Jackson County Schools Curriculum Pacing Guide

Transcription

1 Jackson County Schools Curriculum Pacing Guide - Fourth Grade st Nine Weeks nd Nine Weeks 3rd Nine Weeks Nine Weeks Unit Unit Unit 3 Unit 4 Physical Earth Earth / Life Show What We Know August-October October-December January-March March-May S4P S4P S4P3 S4E S4E S4E3 Habits of Mind: S4CS. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. S4CS. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. S4P. Students will investigate the nature of light using tools such as mirrors, lenses, and prisms. a. Identify materials that are transparent, opaque, and translucent. b. Investigate the reflection of light using a mirror and a light source. c. Identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used. S4P. Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration. a. Investigate how sound is produced. b. Recognize the conditions that cause pitch to vary. Characteristics of S4E4 S4L S4L ALL S4CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. S4CS5. Students will communicate scientific ideas and activities clearly. S4CS6. Students will question scientific claims and arguments effectively. The Nature of : S4CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. S4CS8. Students will understand important features of the process of scientific inquiry. Unit : Physical S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object. a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle). b. Using different size objects, observe how force affects speed and motion. c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied. d. Demonstrate the effect of gravitational force on the motion of an object. Jackson County Schools Fourth Grade June 3, 03

2 S4E. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate. S4L. Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Identify the roles of producers, consumers, and decomposers in a community. Jackson County Schools Curriculum Pacing Guide Unit : Earth c. Demonstrate the revolution of the earth around the sun and the earth s tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system. S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog). Unit 3: Earth / Life b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers. c. Predict how changes in the environment would affect a community (ecosystem) of organisms. d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many. S4L. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection). a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.). b. Identify factors that may have led to the extinction of some organisms. Unit 4: Show What We Know ALL Standards Jackson County Schools Fourth Grade June 3, 03

3 Planets and Stars 3.5 Weeks S4E Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. COMPARE AND CONTRAST The physical attributes of stars, star patterns, and planets The similarities of planets to the stars DOK Level / Bloom s RECOGNIZE The physical attributes of stars EXPLAIN Stars and planets have attributes that make them unique, but they also have attributes that make them similar to one another. Stars have attributes that make them similar and different from one another. Why the patterns of stars in constellations remains the same, yet the planets can be seen in different locations at different times Technological tools necessary in observing objects in the night sky How do stars and planets compare? How are stars classified? Technology provides scientists with tools to observe objects in the night sky. How do scientists use tools to make observations about our Solar System?

4 Earth and Moon 3.5 weeks S4E Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth s tilt to explain the seasonal changes. d. Demonstrate the relative size of the planets and the order of the planets from the sun in the solar system. MODEL Position and motion of the earth in the solar system DOK Level / Bloom s, EXPLAIN Day/night cycle of the earth Sequence of the phases of the moon Seasonal changes,3 DEMONSTRATE Planets orbit stars, moons orbit planets, and stars hold bodies in orbit. Revolution of the earth around the sun The earth s tilt The relative size of the planets Order of the planets from the sun How doe stars, planets, and moons compare? The moon appears to change shape (phases) throughout a 8 day cycle because the moon orbits Earth while Earth orbits the sun. How does the moon change appearance? Day and night occur on Earth because Earth rotates on its axis once every 4 hours. Why is the length of Earth s day 4 hours? Earth s year is 365 ¼ days because that is the amount of time required to complete one revolution around the sun. Seasonal changes occur due to Earth s tilt on its axis and its revolution around the sun. Why is a year on Earth 365 ¼ days?

5 Water Cycle Weeks S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperature at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog). DIFFERENTIATE Between the states of water DOK Level / Bloom s DEMONSTRATE The change in state of water The boiling point and freezing point of water INVESTIGATE The formation of clouds The different forms of precipitation and sky conditions EXPLAIN The three steps of the water cycle Water can exist in three different states. How does water change states? Evaporation, condensation, and precipitation are the stages of the water cycle. How does water move through the water cycle? There are factors in the atmosphere that cause clouds to form. How are clouds formed?

