Halifax County Schools Fourth Grade Science Pacing Guide 1st Six Weeks Goal Activities Essential Questions Vocabulary

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1 1st Six Weeks Goal 4 Food Provides Energy 4.01 Explain why organisms require energy to live and grow Show how calories can be used to compare the chemical energy of different foods Discuss how foods provide both energy and nutrients for living organisms Identify starches and sugars as carbohydrates Determine that foods are made up of a 1. lementary/4goal4.doc 2. Define: energy, growth and organism. 3. List the common characteristics of living things. 4. Summarize the reasons why all organisms require energy to survive. 5. Use flyers from grocery stores to create healthy shopping lists and compare prices. 6. Use nutritional information from fast food restaurants to order a healthy meal. 7. Students will identify calories of various foods by reading nutritional information on food packages. 8. Stage a student debate about whether or not a cafeteria should sell junk food to young students 9. Mission Nutrition Unit Use US Food Pyramid from mypyramid.gov Missions: Include experiments, activity sheets, and presentations. 11. Mission 1-Exploring Body Fuel 12. Mission 2-Exploring Vitamins and Minerals 13. Record in journals over a week 14. Mission 3-Exploring Food Labels *Will need to collect labels Why do organisms require energy to live and grow? What are the calorie values in different types of foods and how can they be measured? How do foods provide both energy and nutrients for living organisms? Do carbohydrates contain starches and sugars? What amounts of food components are in healthy foods and are the recommended daily allowance? What does the size of a grease spot tell us about the amount of fat in a food? What effect does the temperature of the water have on the gas production of a mixture of yeast and sugar? Using the gas test, which type of cereal has the most sugar? energy, growth and organism, carbohydrates, sugar, starch, daily allowance, minerals, vitamins, nutrition,

2 variety of components. 15. Mission 4-Exploring Body Systems 16. Mission 5-Exploring Food Choices 17. Mission 6-Exploring Vitality 18. Students will identify the amount of carbohydrates in foods focusing on the amount of sugar and starch in that food. 19. Students will conduct sugar tests to investigate which contains the most sugar. 20. Students will conduct acid base tests and combine baking soda and vinegar to create Carbon Dioxide. 21. Students will create a days worth of menus (breakfast, lunch, snack and dinner) to fulfill the recommended daily allowance of carbohydrates, fats, proteins, water, vitamins and minerals. 22. Determine important components for good health & identify components that offer no nutritional value. 23. Research Minerals: How do minerals get into foods? Mini-report

3 2nd Six Weeks Goal 3 Magnetism and Electricity 3.01 Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets Describe and demonstrate how magnetism can be used to generate electricity Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver Explain how 1. lementary/4goal3.doc 2. Make a diagram of light bulb. 3. Define: parts of a light bulb. 4. Recognize a light bulb as being part of a circuit. 5. Define electricity as an energy source of a light bulb. 6. Diagram and explain the flow of electricity through the light bulb 7. Using batteries, bulbs and wires, students will make a light bulb work 8. Using bulbs and wires have students create circuits to wire a cardboard house. 9. Define: circuits, conductors, receivers, insulators, and energy source. 10. Differentiate between illustrations of open and closed circuits. 11. Distribute a circuit kit to every two to three students. The circuit kit will be a plastic zip- lock bag containing: a battery, a light bulb and written directions, create a circuit with it. 12. Diagram and label the parts of a closed circuit. 13. Define conductor and insulator. 14. Determine through investigation whether a material is a conductor or an insulator. How is magnetism related to electricity? How can magnetism be used to generate electricity? What effect does the type of circuit have on the brightness of the lights? What materials will conduct electricity? How will changing the number of times the wire be wrapped around the bolt effect the holding power of the magnet? What are the parts of a light bulb? How do the parts of light bulb function? How does an electrical circuit work? How do I design an electric circuit as a closed pathway including an energy sources, energy conductor and an energy receiver? What are the characteristics of materials that conduct electricity? How do I identify whether a material is a conductor or an insulator? What is the difference between a parallel and circuits, conductors, receivers, insulators, and energy source, parts of a light bulb, conductor, insulator, nonconductor, parallel & series circuits, electromagnet, lightning, electrical discharge, magnet, iron, push, pull

4 magnetism is related to electricity Describe and explain the parts of a light bulb Describe and identify materials that are conductors and nonconductors of electricity Observe and investigate that parallel and series circuits have different characteristics Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects Recognize lightning as an electrical discharge and show proper safety behavior when lightning occurs. 15. Students will use an electrical circuit to identify materials as conductors or nonconductors. 16. Students will create a parallel circuit and a series circuit & compare between them. 17. Define: parallel & series circuits. 18. Design investigations to illustrate the different characteristics of parallel and series circuits. 19. Students will design and construct a circuit. 20. Define: electromagnet. 21. Identify the parts of a circuit. 22. Using appropriate resources and technology, distinguish between examples of electric circuits that produce light, heat, sound and magnetic effects. 23. Construct electric circuits that produce light, heat, sound and magnetic effects. 24. List ways we use electrical energy in our day-to-day lives. 25. List ways that generators can get power. 26. Use hand held generator to light a light bulb. 27. Explain how a light switch works (Off/on). 28. Define: lightning and electrical discharge. 29. Using appropriate technology, examine lighting to describe its formation and analyze its dangers. 30. Define: magnet, iron, push -pull. 31. List examples of magnets. 32. Describe the effects of magnets on other objects and other magnets, by conducting experiments. 33. Show what objects stick to magnets & why. series circuit? How do parallel and series circuits operate? What are various effects of electrical circuits? How do electric circuits produce light, heat, sound and magnetic effects? What is lightning? How do we stay safe around lightning? How does lightning serve as an electrical discharge? How do magnets affect other objects and other magnets?

