MADISON PUBLIC SCHOOLS
Grade 4 Science
Authored by: James Stricchiola
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Thomas Paterson,
Supervisor of Science and Technology
Adopted by the Board: January, 2013
Members of the Board of Education: Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The fourth grade science program is a full year course taught in heterogeneous elementary school
classes. There is a three-cycle rotation schedule which allows the students to be actively involved in
units of study in Physical Science, Life Science, and Earth Science throughout the school year. The
curriculum is inquiry-based and is taught using science modules which provide enough materials for
all students to actively participate in experiments and activities. This approach maximizes skill and
conceptual growth in all students. The major topics covered during this year include the human body,
magnetism and electricity, and the water cycle.
II.
RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all
aspects of science. Science is best learned through collaboration and problem-solving, in an
environment that leads students to construct their own knowledge of scientific principles. Attitudes
such as curiosity, open-mindedness, and a thirst for knowledge ~ all essential to scientific inquiry ~
will be stressed. Within all fields of study, activities are provided for students to develop an
understanding of fundamental scientific principles as well as the skills necessary to perform scientific
investigations. This curriculum is designed to prepare students to meet future challenges with an
inquiring mind and a foundation of scientific knowledge. The science curriculum is aligned with the
NJ Core Content Curriculum Standards and is taught with an awareness of its connection to other
subjects and the needs of society.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense
of phenomena in physical, living and earth systems science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools
for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in
natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
IV.
ESSENTIAL QUESTIONS AND CONTENT
Human Body
1) What are the structure and functions of the skeletal system? (5.1; 5.3.4.A.2; 5.3.4.A.3)
- There are 206 bones in the adult skeleton.
- Bones are connected to each other at joints.
- The skeleton protects organs, supports the body, and provides a place for muscles to attach to.
2) What are the functions of the muscular system? (5.1; 5.3.4.A.2; 5.3.4.A.3)
- Muscles allow the body to move.
-
When muscles contract, they get shorter. When muscles relax, they get longer.
Flexor muscles (biceps) allow a body part to bend when they contract.
Extensor muscles (triceps) allow a body part to straighten when they contract.
3) What are the structure and functions of the circulatory system? (5.1; 5.3.4.A.2; 5.3.4.A.3)
- The circulatory system consists of the heart, blood, veins, arteries, and capillaries.
- The circulatory system pumps blood throughout the body.
- The heart is broken up into four chambers.
- The right atria and ventricle collect oxygen-poor blood and pump it to the lungs to become
oxygen-rich.
- The left atria and ventricle collect oxygen-rich blood and pump it throughout the body.
4) What are the structure and functions of the respiratory system? (5.1; 5.3.4.A.2; 5.3.4.A.34)
- The respiratory system consists of the trachea, bronchus, lungs, alveolus, and diaphragm.
- The respiratory system brings oxygen into the body and removes carbon dioxide from the
body.
- The diaphragm is the muscles that contracts to bring air into the lungs and relaxes to push air
out of the lungs.
5) What are functions of the skin? (5.1; 5.3.4.A.1; 5.3.4.A.2; 5.3.4.A.3)
- Skin protects the insides of body from germs and bacteria.
- Skin regulates body temperature through perspiration.
6) What are the structure and functions of the teeth? (5.1; 5.3.4.A.2; 5.3.4.A.3)
- Teeth are shaped differently because they have different functions.
- The incisors and canines bite and tear food.
- The premolars and molars mash and grind food.
- The teeth help break down food so the nutrients can be used by the body.
- The teeth are a part of the digestive system. Other organs in this system include the
esophagus, stomach, and small and large intestine.
7) What is necessary for good nutrition? (5.1; 5.3.4.A.2; 5.3.4.A.3; 5.3.4.B.1)
- Nutrition is the process whereby the body takes in nutrients to nourish the body.
- Nutrients include vitamins and minerals, fats, carbohydrates, and proteins.
- Fats provide the body with stored energy.
- Carbohydrates provide the body with a source of quick energy.
