Curriculum and Instruction – Office of Science
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
1 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
2 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
3 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
4th Grade 2 nine weeks
Focus: Earth and Space Science
Unit - 4.2.1
- 4 Weeks
Standard - The Universe (The Sun and Moon)
Time Frame
( Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
● Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the
sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]
● I can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance
of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and
selected stars that are visible only in particular months.]
TN Standards
Learning Outcome
Task & Resources
Clip Connection
407.6.1 Analyze patterns,
Identify and interpret simple
Academic
Vocabulary
MacMillan/McGraw-Hill: A Closer Look Grade 4
relative movements, and
patterns of evidence to
sun, earth moon, rotation, axis, orbit,
Chapter 4: Relationships Among The Sun, The Moon,
relationships among the sun,
communicate the findings of
lunar, moon phases, lunar eclipse,
and The Earth
moon, and earth.
multiple investigations
revolution apparent motion,
● The Sun and Earth Lesson 1 pgs 146-154
● The Moon and Earth Lesson 2 pgs 160-164
hemisphere, meteor, tides
0407.6.2 Infer that the moon’s
● Chapter 4 Review pgs 168-169
phases are caused by the
● TCAP Test Prep pgs. 170-171
Literacy Connection
revolution of the moon and earth
http://www.readworks.org
around the sun
Pre and Post Assessment Questions
● Earth Rotation- Students
will read the provided
pgs: 27-29
informational passage and
answer text dependent
Labs and Investigations
questions.
● What Causes Day and Night pgs. 56-57
● Why Does The Amount of Daylight Change
pg. 58
Links To National Standards
● What Effects The Size of Craters On The
2009 NAEP Framework
Moon pgs. 60-61
●
Interpret Data pgs. 64-66
National Science Education
Standards: Earth & Space
2 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Science
Supplemental Assessments
● Relationships Among The Sun, The Moon,
and Earth (Concept Map) pg 47
● Without The Sun pgs 52-53
Additional 4.2.1 Resource Toolbox
Online Resources
● Unit II assessment: www.scssciencedepartment.weebly.com -password energy
● http://www.teacherplanet.com : Free Website for teacher. Various Science activities. Type Space Science in search .
● http://www.siemensscienceday.com : various resources for all Science topics
●
http://studyjams.scholastic.com/studyjams/ : video clips and slide shows on various Science topics
●
www.pinterest.com : Pinterest: Open forum for sharing ideas, activities, anchor charts , and more. Search all science topics
●
www.internet4classrooms : Interactive games and activities on al science topics
●
●
●
●
http://science.ppst.com/index.htm numerous power points explaining various science topics.
http://www.sciencekids.co.nz/ : Website with different activities for Science education.
http://www.kidzone.ws/water/ : Water Cycle diagram and detailed desciption of each cycle component
http://interactivesites.weebly.com/clouds--water-cycle.html : Interactive wesites for the water cycle and related topics
3 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
4th Grade 2 nine weeks
Unit - 4.2.2
Focus: Earth and Space Science
Standard - The Earth (Geological Features)
( Text in blue are hyperlinked to suggested resource)
Time Frame - 2 Weeks
I Can Statements:
● I can identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes
in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers
with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the
bottom, indicating that over time a river cut through the rock.]
● I can make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
[Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind,
relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.]
● I can analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s
land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
Standards
Learning Outcomes
Textbook Resources
0407.7.1 Investigate how the Earth’s
geological features change as a result
of erosion (weathering and
transportation) and deposition.
Design a simple model to illustrate
how the wind and movement of water
alter the earth’s surface.
MacMillan/McGraw-Hill: A Closer Look Grade 4
Chapter 5: Earth’s Features and Its Materials
● Geological Features Lesson 1: pgs 176 - 185
● Erosion and Deposition Lesson 2: pgs 186197
● Earth Materials in Tennessee Lesson 3: pgs
198 - 209
● Chapter 5 Review pgs 232 -233
● TCAP Test Prep pgs 234 - 235
0407.7.2 Evaluate how some earth
materials can be used to solve human
problems and enhance the quality of
life.
Analyze how different earth materials
are utilized to solve human problems
or improve the quality of life
Pre and Post Assessment Questions
pgs: 30-32
4 Elementary Science 4th grade, 2nd nine weeks
CLIP Connection
Academic vocabulary
sediment, deposition,
geological features, canyon,
glacier, weathering, erosion,
topsoil, mineral resources,
fossil fuels, conservation,
renewable, nonrenewable
Literacy Connection
● What Happens When It
Rains - Students will read
the informational passage.
From the passage students
2015-2016
Curriculum and Instruction – Office of Science
Links To National Standards
2009 NAEP Framework
Labs and Investigations
● How Does Running Water Shape The Land
pgs 67 - 68
● What Happens To Environment When A
River Floods pgs 71-72
● How Can Rocks Change In Moving Water
pgs 75-76
● What is Erosion and Deposition pgs 79-81
● What is Soil Made Of? pgs 83-84
National Science Education
Standards: Earth & Space Science
will write an argument to
support the statement:
Without water, animals
would not survive.