5 3rd Six Weeks Goal 2 Rocks and Minerals 2.01 Describe and evaluate the properties of several minerals Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including: Hardness. Streak color. Luster. Magnetism Explain how rocks are composed of minerals ementary/4goal2.doc 2. Discuss the differences between rocks and minerals. Make a chart to explain the differences. 3. Discuss how to differentiate among different types of rocks. 4. Discuss that Rocks have many properties, including shape, size, color, and texture & geologist use rock properties to help identify different rocks. Some dimensions of rocks can be measured and compared. 5. Describe and replicate steps involved in fossil formation. 6. Web resources-from 7. The Rock Cycle: ete/modules/msese/earthsysflr/rock.html 8. North Carolina Geology Ask a Geologist 9. Mineralogy for Kids 10. Geological Map of North Carolina 11. Minerals in Sports 12. Rock Hounds 13. From the sample rock kit-analyze rocks to find similarities and differences. Provide 5-6 different rocks for students to test and compare Criteria for testing will include: color, texture, luster, and hardness. Students will test each rock and record the results of What are minerals? Given an assortment of rocks, how can they be grouped using their physical properties? What effect does freezing of water have on rocks? What factors affect the weight of a group of different rocks? What are the properties of rocks? Do all rocks have the same properties? Why do different Rocks have different properties? How are rocks formed? What are rocks composed of? How are rocks classified? Which rocks and minerals are from North Carolina? What are the uses of rocks & minerals? Metamorphic Igneous, Sedimentary, Sediment, Weathering, Erosion, Magma, Pressure, rock, mineral

6 2.04 Show that different rocks have different properties Discuss and communicate the uses of rocks and minerals. each test. 14. Draw a Rock cycle and label it. 15. Define: geologic formation and geologic regions. 16. Recognize that some rocks and minerals are regionally specific Classify rocks and rock-forming minerals using student-made rules Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing geologic regions.

7 4th Six Weeks Goal 1 Animal Behavior and Adaptations 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including: Other animals. Plants. Weather. Climate Observe and record how animals of the same kind differ in some of 1. mentary/4goal1.doc 2. Diagram Animals in categories of: Vertebrate/Invertebrate (Vertebrate) Mammals, Reptiles, Amphibians, Fish & Birds (Invertebrate) Arthropods (Insects, Arachnids, Crustaceans), Mollusks (Snail, Clams, squid) 3. Students will identify animal survival needs: Shelter, Food, Water, Climate, Oxygen 4. Given pictures, students will classify animals according to student generated physical characteristics. 5. Discuss about different animal foot types-hooves, webbed feet, clawed. -Explain the correlation between foot adaptation & animal survival. 6. Bird adaptations activityhttp:// 7. Given a specified habitat, students will describe the physical characteristics of an animal that help it to survive in that habitat. (Example: A swamp, Alligator eyes and nostrils are located on the top of their head to be able to see and breathe in the water.) 8. Talk about long-term adaptation and how physical structures of animals change so that they can live permanently in that climate. 9. Students will identify how humans create changes in a o What physical characteristics can be used to identify one peanut (in shell) from other peanuts? o How does the background color affect the ability to see an object? o How are animals classified? o What do animals need from their environment to survive? o How do animals of the same kind have similar and different physical characteristics? o How do humans adapt to changing habitats? o How do animals adapt to changing habitats? o How do nonliving things affect the life of animals in a habitat? o How does living things affect the life of o animals in a habitat? How do humans understand themselves better by learning about other animals How do body structures help animals survive? How do behaviors help animals survive? Adapt, adaptation, classified, vertebrate, invertebrate, crustaceans, mollusks, survival, habitat, climate, behavioral adaptation, desert, tundra, body structures, camouflage

8 their characteristics and discuss possible advantages and disadvantages of this variation Observe and discuss how behaviors and body structures help animals survive in a particular habitat Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. habitat and the effects on that habitat. (Example: Pond habitat) 10. Research project on animal adaptation. Suggested animals to research and compare are: Desert: Desert Lark and Cactus Wren Desert: Gila Monster & Sidewinder Tundra: Polar Bear and Caribou Tundra: Caribou and Musk Ox 11. Differentiate between living & nonliving by giving examples. 12. Describe the basic needs of all living things. 13. List common characteristics of all animals. 14. Explain how human & animals are related. 15. LearnNC activities- SCI/0004/01/ Recognize that humans can understand themselves better by learning about other animals.

9 5 th and 6 th Six Weeks Review All goals Teachers Choice of Projects 1. School- wide science projects and fairs. 2. Class science projects 3. Learn the steps of the scientific method by completing investigations. What steps do scientists take to solve problems? What are the steps in the scientific method? Scientific method Question Research Hypothesis Experiment Data Conclusion Communicate Results