- Proteins allow the body to grow and repair itself.
- The food pyramid is a tool that can be used to make sure a person gets the necessary nutrients
from the five food groups.
8) What are the functions of the five senses? (5.1; 5.3.4.A.2; 5.3.4.A.3; 5.3.4.E.1; 5.3.4.E.2)
- The five senses gather information from the environment.
- The nervous system transports the messages received from the senses to the brain. The brain’s
job is to then attach “meaning” to this information.
Magnetism and Electricity
1) What are the properties of magnets? (5.1; 5.2.4.E.3)
- Magnets stick to iron and steel.
- Magnets attract or repel one another.
- Magnetism can be induced in a piece of steel that is close to or touching a magnet.
2) What are the characteristics of magnetic force? (5.1; 5.2.4.E.1; 5.2.4.E.2; 5.2.4.E.3, 5.2.4.E.4)
-
Magnetic force causes magnetic interactions.
The magnetic force of attraction between two magnets decreases with distance.
3) How does electricity flow? (5.1; 5.2.4.A.4; 5.2.4.C.1; 5.2.4.C.2; 5.2.4.C.3; 5.2.4.D.1, 5.2.4.E.1,
5.2.4.E.2)
- A circuit is a pathway through which electric current flows.
- A closed circuit allows electricity to flow; an open circuit does not.
- A switch is a device that opens and closes a circuit.
4) How does electricity flow in a series circuit and in a parallel circuit? (5.1;5.2.4.A.4;5.2.4.C.1;
5.2.4.C.2; 5.2.4.C.3; 5.2.4.D.1, 5.2.4.E.1, 5.2.4.E.2 )
- An electric circuit is a pathway along which electricity flows.
- A circuit with only one pathway for current flow is a series circuit.
- A circuit that splits into two or more pathways before coming together at the battery is a
parallel circuit.
5) What is an electromagnet? (5.1; 5.2.4.E.3)
- Electromagnetism is magnetism created by current flowing through a conductor.
- Electromagnets can be turned on and off.
- The strength of the magnetism produced by an electromagnet can be varied.
6) How have electromagnets been used in everyday life? (5.1; 5.2.4.E.1; 5.2.4.E.2; 5.2.4.E.3, 5.2.4.E.4 )
- Science and technology are closely related. Science is knowledge of the natural world;
technology is using scientific knowledge to modify the world to solve human problems.
- An electromagnet is used to build a telegraph.
- The telegraph allows people to send and receive messages.
Water
1) What are the properties of water? (5.1; 5.2.4.A.2; 5.4.4.E.1; 5.4.4.G.1; 5.4.4.G.2; 5.4.4.G.3;
5.4.4.G.4)
- Water is absorbed by some materials.
- Water beads up in some materials.
- The speed at which a bead of water flows on a smooth surface depends on the slope of the
surface and the size of the water bead.
2) What is surface tension? (5.1; 5.4.4.G.4 )
- Surface tension makes a drop of water form beads and domes with a skin-like surface.
3) What are the three forms of water and their properties? (5.1; 5.2.4.A.2; 5.4.4.E.1; 5.4.4.G.1;
5.4.4.G.2; 5.4.4.G.3; 5.4.4.G.4)
- Water may exist as a solid, liquid, or gas, depending on its temperature.
- Changing the temperature of water may change its properties.
- Cold water is denser than warm water.
- Liquid water becomes solid water (ice) when it cools to zero degrees Celsius.
- Warming ice to a temperature above zero degrees Celsius causes it to melt into liquid water.
4) What are the properties of water vapor? (5.1; 5.2.4.A.2; 5.4.4.E.1; 5.4.4.G.2; 5.4.4.G.4)
- Evaporation is the process by which liquid water changes into water vapor.
- Temperature affects the rate of evaporation.
- The surface area of a liquid affects the rate of evaporation.
- Condensation occurs when water vapor contacts to a cool surface and changes into a liquid.
- Evaporation and condensation contribute to the movement of water through the water cycle.