6 Weather Tools and Data Collection 3 Weeks S4E4 Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate. DOK Level / Bloom s ANALYZE Weather charts and maps 3 /EXPLAIN/COLLECT Instruments used to collect weather data Weather data using appropriate instruments / PREDICT/INFER/INTERPRET Weather events using weather data Seasonal patterns Weather conditions using a weather map DIFFERENTIATE Weather and climate Measuring instruments can be used to gather accurate information for making scientific comparisons of events and for making weather predictions. How are weather charts and data analyzed and used to predict future weather conditions? How does the type of weather data needed determine the tool necessary for collecting appropriate data? Weather and climate are not synonyms. How do weather and climate compare?

7 Ecosystems 3.5 Weeks S4L Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Identify the roles of producers, consumers, and decomposers in a community. b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and include producers, consumers, and decomposers. c. Predict how changes in the environment would affect a community (ecosystem) of organisms. d. Predict effects on a population if some of the plants or animals in the community are scarce or if they are too many. DESCRIBE Roles of organisms Flow of energy within an ecosystem DOK Level / Bloom s 3 Roles of producers, consumers, and decomposers in a community DEMONSTRATE Flow of energy through a food web/food chain (beginning with sunlight and include producers, consumers, and decomposers), PREDICT How changes in the environment would affect a community of organisms Energy moves through a food chain from producers to consumers to decomposers. Ecosystems are comprised of both living and nonliving factors. Changes to the numbers of an organism at a given trophic level or changes to environmental factors directly affects organisms at each trophic level. The effects on a population if some of the plants or animals in the community are scarce or if there are too many How does energy move through a food web? How do the components of an ecosystem work together? How do changes to an ecosystem affect the organisms within that ecosystem?

8 Survival and Extinction 3.5 Weeks S4L Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection). a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (e.g., camouflage, use of hibernation, protection). b. Identify factors that may have led to the extinction of some organisms. Factors that affect the survival or extinction of organisms such DOK Level / Bloom s Environmental factors affect the survival or extinction of plants and animals. How do environmental factors affect the survival of an organism? Organisms are continually being produced, growing, dying and decaying. How do animals and plants adapt to changes in their environment?

9 Light and Sound 3 Weeks S4P Students will investigate the nature of light using tools such as mirrors, lenses, and prisms. a. Identify materials that are transparent, opaque, and translucent. b. Investigate the reflection of light using a mirror and a light source. c. Identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used. S4P Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration. a. Investigate how sound is produced. b. Recognize the conditions that cause pitch to vary. INVESTIGATE Nature of light Reflection of light How sound is produced DOK Level / Bloom s USE Tools such as mirrors, lenses, and prisms Materials that are transparent, opaque, and translucent Physical attributes of a convex lens, concave lens, and prism DEMONSTRATE How sound is produced by vibrating objects How sound can be varied by changing the rate of vibration, RECOGNIZE Conditions that cause pitch to vary Sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects. Light is a form of energy that travels in a straight line and can be reflected by a mirror, refracted by a lens or absorbed by objects. How is sound produced? How can the movement of light be altered?

10 Force and Motion 3 Weeks S4P3 Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object. a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel, and axle). b. Using different size objects, observe how force affects speed and motion. c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied. d. Demonstrate the effect of gravitational force on the motion of an object. DOK Level / Bloom s DEMONSTRATE The relationship between the application of a force and the resulting change in the position and motion of an object The effect of gravitational force on the motion of an object Simple machines EXPLAIN The uses of simple machines What happens to the speed or direction of an object when a greater force than the initial one is applied OBSERVE How force affects speed and motion The type of task to be completed determines the type of simple machine needed to perform a task most efficiently. From moving boxes to lifting bricks, how do you know which simple machine is best? The strength of force applied determines how the movement of an object is affected. How do forces affect the movement of an object?