Students will be required
to state a claim, reasoning,
and provide evidence.
*CER Writing Template
Supplemental Assessments
● Earth’s Features and Its Materials
(Concept Map) pg 60
● Meet Sisir Mondal pgs 73 -74
Unit II assessment:
www.scssciencedepartment.weebly.com password
energy
Additional 4.2.2 Resource Toolbox
Online Resources
● http://www.teacherplanet.com : Free Website for teacher. Various Science activities. Type Space Science in search .
● http://www.siemensscienceday.com : various resources for all Science topics
●
http://studyjams.scholastic.com/studyjams/ : video clips and slide shows on various Science topics
●
www.pinterest.com : Pinterest: Open forum for sharing ideas, activities, anchor charts , and more. Search all science topics
●
www.internet4classrooms : Interactive games and activities on al science topics
5 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
●
http://science.ppst.com/index.htm numerous power points explaining various science topics.
●
http://www.sciencekids.co.nz/ : Website with different activities for Science education.
Pink Palace Museum Field Trips
● Planetarium: Wonders of the Universe, Astronaut
● Suitcase Exhibits: (free) Sun & Moon
6 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
4th Grade 2 nine weeks
Science
Focus: Earth and Space
Unit - 4.2.3
Frame - 3 Weeks
Standard - The Atmosphere (Water Cycle & Climate)
Time
( Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on
Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps, and does not include the atmosphere.]
● I can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
● Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement:
Examples of data could include average temperature, precipitation, and wind direction.]
Standards
0407.8.1 Recognize the major
components of the water cycle.
0407.8.2 Differentiate between
weather and climate.
Learning Outcomes
Identify the basic features of the
water cycle and describe their
importance to life on earth.
Distinguish between weather and
climate.
Textbook Resources
CLIP Connection
MacMillan/McGraw-Hill: A Closer Look Grade 4
Chapter 5: Earth’s Features and Its Materials
● The Water Cycle Lesson 4: pgs 210 - 221
● Climate Lesson 5: pgs 222 - 231
● Chapter 5 Review pgs 232 - 233
● TCAP Test Prep pgs 234 - 235
Academic vocabulary
freeze, melt, evaporation,
condensation, precipitation, water
cycle, climate, current
Pre and Post Assessment Questions
pgs: 33-35
Links To National Standards
2009 NAEP Framework
7 Elementary Science 4th grade, 2nd nine weeks
Labs and Investigations
● How Does Water Change From A Liquid
To A Gas pgs 87-88
● Make A Model pgs 91-93
Literacy Connection
● Weather: The Water Cycle Students will read the
informational passage. Using
information from the text
students will explain
sequencing in relationship to
the parts of the water cycle.
2015-2016
Curriculum and Instruction – Office of Science
●
●
National Science Education
Standards: Earth & Space Science
What Affects Weather Patterns pgs 94-95
Which Type of Land Changes
Temperature Fastest? pgs 100-101
Supplemental Assessments
● What A Difference Day Length Makes pg
85
Unit II assessment:
www.scssciencedepartment.weebly.com -password
energy
● Weather: An Introduction To
Weather - Students will read
the informational passage.
Using the literacy strategy
cause and effect, students will
cite major influences for
weather, from the text.
● Climate: An Introduction To
Climate - Students will read
the informational passage.
From the text, students, will
identify factors that will
influence climate and how
each can affect rainfall and
temperature.
Resources Additional Unit 4.2.3 Online
8 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Online Resources
● http://www.teacherplanet.com : Free Website for teacher. Various Science activities. Type Space Science in search .
● http://www.siemensscienceday.com : various resources for all Science topics
●
http://studyjams.scholastic.com/studyjams/ : video clips and slide shows on various Science topics
●
www.pinterest.com : Pinterest: Open forum for sharing ideas, activities, anchor charts , and more. Search all science topics
●
www.internet4classrooms : Interactive games and activities on al science topics
●
http://science.ppst.com/index.htm numerous power points explaining various science topics.
●
http://www.sciencekids.co.nz/ : Website with different activities for Science education.
●
http://www.kidzone.ws/water/ : Water Cycle diagram and detailed desciption of each cycle component
●
http://interactivesites.weebly.com/clouds--water-cycle.html : Interactive wesites for the water cycle and related topics
Pink Palace Museum Field Trips
●
Exhibits: Nature Unleashed (Feb 6-May 1, 2016) This exhibit was developed by the Field Museum in Chicago. This link takes you to their site.
●
Labs: Weather Whys
●
Suitcase Exhibits: (free) Weather
●
Passports: ($10/topic) Weather Instruments
Lichterman Nature Center Field Trips
●
Exhibits: Buckman Water Science Trail
9 Elementary Science 4th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
10 Elementary Science 4th grade, 2nd nine weeks
2015-2016