5) How does water interact with different earth materials? (5.1; 5.3.4.C.2; 5.4.4.C.1; 5.4.4.C.2;
5.4.4.E.1; 5.4.4.G.3; 5.4.4.G.4; )
- Some earth materials absorb more water then other earth materials do.
- Water flows more easily through some earth materials than through others.
6) How have people applied technology to water? (5.1; 5.4.4.F.1 )
- Flowing water can be used to do work.
7) What is water quality? (5.1; 5.4.4.G.4)
- Water contains different materials that affect its quality.
- Evaporation can be used to detect materials that may be dissolved in water.
V.
STRATEGIES
The activities for each unit are detailed sequentially in the teacher’s manual for each kit. Teachers
may extend the lessons with ideas provided in the manual, ideas suggested by the students, or ideas
generated by the teacher herself. Teaching methods for the units include labs, direct instruction,
lecture, cooperative groups, and small group instruction.
VI. EVALUATION
Student learning will be monitored with formative and summative assessments. Formative
assessments are integrated into the labs for diagnostic purposes. Formative assessments include
teacher observation, student sheets, response sheets, and performance assessments. Summative
assessments are administered at the end of each unit. These include an end-of-the unit test and a
portfolio assessment (optional).
VII.
REQUIRED RESOURCES
Delta Kit and Teacher’s Manual ~ You and Your Body
Foss Kit and Teacher’s Manual ~ Magnetism and Electricity
Foss Kit and Teacher’s Manual ~ Water
Supplemental Resources:
Delta Science Readers ~ You and Your Body
Foss Science Stories ~ Magnetism and Electricity
Foss Science Stories ~ Water
Additional resources listed on the following pages/sections of the teacher’s manuals:
(These include internet resources as well as literature for students and teachers.)
Delta Teacher’s Manual ~ You and Your Body: pages 123 and 124
Foss Teacher’s Manual ~ Magnetism and Electricity: Resources and Foss Website sections of the manual
Electricity and Magnetism by Jenny Karpelenia, Perfection Learning Corporation 2004
Power Up Experiments, Puzzles, and Games Exploring Electricity by Sandra Markle,
Macmillan Publishing Company, 1989 Text p.8-9
Foss Teacher’s Manual ~ Water: Resources and Foss Website sections of the manual
Earth’s Water Cycle by Amy Bauman, Gareth Stevens Publishing, 2008
Inside Science Amazing Water by Maria Gill, Creative Teaching Press, 2009
Water A Resource Our World Depends On by Ian Graham, Heinemann, 2005
The Water Cycle- Evaporation, Condensation, and Erosion by Rebecca Harman, Heinemann, 2005
Nature’s Cycles: The Water Cycle By Sally Morgan, Rosen Publishing Group, 2009
One Well The Story of Water on Earth by Rochelle Strauss, Kids Can Press Ltd., 2007
VIII. SCOPE AND SEQUENCE
The science program is a full year course. The units will be taught in this order: You and Your Body,
Magnetism and Electricity, and Water. It is recommended that science instruction follow a pattern in
which there are two 60-minute science classes one week and three 60-minute classes the following week.
