ways the surface of the Earth changes over time: erosion and weathering, landslides, volcanoes, and earthquakes. I will model processes that change the surface of the earth. Ex: Erosion/Weathering activities, volcano demonstrations, etc. I will compare the processes that change the surface of the Earth by speed and degree of change. (drastic/subtle, slow/rapid) I will predict the effect of wind, water, ice and chemicals on rock. (Breaks down rock, and can carry soil from one place to another). I will describe the effect of gravity on large sections of rock and soil: Landslides. I will describe the effect of heat and pressure of melted rock and gases under ground. (Volcanic Eruptions) I will investigate ways that solid rock can deform or break if under enough pressure. I will explain how earthquakes are caused by the vibrations of breaking or shifting rock. I will journal the changes seen in before/after pictures and other representations of these rapid changes. I will illustrate what changes in the earth s surface cause volcanoes, earthquakes, and landslides.

11 Ecosystems Q1 Q2 Q3 Q4 Essential Standard: 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. Clarifying Objectives: 4.L.1.1 Give examples of changes in an organism s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion). 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. Unpacking: What does this standard mean that a student will know and be able to do? 4.L.1.1 Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced. 4.L.1.2 Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive. 4.L.1.3 Students know that humans can adapt their behavior in order to conserve the materials and preserve the ecological systems that they depend on for survival. 4.L.1.4 Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.

12 Essential Vocabulary: (K) Adaptation, Beneficial, Harmful, Habitat, Recycling, Waste, Flooding, Population, Community, Reproduce, Survive, Advantage, Animal, Environment, Plant, Disease, Instinctive, Behavior, Ecological Systems, Preserve, Conserve, Variation, Survival Advantage Learning Targets: I Can 4.L I can explain changes in an organism s environment. (R) 4.L I can demonstrate ways that animal behavior meets their needs in the response to their environment. (R) 4.L I can explain ways human behavior adapts to changing habitats. (K) 4.L I can distinguish ways that animal adaptations happen by chance and increase the chance of survival. (R) Criteria For Success: I Will I will compare/contrast the beneficial and detrimental affects on an environment as a result of changes in the environment. I will analyze the effect of changes in population of one species on another. Ex: Increase in insect population is advantageous to bird populations living in the same community. Likewise, a decrease in insect population would be detrimental to the bird population. I will give example on how plants and animals survive well in their environments. I will give examples on how plants and animals struggle to survive in their environments. (Disease) I will analyze ways animals collect information about their environment using their senses. I will make connections between instinctive and learned behaviors. I will describe the way the brain sends and receives messages to help the organism survive. I will explain the importance of conserving materials. (non renewable resources are not replaceable) I will explain the importance of preserving materials. I will describe how human behavior changes in response to the changing environment. (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion) I will illustrate ways individuals of a species vary within a population. I will explain the relationship between those changes and a species survival through reproduction. I will describe survival advantage happens by nature not choice.

13 Molecular Biology Essential Standard: 4.L.2 Understand food and the benefits of vitamins, minerals and exercise. Q1 Q2 Q3 Q4 Clarifying Objectives: 4.L.2.1 Classify substances as food or non food items based on their ability to provide energy and materials for survival, growth, and repair of the body. 4.L.2.2 Explain the role of vitamins and minerals, and exercise in maintaining a healthy body. Unpacking: What does this standard mean that a student will know and be able to do? 4.L.2.1 Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs. 4.L.2.2 Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. Essential Vocabulary: (K) Substance, Food, Non food, Energy, Growth, Repair, Vitamins, Exercise, Minerals, Healthy, Derive, Produce, Consume, Dietary Supplements, Maintenance, Essential, Development Learning Targets: I Can 4.L I can differentiate between food and non food items by their ability to provide energy. (R) Criteria For Success: I Will I will understand that living things gain energy from eating food. I will compare the process of obtaining energy from food in plants and animals. (Plants make their own, animals eat other animals or plants.) I will describe food as being necessary for survival, growth and repair of the body.

14 4.L I can understand how to maintain a healthy body (R) I will recognize the need for vitamins, minerals, and exercise in order to be healthy. I will determine how healthy foods and dietary supplements have essential vitamins and minerals. I will judge the importance of exercise. I will understand the importance of movement on the growth, development, and maintenance of the body and its systems.