You and Your Body: Approximately 23 science classes or 10 weeks
(* advanced preparation required)
(**Lessons from the Madison Grade 4 Health Curriculum/textbook that can be incorporated into this
science unit)
**Introduction to the human body:
TE pages B4-B7
Text pages B4-B7
Transparency 6
*Lesson 1: Human Bones ~ 1 day
*Lesson 2: Muscles and Movement ~ 1 day
Lesson 3: Reaction Time ~ 1 day
*Lesson 4: Pumping Heart ~ 1 day
Lesson 5: Lung Volume/Vital Capacity ~ 1 day
*Lesson 6: Lung Function ~ 1 day
*Lesson 7: Skin ~ 2 days (5 days apart)
**Digestive System:
TE page B15
Text page B15
Transparency 9
*Lesson 8: Teeth ~ 1 day
*Lesson 9: Fat ~ 2 days
*Lesson 10: Protein (Teacher demo due to harmful chemicals) ~ 1 day
*Lesson 11: Carbohydrates (Teacher demo due to harmful chemicals) ~ 2 days
Lesson 12: Nutrition ~ 2 days
**Food Labels and Food Ads and Eating Healthful Meals and Snacks:
TE pages B50-B53
Text pages B50-B53
Transparencies 17 and 18
**A Healthful Weight
TE pages B66-B69
Text pages B66-B69
**Nervous System:
TE pages B18-19
Text pages B18-19
Transparency 12
Lesson 13: Smell ~ 1 day
*Lesson 14 Touch, Hearing, and Sight ~ 1 day
**Stages of the Life Cycle:
TE pages B20-B25
Text pages B20-B25
**Your Future Growth:
TE pages B26-B31
Text pages B26-B31
Extension Lessons (optional) ~ 3 days
End of unit review and assessment ~ 4 days
Magnetism and Electricity: Approximately 23 science classes or 10 weeks
Supplemental Investigations:
The World Book Encyclopedia Presents Electricity Make It Work The Hands-On Approach to
Science By Wendy Baker and Andrew Haslam, World Book 2004 Text pp. 18-19 Circuit Game, Text
pp.24-25 Circuit Quiz
Science Experiments With Electricity by Sally Nankivell-Aston and Dorothy Jackson, Franklin Watts
2000 Text p.14-15 In a Spin
Investigation 1: The Force
Part 1: Investigating Magnets and Materials ~ 1 day
Part 2: Investigating More Magnetic Properties ~ 1 day
Part 3: Breaking the Force ~ 1 day
Part 4: Detecting the Force of Magnetism ~ 1 day
Investigation 2: Making Connections
Part 1: Lighting a Bulb ~ 1 day
Part 2: Making a Motor Run ~ 1 day
Part 3: Finding Conductors and Insulators ~ 1 day
Part 4: Investigating Mystery Circuits ~ 1 day
Investigation 3: Advanced Connections
Part 1: Building Series Circuits ~ 1 day
Part 2: Building Parallel Circuits ~ 1 day
Part 3: Solving the String-of-Lights Problem ~ 1 day
Investigation 4: Current Attractions
Part 1: Building an Electromagnet ~ 1 day
Part 2: Changing Number of Winds ~ 1 day
Part 3: Investigating More Electromagnets ~ 1 day
Investigation 5: Click It
Part 1: Reinvent the Telegraph ~ 1 day
Part 2: Sending Messages Long-Distance ~ 1 day
Extension Lessons (optional) ~ 3 days
End of unit review and assessment ~ 4 days
Water: Approximately 31 science classes or 13 weeks
Supplemental Investigations:
Understanding Earth’s Water Supply. Text p.27 Earth’s Water Cycle by Amy Bauman, Gareth Stevens
Publishing, 2008
How Much of an Apple is Water. Text p.5 Nature’s Cycles: The Water Cycle By Sally Morgan, Rosen
Publishing Group, 2009
Investigate Rainfall. (www.powerkidslinks.com/natc/water) Text p.14 Nature’s Cycles: The Water
Cycle By Sally Morgan, Rosen Publishing Group, 2009
Investigation 1: Water Observations
Part 1: Looking at Water ~ 1 day
Part 2: Surface Tension ~ 1 day
Part 3: Water on a Slope ~ 1 day
Investigation 2: Hot Water, Cold Water
Part 1: Build a Thermometer ~ 1 day
Part 2: Sinking and Floating Water ~ 1 day
Part 3: Water as Ice ~ 2 days
Investigation 3: Water Vapor
Part 1: Evaporation ~ 2 days
Part 2: Evaporation Locations ~ 5 days
Part 3: Surface Area ~ 2 days (4 days apart)
Part 4: Condensation ~ 2 days
Investigation 4: Waterworks
Part 1: Water in Earth Materials ~ 2 days
Part 2: Waterwheels ~ 1 day
Part 3: Water from Home ~ 3 days
Extension Lessons (optional) ~ 3 days
End of unit review and assessment ~ 4 days